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The Multiple-Choice Concept Map (Mccm): An Interactive Computer-Based Assessment Method, Ioan C. Sas
UNLV Theses, Dissertations, Professional Papers, and Capstones
This research attempted to bridge the gap between cognitive psychology and educational measurement (Mislevy, 2008; Leighton & Gierl, 2007; Nichols, 1994; Messick, 1989; Snow & Lohman, 1989) by using cognitive theories from working memory (Baddeley, 1986; Miyake & Shah, 1999; Grimley & Banner, 2008), multimedia learning (Mayer, 2001), and cognitive load (Chandler and Sweller, 1991, 1992; Cerpa, Chandler, & Sweller., 1996) to identify potential design weaknesses of traditional select-and-fill-in (SAFI) concept map assessment and then to guide the design of the new and improved multiple-choice concept map (MCCM) assessment method. The primary objective of this study was to evaluate the effects of (1) the type of the list of concepts or relations and (2) the spatial placement of the selection list on the examinee's overall mental effort. Using a 2x2 Factorial MANCOVA, with prior knowledge as the covariate, the participants were compared on the length of time to complete the assessment and on examinee's rating of personal mental effort exerted during the assessment. A Simple Planned Comparison was conducted to evaluate estimated mean differences between the primary group of interest (MCCM-integrated Group 4) and each of the other three groups. Of additional interest were differences among the four different groups on the examinees' attitudes and impressions toward their respective assessment method; these data provided more insight into the quality of design for each treatment group.
The type of List/Map had a significant main effect on the overall mental effort/strain or the linear combination of time on task and mental effort rating scores. More specifically, however, the test of between-subjects effects indicated that the type of list/map had a statistically significant effect on the time to complete the assessment, but not on the examinees ...