The Comparison on Evaluation of Concept Map and Structured Grid with Multiple-Choice Test
Abstract
The
desire to measure students’ affective and psychomotor skills along with
cognitive abilities created a necessity to switch to new approaches in
assessment and evaluation methods. The aim of the study is to compare the
concept map and structured grid with the achievement test. The research
questions are; 1) Is there a significant correlation between students’ concept
map points, structured grid points and achievement test points?, 2) How is
changing the students’ achievement test points, concept map activity points and
structured grid points? and 3) Is there a significant difference between
students’ concept map activity points and students’ structured grid activity
points based on gender? The relational screening method, which is a
quantitative research design is used in this study for research method. The
sample of this study includes 23 sixth grade students who are being educated at
Atatürk Middle School in Vezirköprü town at 2014-2015 academic year. In this
study, two concept map activities and a structured grid made by researchers
were applied with an achievement test which was multiple-choice test prepared
by Ceylan (2008) to the students at the end of the unit. Spearman-rho test done
by researchers to see the correlation between the points obtained from concept
map activities, structured grid and achievement test. A high, significantly
positive relationship was found between achievement test points and concept map
filling activity points. A significant positive relationship was found between
the achievement test and concept map creating activity points. It is can be said
that, concept map activities served their purpose and they could measure the
same skills with achievement test. However, there weren’t any significant
relationship found between structured grid and achievement test points. It was
thought that, this result occurred because of students weren’t accustomed to
structured grids. There weren’t any significant relationship found between the
points obtained from concept map activities and structured grid points.
Descriptive analysis was performed to find answers to the second research
question. It was seen in the results of the analysis that, students’ highest
arithmetic mean came from achievement test. It was thought that, these results
occurred because of students familiarity with multiple-choice tests. The arithmetic
mean of students’ concept map filling activity points were found higher than
the arithmetic mean of students’ concept map creating activity points. This result can be
read as, students couldn’t create the links between concepts. Mann Whitney U test was performed to find
answers to last research question. It was seen in the test results that, there
weren’t any effects to these activities points’ by gender. Teachers can be
informed about alternative assessment and evaluation tools. Alternative assessment
and evaluation methods can be use in addition to traditional methods for
evaluation
Keywords
Concept map,structured grid,alternative assessment and evaluation methods,electricity in our lives
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