The Comparison on Evaluation of Concept Map and Structured Grid with Multiple-Choice Test

Thedesire to measure students’ affective and psychomotor skills along withcognitive abilities created a necessity to switch to new approaches inassessment and evaluation methods. The aim of the study is to compare theconcept map and structured grid with the achievement test. The researchquestions are; 1) Is there a significant correlation between students’ conceptmap points, structured grid points and achievement test points?, 2) How ischanging the students’ achievement test points, concept map activity points andstructured grid points? and 3) Is there a significant difference betweenstudents’ concept map activity points and students’ structured grid activitypoints based on gender? The relational screening method, which is aquantitative research design is used in this study for research method. Thesample of this study includes 23 sixth grade students who are being educated atAtatürk Middle School in Vezirköprü town at 2014-2015 academic year. In thisstudy, two concept map activities and a structured grid made by researcherswere applied with an achievement test which was multiple-choice test preparedby Ceylan (2008) to the students at the end of the unit. Spearman-rho test doneby researchers to see the correlation between the points obtained from conceptmap activities, structured grid and achievement test. A high, significantlypositive relationship was found between achievement test points and concept mapfilling activity points. A significant positive relationship was found betweenthe achievement test and concept map creating activity points. It is can be saidthat, concept map activities served their purpose and they could measure thesame skills with achievement test. However, there weren’t any significantrelationship found between structured grid and achievement test points. It wasthought that, this result occurred because of students weren’t accustomed tostructured grids. There weren’t any significant relationship found between thepoints obtained from concept map activities and structured grid points.Descriptive analysis was performed to find answers to the second researchquestion. It was seen in the results of the analysis that, students’ highestarithmetic mean came from achievement test. It was thought that, these resultsoccurred because of students familiarity with multiple-choice tests. The arithmeticmean of students’ concept map filling activity points were found higher thanthe arithmetic mean of students’ concept map creating activity points. This result can beread as, students couldn’t create the links between concepts. Mann Whitney U test was performed to findanswers to last research question. It was seen in the test results that, thereweren’t any effects to these activities points’ by gender. Teachers can beinformed about alternative assessment and evaluation tools. Alternative assessmentand evaluation methods can be use in addition to traditional methods forevaluation