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The Multiple-choice concept map (MCCM): An interactive computer-based assessment method
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/(sici)1098-2736(199608)33:6<569::aid-tea1>3.0.co;2-mopenalex-snapshot
Problems and issues in the use of concept maps in science assessment
inferredcites →https://doi.org/10.1002/(sici)1098-2736(199812)35:10<1103::aid-tea4>3.0.co;2-popenalex-snapshot
Using concept maps to assess student learning in the science classroom: Must different methods compete?
inferredcites →https://doi.org/10.1002/(sici)1098-2736(199904)36:4<475::aid-tea5>3.0.co;2-oopenalex-snapshot
Concept map assessment of classroom learning: Reliability, validity, and logistical practicality
inferredcites →https://doi.org/10.1002/1098-2736(200102)38:2<260::aid-tea1005>3.0.co;2-fopenalex-snapshot
Comparison of the reliability and validity of scores from two concept-mapping techniques
inferredcites →https://doi.org/10.1002/tea.20049openalex-snapshot
Comparison of two concept-mapping techniques: Implications for scoring, interpretation, and use
inferredcites →https://doi.org/10.1007/bf02213420openalex-snapshot
Instructional control of cognitive load in the training of complex cognitive tasks
inferredcites →https://doi.org/10.1016/b978-0-08-044894-7.00703-xopenalex-snapshot
Technology Supports for Assessment Design
inferredcites →https://doi.org/10.1017/cbo9780511611186.002openalex-snapshot
The Demand for Cognitive Diagnostic Assessment
inferredcites →https://doi.org/10.1017/cbo9780511611186.009openalex-snapshot
Using the Attribute Hierarchy Method to Make Diagnostic Inferences About Examinees' Cognitive Skills
inferredcites →https://doi.org/10.1023/a:1014438905784openalex-snapshot
Concept Mapping and Peirce's Semiotic Paradigm Meet in the Classroom Environment
inferredcites →https://doi.org/10.1023/a:1022193728205openalex-snapshot
Cognitive Architecture and Instructional Design
inferredcites →https://doi.org/10.1037/0022-0663.91.2.358openalex-snapshot
Cognitive principles of multimedia learning: The role of modality and contiguity.
inferredcites →https://doi.org/10.1037/0033-295x.101.2.343openalex-snapshot
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
inferredcites →https://doi.org/10.1037/e643752011-001openalex-snapshot
On the Roles of External Knowledge Representations in Assessment Design
inferredcites →https://doi.org/10.1037/e651062011-001openalex-snapshot
Feasibility of Machine Scoring of Concept Maps
inferredcites →https://doi.org/10.1037/h0049234openalex-snapshot
Short-term retention of individual verbal items.
inferredcites →https://doi.org/10.1046/j.1365-2729.2001.00156.xopenalex-snapshot
Learning through computer-based concept mapping with scaffolding aid
inferredcites →https://doi.org/10.1080/001318800363908openalex-snapshot
How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development
inferredcites →https://doi.org/10.1080/01443410124681openalex-snapshot
Learner Experience and Efficiency of Instructional Guidance
inferredcites →https://doi.org/10.1080/0144341042000211715openalex-snapshot
Distinctive working memory profiles in children with special educational needs
inferredcites →https://doi.org/10.1080/01443410701635058openalex-snapshot
Working memory, cognitive style, and behavioural predictors of GCSE exam success
inferredcites →https://doi.org/10.1080/08957340802161840openalex-snapshot
Application of Generalizability Theory to Concept Map Assessment Research
inferredcites →https://doi.org/10.1080/08993400701864880openalex-snapshot
Concept map assessment for teaching computer programming
inferredcites →https://doi.org/10.1080/10627190701578222openalex-snapshot
Model-Based Assessments to Support Learning and Accountability: The Evolution of CRESST's Research on Multiple-Purpose Measures
inferredcites →https://doi.org/10.1080/15366360802131635openalex-snapshot
How Cognitive Science Challenges the Educational Measurement Tradition∗
inferredcites →https://doi.org/10.1111/j.1745-3984.1996.tb00498.xopenalex-snapshot
Test Theory Reconceived
inferredcites →https://doi.org/10.1111/j.1745-3992.1995.tb00881.xopenalex-snapshot
Standards of Validity and the Validity of Standards in Performance Asessment
inferredcites →https://doi.org/10.1111/j.2044-8279.1992.tb01017.xopenalex-snapshot
THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
inferredcites →https://doi.org/10.1177/00131640121971112openalex-snapshot
Select-and-Fill-in Concept Map Scores as a Measure of Students’ Connected Understanding of Science
inferredcites →https://doi.org/10.1177/001872089303500412openalex-snapshot
The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures
inferredcites →https://doi.org/10.1207/s1532690xci0804_2openalex-snapshot
Cognitive Load Theory and the Format of Instruction
inferredcites →https://doi.org/10.1207/s15326985ep3801_4openalex-snapshot
The Expertise Reversal Effect
inferredcites →https://doi.org/10.1207/s15326985ep3801_8openalex-snapshot
Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
inferredcites →https://doi.org/10.1207/s15516709cog0404_1openalex-snapshot
Models of Competence in Solving Physics Problems*
inferredcites →https://doi.org/10.1207/s15516709cog0502_2openalex-snapshot
Categorization and Representation of Physics Problems by Experts and Novices*
inferredcites →https://doi.org/10.1518/001872098779480587openalex-snapshot
Levels of Expertise and Instructional Design
inferredcites →https://doi.org/10.2190/mg7x-4j8n-ckyr-p06topenalex-snapshot
Some Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning
inferredcites →https://doi.org/10.2307/1170588openalex-snapshot
A Framework for Developing Cognitively Diagnostic Assessments
inferredcites →https://doi.org/10.2466/pms.1994.79.1.419openalex-snapshot
Measurement of Cognitive Load in Instructional Research
inferredcites →https://doi.org/10.3758/bf03193146openalex-snapshot
G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences
inferredcites →https://doi.org/10.5860/choice.29-4192openalex-snapshot
Generalizability theory: a primer
inferredcites →https://doi.org/10.5860/choice.37-4247openalex-snapshot
Historical dictionary of American education
inferredcites →https://doi.org/10.5860/choice.41-6045openalex-snapshot
The unintended consequences of high-stakes testing
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.5281/zenodo.1243560openalex-extracted
Concept Maps In Computer-Assisted Knowledge Assessment
inferred← citeshttps://doi.org/10.1007/978-3-319-45501-3_6openalex-snapshot
Eliciting, Representing, and Evaluating Adult Knowledge: A Model for Organizational Use of Concept Mapping and Concept Maps
inferred← citeshttps://doi.org/10.4018/978-1-7998-9128-4.ch006openalex-snapshot
Innovations on Concept Mapping-Based Activities for Learning Assessment
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