By National Research Council, Division on Engineering and Physical Sciences, Laboratory Assessments Board, Panel on Neutron Research
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Extra info for An Assessment of the National Institute of Standards and Technology Center for Neutron Research: Fiscal Year 2007
The figures are taken from a study by Haney ( 1993); they were completed by eighth grade students studying a science unit on ocean organisms. Students were provided with training in producing the maps and, at the end of the unit, with a list of 30 key concepts from the unit. Figure 4 shows the concept map produced by a student with identifiable gaps and errors of understanding. " In fact, the sand channel is simply the habitat of echinoderms; it is also not at a similar level as other concepts listed at this level, such as snails and fish.
According to Glaser et al. (1987), knowledge organization and structure can be assessed to differentiate between novice and expert skill development: a novice would possess cognitive structures that are loosely organized, unconnected, or poorly related, whereas the expert's organization would be highly interconnected and developed. Similarly, highly skilled individuals are able to present detailed, abstract representations of the task in problemsolving situations, while the less skilled individual may focus only on surface features of the problem.
For each individual student, attainment of these goals depends on the complex interrelationships among a number of vari- I. Learning, Achievement, and Assessment 21 ables, including student background characteristics, prior learning, motivation, teacher characteristics, instructional quality, classroom environment, parental support, and a host of other factors. These factors cannot be minimized and are the grist of much research in education and the social sciences. HOwever, no matter what other factors are involved in bringing a student to a level of understanding or accomplishment, it is nonetheless a valuable educational endeavormindeed, a professional obligationmto determine with as much confidence as possible what a student's level of understanding or accomplishment might be.