Krahasoni metodat

	Concept Mapping Assessment	Learning Progressions Analysis
Fusha	Education	Education
Familja	Process / pipeline	Process / pipeline
Viti i origjinës	1984	2009
Krijuesi	Joseph Novak & D. Bob Gowin; assessment use developed by Ruiz-Primo & Shavelson	Science and mathematics education research (Corcoran, Mosher, Rogat; Wilson; Clements & Sarama)
Lloji	Graphical assessment of the structure and connectedness of knowledge	Empirically grounded ordered description of how understanding develops over time
Burimi themelues	Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge University Press. ISBN: 9780521319263	Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning Progressions in Science: An Evidence-Based Approach to Reform (CPRE Research Report RR-63). Consortium for Policy Research in Education.
Emërtime të tjera	Concept Map Assessment, Knowledge Structure Mapping, Concept Map Scoring, Novakian Concept Mapping	Learning Trajectories, Progress Variables, Learning Progression Validation, Construct Maps
Të lidhura	4	4
Përmbledhja	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.	Learning progressions analysis is a methodology for describing and validating the typical paths by which students' understanding of a core concept grows more sophisticated over time. A learning progression hypothesizes an ordered sequence of increasingly advanced ways of thinking — from naive ideas to expert understanding — and then tests that ordering against evidence of how students actually reason. Prominent in science and mathematics education, it links a theory of the domain, the design of assessment tasks, and a measurement model into a coherent description of conceptual development.