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Assessment for Effective Intervention
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Using Semantic Map Tests To Assess Subject Matter Comprehension

Richard Parker, Ph.D.

Texas A&M University

Luisa Guillemard, M.S.

Texas A&M University

Ernie Goetz, Ph.D.

Texas A&M University

Aitza Galarza, Ph.D.

Texas A&M University

The purpose of this investigation was to develop and pilot-test maze-like semantic maps for assessing reading comprehension of content-area information. Semantic map tests reflect students' understanding of relationships among key passage concepts, as an integrated whole. The production, administration, and scoring of semantic map-tests was standardized, using undergraduate college students in education. Next, inter-scorer reliability, scaling and interpretation of four types of map-scores were investigated. The scores were also validated against three criteria: standardized test scores, science report card grades, and teacher ratings. These psychometric properties were investigated through pilot-testing with a heterogeneous group of 144 Grade 7 and 8 students in a low-achieving school. Results showed that good quality maps could be produced and scored with high reliability among preservice teachers. Criterion related validity based on a standardized test was weak, but moderate-to-strong validity was obtained against criteria of teacher ratings and science grades. Interestingly, teacher ratings and science grades supported different types of map-test scores. Semantic map tests merit further research, with emphasis in three areas: (a) retest and alternate form reliabilities, (b) relative sensitivity to background knowledge versus text-based knowledge, (c) usefulness in an instructional context.

Assessment for Effective Intervention, Vol. 22, No. 1, 39-62 (1996)
DOI: 10.1177/073724779602200103
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