Research On Concept Map Evaluation And Its Reliability And Validity In Physics Teaching Of High School

Physics Curriculum Standard in high school proposes new requirements for evaluation, which triggers our re-understanding on the evaluation. Goldsmith and Johnson (1990) described the ideal assessment task as one that is objective and reliable, minimizes the in?uence of context on responses, and captures something of the structural nature of the subjects'knowledge. The existing evaluation methods, containing the objective test formats (alternative response, fill a vacancy, short answer, etc.) and the subjective test (essays, reports, and presentations, etc.), can't meet the requirement of testing the students'knowledge structure. The concept map evaluation can measure and evaluate the content and structure of student's knowledge, and it has been proved by plenty of research abroad that the concept map evaluation is a good tool, which can exactly examines students'knowledge structure characteristics.The research applies the concept map evaluation to high school physics teaching, in order to inquire into its reliability and validity, which can provide the experimental foundation for the practicability of concept map evaluation, and we expect gaining the proof of concept map evaluation as an alternative evaluation tool.The paper mainly uses the research approaches such as literature, investigation, experiment and so on. The details are as follows. We refer to the original English text of concept map and its evaluation, in order to understand the present situation and the research results of concept map evaluation overseas, and absorb the pith. We also consult the papers and periodicals to analyze the deficiency of research in our country about the concept map evaluation, and determine the content of this paper. Then we actualize the concept map evaluation in the high school physics teaching and investigate the students'charting skills. When proficient of concept mapping, the students are taken the test. The experiment has three stages which are training, testing, and scoring. After that, we analyze the scores to get the interrater reliability, the scoring method reliability and the criterion-related validity of six scoring methods, which are relational, total proposition, structural, and the three above with master map.The experimental result indicates that when we apply the concept map evaluation to high school physics teaching, the relational scoring method especially with master map has the highest reliability and validity, while it takes the longest time. The total proposition method with master map takes the second place, and less time. The structural method has the lowest reliability and validity, and it with master map has the lower reliability, and an uncertain validity.In addition, we can detect that students'average sore obviously is much lower when using the structural method than that when using the relational method and the total proposition method, which reflects that the physics teaching of high school didn't attach importance to constructing the students'knowledge. It obviously has the research value and practical meaning that we import the concept map evaluation to physics teaching of high school in our country.Considering the characteristics of six scoring method, we can employ them in the different phrases. The total proposition scoring method (with or without master map) can be used as diagnostic evaluation tool to diagnose the student's understanding on concept. The structural scoring method (preferably non-standard map) can be used as a formative tool of evaluation to test the student's knowledge structure, and to monitor their thinking process. As a summative tool of evaluation, the relational scoring method with master map is the most reasonable.