Use of the Ordered-Tree Technique to Assess Students' Initial Knowledge and Conceptual Learning

Cognitive structures involving concepts related to aging were assessed at the beginning, middle, and end of a Psychology of Aging course using the modified ordered-tree method (Naveh-Benjamin, McKeachie, Lin, & Tucker, 1986). Results showed that students' knowledge at the beginning of the course reflected stereotypes, ordinary language relationships, and knowledge gained in previous courses. During the course, new relations among concepts appeared, accompanied by breakdowns of initial relations. The development and final knowledge structures of students at the end of the course were different from what we intended. Instructors could benefit from using this technique to plan their courses, to modify them in progress if necessary, and to assess the degree to which their initial course goals were met.

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