Сравнение методов

	Concept Mapping Assessment	Rubric Development
Область	Education	Education
Семейство	Process / pipeline	Process / pipeline
Год появления	1984	2007
Автор метода	Joseph Novak & D. Bob Gowin; assessment use developed by Ruiz-Primo & Shavelson	Performance-assessment tradition (Andrade; Arter & McTighe; Jonsson & Svingby synthesis)
Тип	Graphical assessment of the structure and connectedness of knowledge	Systematic design of criterion-based scoring guides for performance
Основополагающий источник	Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge University Press. ISBN: 9780521319263	Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144.
Другие названия	Concept Map Assessment, Knowledge Structure Mapping, Concept Map Scoring, Novakian Concept Mapping	Scoring Rubric Design, Analytic and Holistic Rubrics, Performance Scoring Guides, Rubric Construction
Связанные	4	4
Сводка	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.	Rubric development is the systematic design of criterion-referenced scoring guides for judging complex performance such as writing, projects, presentations, and problem solving. A rubric specifies the dimensions on which work is evaluated and describes, in ordered levels, what each degree of quality looks like. Done well — as the syntheses by Andrade and by Jonsson and Svingby show — rubrics make scoring more reliable and transparent, clarify expectations for students, and turn assessment into a tool for learning rather than merely a verdict.