Loading…

Mutually Informative Measures of Knowledge: Concept Maps Plus Problem Sorts in Statistics

This case study examines the validity of 1 measure of representation and employs multiple measures to examine whether they provide mutually informative or independent pieces of information. These measures include (a) concept maps, which measure how individuals represent their content knowledge of a...

Full description

Saved in:

Bibliographic Details
Published in:	Educational assessment 2005-01, Vol.10 (1), p.39-71
Main Author:	Lavigne, Nancy C.
Format:	Article
Language:	English
Subjects:	Case Studies Classification Concept Mapping Educational psychology Interviews Knowledge Knowledge Representation Measurement Techniques Statistics Structured Interviews Validation studies Word Problems (Mathematics)
Citations:	Items that this one cites Items that cite this one
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

cited_by	cdi_FETCH-LOGICAL-c412t-94cb85bdd9c7b63ee091ab02414d5a2bd8560aa4aeee8d92e1cf92082ed9c7e63
cites	cdi_FETCH-LOGICAL-c412t-94cb85bdd9c7b63ee091ab02414d5a2bd8560aa4aeee8d92e1cf92082ed9c7e63
container_end_page	71
container_issue	1
container_start_page	39
container_title	Educational assessment
container_volume	10
creator	Lavigne, Nancy C.
description	This case study examines the validity of 1 measure of representation and employs multiple measures to examine whether they provide mutually informative or independent pieces of information. These measures include (a) concept maps, which measure how individuals represent their content knowledge of a domain as a whole; (b) problem sorts, which measure how individuals represent a specific aspect of their knowledge on word problems; and (c) structured interviews, which identify the reasons underlying sorting and concept mapping performance. Data from statistics instructors showed that the sorting task was a useful measure of representation when supplemented with instructors' explanations of their rationales. Moreover, concept maps assisted in the interpretation of performance on the sorting task. Concept maps and problem sorts were mutually informative, with the former providing a broader picture and the latter illustrating how particular concepts became salient when applied to a different context.
doi_str_mv	10.1207/s15326977ea1001_3
format	article
fullrecord	<record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1207_s15326977ea1001_3</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ724978</ericid><sourcerecordid>1079989891</sourcerecordid><originalsourceid>FETCH-LOGICAL-c412t-94cb85bdd9c7b63ee091ab02414d5a2bd8560aa4aeee8d92e1cf92082ed9c7e63</originalsourceid><addsrcrecordid>eNp1UM9LwzAULqLgnP4BgofgvZqkadOIFxlTpxsK04OnkKavUumamqSO_femVLyIl_ce368HXxSdEnxBKOaXjqQJzQTnoAjGRCZ70WSA4gHbDzfOaMyJ4IfRkXMfGGOeCTqJ3la971XT7NCirYzdKF9_AVqBcr0Fh0yFHluzbaB8hys0M62GzqOV6hx6bvowrCka2KC1sd6hukVrHxKcr7U7jg4q1Tg4-dnT6PV2_jK7j5dPd4vZzTLWjFAfC6aLPC3KUmheZAkAFkQVmDLCylTRoszTDCvFFADkpaBAdCUozikMDsiSaXQ-5nbWfPbgvPwwvW3DSxmKYSzlTAQRGUXaGucsVLKz9UbZnSRYDgXKPwUGz9noAVvrX_38gVMmeB7o65Gux-K2xjal9GrXGFtZ1erayeT_9G-s0IIq</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>207445749</pqid></control><display><type>article</type><title>Mutually Informative Measures of Knowledge: Concept Maps Plus Problem Sorts in Statistics</title><source>Taylor & Francis</source><source>ERIC</source><creator>Lavigne, Nancy C.</creator><creatorcontrib>Lavigne, Nancy C.</creatorcontrib><description>This case study examines the validity of 1 measure of representation and employs multiple measures to examine whether they provide mutually informative or independent pieces of information. These measures include (a) concept maps, which measure how individuals represent their content knowledge of a domain as a whole; (b) problem sorts, which measure how individuals represent a specific aspect of their knowledge on word problems; and (c) structured interviews, which identify the reasons underlying sorting and concept mapping performance. Data from statistics instructors showed that the sorting task was a useful measure of representation when supplemented with instructors' explanations of their rationales. Moreover, concept maps assisted in the interpretation of performance on the sorting task. Concept maps and problem sorts were mutually informative, with the former providing a broader picture and the latter illustrating how particular concepts became salient when applied to a different context.</description><identifier>ISSN: 1062-7197</identifier><identifier>EISSN: 1532-6977</identifier><identifier>DOI: 10.1207/s15326977ea1001_3</identifier><language>eng</language><publisher>Philadelphia: Lawrence Erlbaum Associates, Inc</publisher><subject>Case Studies ; Classification ; Concept Mapping ; Educational psychology ; Interviews ; Knowledge ; Knowledge Representation ; Measurement Techniques ; Statistics ; Structured Interviews ; Validation studies ; Word Problems (Mathematics)</subject><ispartof>Educational assessment, 2005-01, Vol.10 (1), p.39-71</ispartof><rights>Copyright Taylor & Francis Group, LLC 2005</rights><rights>Copyright (c) 2005, Lawrence Erlbaum Associates, Inc.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c412t-94cb85bdd9c7b63ee091ab02414d5a2bd8560aa4aeee8d92e1cf92082ed9c7e63</citedby><cites>FETCH-LOGICAL-c412t-94cb85bdd9c7b63ee091ab02414d5a2bd8560aa4aeee8d92e1cf92082ed9c7e63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ724978$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Lavigne, Nancy C.</creatorcontrib><title>Mutually Informative Measures of Knowledge: Concept Maps Plus Problem Sorts in Statistics</title><title>Educational assessment</title><description>This case study examines the validity of 1 measure of representation and employs multiple measures to examine whether they provide mutually informative or independent pieces of information. These measures include (a) concept maps, which measure how individuals represent their content knowledge of a domain as a whole; (b) problem sorts, which measure how individuals represent a specific aspect of their knowledge on word problems; and (c) structured interviews, which identify the reasons underlying sorting and concept mapping performance. Data from statistics instructors showed that the sorting task was a useful measure of representation when supplemented with instructors' explanations of their rationales. Moreover, concept maps assisted in the interpretation of performance on the sorting task. Concept maps and problem sorts were mutually informative, with the former providing a broader picture and the latter illustrating how particular concepts became salient when applied to a different context.</description><subject>Case Studies</subject><subject>Classification</subject><subject>Concept Mapping</subject><subject>Educational psychology</subject><subject>Interviews</subject><subject>Knowledge</subject><subject>Knowledge Representation</subject><subject>Measurement Techniques</subject><subject>Statistics</subject><subject>Structured Interviews</subject><subject>Validation studies</subject><subject>Word Problems (Mathematics)</subject><issn>1062-7197</issn><issn>1532-6977</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><recordid>eNp1UM9LwzAULqLgnP4BgofgvZqkadOIFxlTpxsK04OnkKavUumamqSO_femVLyIl_ce368HXxSdEnxBKOaXjqQJzQTnoAjGRCZ70WSA4gHbDzfOaMyJ4IfRkXMfGGOeCTqJ3la971XT7NCirYzdKF9_AVqBcr0Fh0yFHluzbaB8hys0M62GzqOV6hx6bvowrCka2KC1sd6hukVrHxKcr7U7jg4q1Tg4-dnT6PV2_jK7j5dPd4vZzTLWjFAfC6aLPC3KUmheZAkAFkQVmDLCylTRoszTDCvFFADkpaBAdCUozikMDsiSaXQ-5nbWfPbgvPwwvW3DSxmKYSzlTAQRGUXaGucsVLKz9UbZnSRYDgXKPwUGz9noAVvrX_38gVMmeB7o65Gux-K2xjal9GrXGFtZ1erayeT_9G-s0IIq</recordid><startdate>20050101</startdate><enddate>20050101</enddate><creator>Lavigne, Nancy C.</creator><general>Lawrence Erlbaum Associates, Inc</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20050101</creationdate><title>Mutually Informative Measures of Knowledge: Concept Maps Plus Problem Sorts in Statistics</title><author>Lavigne, Nancy C.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c412t-94cb85bdd9c7b63ee091ab02414d5a2bd8560aa4aeee8d92e1cf92082ed9c7e63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Case Studies</topic><topic>Classification</topic><topic>Concept Mapping</topic><topic>Educational psychology</topic><topic>Interviews</topic><topic>Knowledge</topic><topic>Knowledge Representation</topic><topic>Measurement Techniques</topic><topic>Statistics</topic><topic>Structured Interviews</topic><topic>Validation studies</topic><topic>Word Problems (Mathematics)</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lavigne, Nancy C.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Educational assessment</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lavigne, Nancy C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ724978</ericid><atitle>Mutually Informative Measures of Knowledge: Concept Maps Plus Problem Sorts in Statistics</atitle><jtitle>Educational assessment</jtitle><date>2005-01-01</date><risdate>2005</risdate><volume>10</volume><issue>1</issue><spage>39</spage><epage>71</epage><pages>39-71</pages><issn>1062-7197</issn><eissn>1532-6977</eissn><abstract>This case study examines the validity of 1 measure of representation and employs multiple measures to examine whether they provide mutually informative or independent pieces of information. These measures include (a) concept maps, which measure how individuals represent their content knowledge of a domain as a whole; (b) problem sorts, which measure how individuals represent a specific aspect of their knowledge on word problems; and (c) structured interviews, which identify the reasons underlying sorting and concept mapping performance. Data from statistics instructors showed that the sorting task was a useful measure of representation when supplemented with instructors' explanations of their rationales. Moreover, concept maps assisted in the interpretation of performance on the sorting task. Concept maps and problem sorts were mutually informative, with the former providing a broader picture and the latter illustrating how particular concepts became salient when applied to a different context.</abstract><cop>Philadelphia</cop><pub>Lawrence Erlbaum Associates, Inc</pub><doi>10.1207/s15326977ea1001_3</doi><tpages>33</tpages></addata></record>
fulltext	fulltext
identifier	ISSN: 1062-7197
ispartof	Educational assessment, 2005-01, Vol.10 (1), p.39-71
issn	1062-7197 1532-6977
language	eng
recordid	cdi_crossref_primary_10_1207_s15326977ea1001_3
source	Taylor & Francis; ERIC
subjects	Case Studies Classification Concept Mapping Educational psychology Interviews Knowledge Knowledge Representation Measurement Techniques Statistics Structured Interviews Validation studies Word Problems (Mathematics)
title	Mutually Informative Measures of Knowledge: Concept Maps Plus Problem Sorts in Statistics
url	http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-07T15%3A24%3A14IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Mutually%20Informative%20Measures%20of%20Knowledge:%20Concept%20Maps%20Plus%20Problem%20Sorts%20in%20Statistics&rft.jtitle=Educational%20assessment&rft.au=Lavigne,%20Nancy%20C.&rft.date=2005-01-01&rft.volume=10&rft.issue=1&rft.spage=39&rft.epage=71&rft.pages=39-71&rft.issn=1062-7197&rft.eissn=1532-6977&rft_id=info:doi/10.1207/s15326977ea1001_3&rft_dat=%3Cproquest_cross%3E1079989891%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c412t-94cb85bdd9c7b63ee091ab02414d5a2bd8560aa4aeee8d92e1cf92082ed9c7e63%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=207445749&rft_id=info:pmid/&rft_ericid=EJ724978&rfr_iscdi=true