Comparar métodos
Examine os métodos selecionados lado a lado; as linhas que diferem ficam destacadas.
| Concept Mapping Assessment× | Portfolio Assessment× | |
|---|---|---|
| Área | Education | Education |
| Família | Process / pipeline | Process / pipeline |
| Ano de origem≠ | 1984 | 1992 |
| Autor original≠ | Joseph Novak & D. Bob Gowin; assessment use developed by Ruiz-Primo & Shavelson | Performance-assessment tradition (Arter & Spandel; Koretz; Vermont/Kentucky programs) |
| Tipo≠ | Graphical assessment of the structure and connectedness of knowledge | Assessment based on a purposeful collection of student work over time |
| Fonte seminal≠ | Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge University Press. ISBN: 9780521319263 | Arter, J. A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11(1), 36–44. DOI ↗ |
| Outros nomes | Concept Map Assessment, Knowledge Structure Mapping, Concept Map Scoring, Novakian Concept Mapping | Educational Portfolio Assessment, Student Portfolio Evaluation, Showcase / Working Portfolio Assessment, Portfolio-Based Assessment |
| Relacionados | 4 | 4 |
| Resumo≠ | Concept mapping assessment uses student-generated diagrams of concepts and their relationships to evaluate the structure of knowledge, not just its quantity. A concept map represents ideas as labeled nodes connected by labeled links that form meaningful propositions, often arranged hierarchically with cross-links between branches. Developed from Novak and Gowin's work on meaningful learning and formalized as an assessment tool by Ruiz-Primo and Shavelson, it reveals how well a learner has organized and integrated a domain, exposing connections and misconceptions a multiple-choice test would miss. | Portfolio assessment evaluates learning through a purposeful collection of a student's work assembled over time rather than through a single test. The portfolio may showcase best work, document growth, or demonstrate mastery against standards, and typically includes student selection and reflection. Articulated for education by Arter and Spandel and stress-tested in large-scale programs analyzed by Koretz, it captures authentic, complex performance that on-demand testing misses, while raising distinctive challenges for the reliability and comparability of scores. |
| ScholarGateConjunto de dados ↗ |
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