Using Semantic Map Tests To Assess Subject Matter Comprehension

Abstract

The purpose of this investigation was to develop and pilot-test maze-like semantic maps for assessing reading comprehension of content-area information. Semantic map tests reflect students' understanding of relationships among key passage concepts, as an integrated whole. The production, administration, and scoring of semantic map-tests was standardized, using undergraduate college students in education. Next, inter-scorer reliability, scaling and interpretation of four types of map-scores were investigated. The scores were also validated against three criteria: standardized test scores, science report card grades, and teacher ratings. These psychometric properties were investigated through pilot-testing with a heterogeneous group of 144 Grade 7 and 8 students in a low-achieving school. Results showed that good quality maps could be produced and scored with high reliability among preservice teachers. Criterion related validity based on a standardized test was weak, but moderate-to-strong validity was obtained against criteria of teacher ratings and science grades. Interestingly, teacher ratings and science grades supported different types of map-test scores. Semantic map tests merit further research, with emphasis in three areas: (a) retest and alternate form reliabilities, (b) relative sensitivity to background knowledge versus text-based knowledge, (c) usefulness in an instructional context.

Preservice teachers use the newspaper to teach science and social studies literacy

“…Attitudinai measures were collected from inservice teachers, preservice teachers, and elementary students. Elementary students completed pre-and postsemantic maps, this technique allowed the assessment of science and social studies conceptual awareness (Parker, 1996;Antonacci, 1991). For the younger students (K-2), maps were created by the preservice teachers with assistance from the classroom students.…”

‘Sometimes They Are Fun and Sometimes They Are Not’: Concept Mapping with English Language Acquisition (ELA) and Gifted/Talented (GT) Elementary Students Learning Science and Sustainability

“…Parker, Guillemard, Goetz, and Glarza [20] found concept maps to be an effective reading comprehension strategy for students who typically performed "lower" on standardized tests. This success of concept maps was credited to their visual representation of content, which is often more effective than text or verbal summaries in understanding, retention, and use of information.…”