ارزشیابی توان آزمون‌های مبتنی بر نقشه مفهومی در جایگزینی آزمون‌های سنتی

Amadieu, F., Tricot, A., & Mariné, C. (2010). Interaction between prior knowledge and concept-map structure on hypertext comprehension, coherence of reading orders and disorientation. Interacting with computers, 22(2), 88-97.

Arneson, B. T. (2005). On the role of concept mapping assessment in todayʼs constructivist classroom. Doctoral dissertation, The University of Texas at Austin.

CiprianSas, I. (1999). The multiple-choice concept map (MCCM): an interactive computer-based assessment method. Doctoral dissertation, University of Nevada, Las Vegas.

Dugosuy, B. (2012). Cognitive analysis of experts and novices concept mapping processes. Doctoral dissertation, Middle East Technical University.

Ekin, B., Ulcinar Sagir, S., & Saltan, F. (2016). The Comparison on Evaluation of Concept Map and Structured Grid with Multiple-Choice Test. Participatory Educational Research (PER), Special Issue 2016-II, 100-111.

Hung, C. H., & Lin, C. Y. (2015). Using concept mapping to evaluate knowledge structure in problem-based learning. BMC medical education, 15(1), 1-9.

Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational research review, 2(2), 130-144.

Joseph, C., Conradsson, D., Wikmar, L. N., & Rowe, M. (2017). Structured feedback on students’ concept maps: the proverbial path to learning?. BMC medical education, 17(1), 1-9.

Kassab, S. E., & Hussain, S. (2010). Concept mapping assessment in a problem-based medical curriculum. Medical teacher, 32(11), 926-931.

Klein, D. C., Chung, G. K., Osmundson, E., Herl, H. E., & O’Neil, H. F., Jr. (2002). The validity of knowledge mapping as a measure of elementary students’ scientific understanding (CSE Tech. Rep. No. 557). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Ku, W. A. (2007). Using concept maps to explore the conceptual knowledge of technology students: an exploratory study. Doctoral dissertation, The Ohio State University.

Liping, Z., Yan, W., Boqing, D. & Zengyao, Z. (2009). The comparison study of Chinese and American secondary school students’ knowledge structure assessment technique - an experimental research based on concept map. Frontiers of Education in China, 4(2), 286-297.

Liu, X. & Hinchey, M. (1996). The internal consistency of a concept mapping scoring scheme and its effect on prediction validity. International Journal of Science Education, 18(8), 921-937.

Liu, T. C., Lin, Y. C., & Tsai, C. C. (2009). Identifying senior high school students^, misconceptions about statistical correlation, and their possible causes: an exploratory study using concept mapping with interviews. International Journal of Science and Mathematics Education, 7(4), 791-820.

Maker, C. J., & Zimmerman, R. H. (2020). Concept maps as assessments of expertise: Understanding of the complexity and interrelationships of concepts in science. Journal of Advanced Academics, 31(3), 254-297.

Mesa, J. C. (2010). The development and use of a concept mapping assessment tool with young children on family visits to a live butterfly exhibit. Doctoral dissertation, University of Florida.

Mesrabadi, J. (2008). Feasibility study of using concept map-based evaluations in high school biology. Ministry of education, Research and Curriculum Planning Organization, Curriculum Planning And Educational Innovation Research institute. (In Persian).

Mislevy, R. J. (2008). How cognitive science challenges the educational measurement tradition. Measurement, 6(2), 124-141.

Nasri, N., Roslan, S. N., Sekuan, M. I., Bakar, K. A., & Puteh, S. N. (2010). Teachers’ perception on alternative assessment. Procedia-Social and behavioral sciences, 7, 37-42.

Novak, J. D., & Gowin, B. (1984). Learning how to learn. New York: Cambridge University Press.

Novak, J. D., Gowin, D. B. & Johansen, G. T. (1983). The use of concept mapping and Knowledge vee mapping with junior high school science students. Science Education, 67(5), 625-645.

Plummer, K. J. (2008). Analysis of the psychometric properties of two different concept-map assessment tasks. Doctoral dissertation. Brigham Young University.

Rice, D. C., Ryan, J. M., & Samson, S. M. (1998). Using concept maps to assess student learning in the sciences classroom: Must different methods compete?, Journal of Research in Science Teaching, 35(10), 1103-1127.

Ruiz-Primo, M.A. & Shavelson, R.J. (1996). Problems and issues in use of concept maps in science assessment. Journal of Research in Science Teaching. 33, 569-600.

Schmidt, H. J. (2006). Alternative approaches to concept mapping and implications for medical education: commentary on reliability, validity and future research directions. Advances in Health Sciences Education, 11(1), 69-76.

Schwendimann, B. A. (2015). Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education. Knowledge Management & E-Learning: Special Issue on Novakian Concept Mapping in University and Professional Education, 7(1), 73-99.

Seif, A. (2008). Educational measurement, assessment and evaluation. Tehran: Doran publications, twenty seventh edition. (In Persian).

Snelson, L. J. (2010). Estimating the Reliability of Concept Map Ratings Using a Scoring Rubric Based on Three Attributes of Propositions. Doctoral dissertation, Brigham Young University.

Stoddart, T., Abrams, R., Gasper, E., & Canaday, D. (2000). Concept maps as assessment in science inquiry learning: A report of methodology. International Journal of Science Education, 22(12), 1221-1246.

Walker, J. M., & King, P. H. (2003). Concept mapping as a form of student assessment and instruction in the domain of bioengineering. Journal of Engineering Education, 92(2), 167-178.

Watson, M. K., Pelkey, J., Noyes, C. & Rodgers, M. (2016). Assessing impacts of a learning-cycle-based module on students' conceptual sustainability knowledge using concept maps and surveys. Journal of Cleaner Production. 133, 544-556.

West, D. C., Park, J. K., Pomeroy, J. R., & Sandoval, J. (2002). Concept mapping assessment in medical education: a comparison of two scoring systems. Medical education, 36(9), 820-826.

Woldeamanuel, Y. W., Abate, N. T., & Berhane, D. E. (2020). Effectiveness of Concept Mapping Based Teaching Methods on Grade Eight Students' Conceptual Understanding of Photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), 1-16.

Won, M., Krabbe, H., Ley, S. L., Treagust, D. F., & Fischer H. E. (2017). Science Teachers’Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy. Educational Assessment, 22(2), 95-110.

Yin, Y., & Shavelson, R. J. (2008). Application of Generalizability Theory to Concept Map Assessment Research. Applied Measurement in Education, 21(3), 273-291.