{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69213"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69213","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Assessing Knowledge Structure: The Development and Try Out of a Mapping Technique","abstract":"A psychometric instrument that assesses knowledge structure of a school related content domain was developed and tried out. One hundred and thirty-one 8th graders were assigned to either brief or detailed training groups to learn how to take a mapping test. Then, each student received one of the ten experimental treatments which manipulated content instruction, text availability during the test, and student ability factors. The results showed that most students learned how to take mapping test and that the mapping test was sensitive to different levels of content knowledge instruction, memory load, and student ability. When short answer test scores and other school achievement test scores/grades were used as external criteria, the mapping test was found to be concurrently valid. Its content and item validity, interrater reliability, and usability were also examined. Implications of the mapping technique suggested that (a) it can be used to accurately assess content knowledge, (b) it has diagnostic value since it provides a wholistic profile of student's performance, (c) it can be useful when selecting instructional strategies and teaching materials, and (d) it can be used to help students focus their learning or note-taking strategies.","abstract_html":"A psychometric instrument that assesses knowledge structure of a school related content domain was developed and tried out. One hundred and thirty-one 8th graders were assigned to either brief or detailed training groups to learn how to take a mapping test. Then, each student received one of the ten experimental treatments which manipulated content instruction, text availability during the test, and student ability factors. The results showed that most students learned how to take mapping test and that the mapping test was sensitive to different levels of content knowledge instruction, memory load, and student ability. When short answer test scores and other school achievement test scores/grades were used as external criteria, the mapping test was found to be concurrently valid. Its content and item validity, interrater reliability, and usability were also examined. Implications of the mapping technique suggested that (a) it can be used to accurately assess content knowledge, (b) it has diagnostic value since it provides a wholistic profile of student's performance, (c) it can be useful when selecting instructional strategies and teaching materials, and (d) it can be used to help students focus their learning or note-taking strategies.","abstract_has_math":false,"creators":["Huang, Shang-Cheng Chiu"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Anderson, Thomas H."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:52:06Z","date_published":"2014-12-15T18:52:06Z","updated_at":"2026-07-22T22:26:00Z","subjects":["Education, Tests and Measurements","Education, Special","Education, Reading"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8908713"],"render_values":[{"text":"(UMI)AAI8908713","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/69213","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anderson, Thomas H."]},{"key":"dc:creator","label":"Author","values":["Huang, Shang-Cheng Chiu"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:52:06Z","10000-01-01","1988"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Tests and Measurements","Education, Special","Education, Reading"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/69213","(UMI)AAI8908713"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A psychometric instrument that assesses knowledge structure of a school related content domain was developed and tried out. One hundred and thirty-one 8th graders were assigned to either brief or detailed training groups to learn how to take a mapping test. Then, each student received one of the ten experimental treatments which manipulated content instruction, text availability during the test, and student ability factors. The results showed that most students learned how to take mapping test and that the mapping test was sensitive to different levels of content knowledge instruction, memory load, and student ability. When short answer test scores and other school achievement test scores/grades were used as external criteria, the mapping test was found to be concurrently valid. Its content and item validity, interrater reliability, and usability were also examined. Implications of the mapping technique suggested that (a) it can be used to accurately assess content knowledge, (b) it has diagnostic value since it provides a wholistic profile of student's performance, (c) it can be useful when selecting instructional strategies and teaching materials, and (d) it can be used to help students focus their learning or note-taking strategies.","Made available in DSpace on 2014-12-15T18:52:06Z (GMT). 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One hundred and thirty-one 8th graders were assigned to either brief or detailed training groups to learn how to take a mapping test. Then, each student received one of the ten experimental treatments which manipulated content instruction, text availability during the test, and student ability factors. The results showed that most students learned how to take mapping test and that the mapping test was sensitive to different levels of content knowledge instruction, memory load, and student ability. When short answer test scores and other school achievement test scores/grades were used as external criteria, the mapping test was found to be concurrently valid. Its content and item validity, interrater reliability, and usability were also examined. 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