@article{article_510889, title={Using Generalizability Theory to Examine Different Concept Map Scoring Methods}, journal={Eurasian Journal of Educational Research}, volume={16}, pages={211–228}, year={2016}, author={Cetın, Bayram and Guler, Nese and Sarıca, Rabia}, keywords={Generalizability theory,rater effect,scoring concept maps,scoring methods.}, abstract={<p class="MsoNormal" style="margin-top:6.0pt;margin-right:14.2pt;margin-bottom: 0cm;margin-left:1.0cm;margin-bottom:.0001pt;text-align:justify;line-height: 105%"> <i> <span lang="EN-US" style="font-size: 9.0pt;line-height:105%;font-family:"Book Antiqua","serif";mso-fareast-font-family: TimesNewRomanPS-ItalicMT">Problem Statement: </span> </i> <i> <span lang="EN-US" style="font-size:9.0pt;line-height:105%;font-family:"Book Antiqua","serif"; mso-fareast-font-family:TimesNewRomanPS-ItalicMT;mso-bidi-font-family:TimesNewRomanPS-ItalicMT"> </span> </i> <span class="hps"> <span lang="EN" style="font-size:9.0pt;line-height: 105%;font-family:"Book Antiqua","serif";mso-ansi-language:EN">In addition to being </span> </span> <span lang="EN" style="font-size:9.0pt;line-height:105%; font-family:"Book Antiqua","serif";mso-ansi-language:EN"> <span class="hps">teaching tools </span> </span> <span lang="EN-GB" style="font-size:9.0pt;line-height:105%; font-family:"Book Antiqua","serif";mso-ansi-language:EN-GB">, concept maps can be used as effective assessment tools. The use of concept maps for assessment has raised the issue of scoring them. Concept maps generated and used in different ways can be scored via various methods. </span> <span class="hps"> <span lang="EN" style="font-size:9.0pt;line-height:105%;font-family:"Book Antiqua","serif"; mso-ansi-language:EN">Holistic </span> </span> <span lang="EN" style="font-size: 9.0pt;line-height:105%;font-family:"Book Antiqua","serif";mso-ansi-language: EN"> <span class="hps">and relational </span> <span class="hps">scoring </span> <span class="hps">methods </span> <span class="hps">are two of them </span>. </span> <span lang="EN-GB" style="font-size:9.0pt;line-height:105%;font-family:"Book Antiqua","serif"; mso-ansi-language:EN-GB"> <o:p> </o:p> </span> </p> <p class="MsoNormal" style="margin-top:6.0pt;margin-right:14.2pt;margin-bottom: 0cm;margin-left:1.0cm;margin-bottom:.0001pt;text-align:justify;line-height: 105%"> <i> <span lang="EN-GB" style="font-size: 9.0pt;line-height:105%;font-family:"Book Antiqua","serif";mso-ansi-language: EN-GB">Purpose of the Study: </span> </i> <span lang="EN-GB" style="font-size:9.0pt; line-height:105%;font-family:"Book Antiqua","serif";mso-ansi-language:EN-GB"> In this study, the reliability of the  concept map scores, which were made by the students and which were scored by different teachers using different scoring methods (holistic and relational), will be discussed in terms of G theory. <o:p> </o:p> </span> </p> <p class="MsoNormal" style="margin-top:6.0pt;margin-right:14.2pt;margin-bottom: 0cm;margin-left:1.0cm;margin-bottom:.0001pt;text-align:justify;line-height: 105%;tab-stops:354.4pt"> <i> <span lang="EN-GB" style="font-size:9.0pt;line-height:105%;font-family:"Book Antiqua","serif"; mso-ansi-language:EN-GB">Methods: </span> </i> <span lang="EN-GB" style="font-size: 9.0pt;line-height:105%;font-family:"Book Antiqua","serif";mso-ansi-language: EN-GB"> The research was performed during the fall semester of the 2010-2011 academic year, between December and January.  Concept maps created by thirty-six students were scored by three different teachers who played roles as raters. Data were obtained from four different concept maps that were generated by each student. <o:p> </o:p> </span> </p> <p class="MsoNormal" style="margin-top:6.0pt;margin-right:14.2pt;margin-bottom: 0cm;margin-left:1.0cm;margin-bottom:.0001pt;text-align:justify;line-height: 105%"> <i> <span lang="EN-GB" style="font-size: 9.0pt;line-height:105%;font-family:"Book Antiqua","serif";mso-ansi-language: EN-GB">Findings and Results: </span> </i> <span lang="EN-GB" style="font-size:9.0pt; line-height:105%;font-family:"Book Antiqua","serif";mso-ansi-language:EN-GB"> In focusing on the size of the variance estimates according to holistic scoring methods, while the student component (objects of measurement) accounts for one of the largest percentages of the variance (20%), the main effects of the task and the raters  account for about 14% and almost 0% of the total variance, respectively. The difficulty level of tasks did not differ so much from student to student, and there is a scoring agreement among raters. Using the holistic scoring method, </span> <!--[if gte msEquation 12]> <m:oMath> <i style=’mso-bidi-font-style:normal’> <span lang=EN-GB style=’font-size:9.0pt; line-height:105%;font-family:"Cambria Math","serif";mso-ansi-language:EN-GB’> <m:r> </m:r> <m:r>G </m:r> </span> </i> </m:oMath> <![endif]--> <!--[if !msEquation]--> <span lang="EN-US" style="font-size:11.0pt;line-height:115%;font-family:"Calibri","sans-serif"; mso-fareast-font-family:Calibri;position:relative;top:4.0pt;mso-text}, number={66}, publisher={Özer DAŞCAN}