Assessing structural knowledge. 论文

摘要

This study evaluated the validity of some new methods to assess student's cognitive representations of classroom learning. In the context of a sophomore-junior level class in statistics and design, 40 students judged the relatedness of 30 of the important concepts in the domain. Network representations of the rating data were derived using the Pathfinder scaling algorithm. The similarity between each student's and the instructor's networks was then assessed using a set-theoretic measure C