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Record identifier : 564683
Personal Name - Primary Intelectual Responsibility : Akbarzadeh, Sara
Title and statement of responsibility : EXAMINING CONCEPT MAPPING AS AN ALTERNATIVE ASSESSMENT TOOL FOR READING COMPREHENSION ABILITY [Thesis]/اکبرزاده، سارا;supervisor: Fahim;advisor: Mostafaei
Publication, Distribution,Etc. : , 2008
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of Arts
Body granting the degree : , Allame Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی نقشه مفاهیم به عنوان روشی جایگزین برای سنجش مهارت درک مطلب است.پرسش های تحقیق: آیا نقشه مفاهیم قابلیت سنجش درک مطلب را دارد؟ آیا نقشه مفاهیم قابلیت تمایز دادن زبان آموزان قوی و ضعیف را دارد؟ آیا جنسیت بر نحوه اجرای زبان آموزان نداشته است
: The psychometric characteristics and the ability of concept mapping as a reading comprehension assessment tool were evaluated. In addition, the effects of gender and proficiency level on concept mapping performance were investigated. Participants consisted of 64 upper-intermediate and advanced level students, 32 girls and 32 boys. Students all received 90 min of training in the concept mapping technique, construct-a-map from scratch with the concepts provided. This study followed a pre-test, post-test design. Both pre-test and post-test concept map consisted of 10 concepts taken from a reading text. There was a two-week interval between the pre- and post-test, during which students had two guided practice sessions. In addition to the post-test concept map, the students took two reading comprehension multiple choice tests during the last week. All concept maps were scored by two raters for the matter of inter-rater reliability estimated to be over 0.90 for both pre-test and post-test. The internal reliability of the tests also was estimated to be over 0.80. Further, concept mapping tests proved to have a significant concurrent validity. The correlation coefficient between post-test concept mapping scores and a traditional reading comprehension test scores was 0.457, which was significant at a .000 level of probability, supporting the evidence that concept mapping measures reading comprehension. Comparing the mean differences of low and high achiever students revealed that concept mapping is able to discriminate between students with different proficiency levels. The results of a t-test regarding the performance of male and female students on concept mapping showed no significant difference..
Topical Name Used as Subject : Concept mapping
: Reading comperhension
: Assessment
Information of biblio record : TL
 
 
 
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