The use of cartoon illustration for the assessment of social science concepts
Datos Bibliográficos
| ID | 12700131 |
|---|---|
| Autores | Chris Fradkin (0000-0002-8195-269X, University of California, Merced, autor de correspondencia) |
| Año | 2018 |
| Volumen | 18 |
| Número | 4 |
| Páginas | 549-556 |
| Fecha de publicación | 2018-02-18 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Visual Communication (JOURNAL) |
| Identificadores de la revista | ISSN: 1470-3572 • E-ISSN: 1741-3214 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1470357218759896 |
| OpenAlex | W2790176436 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 17 |
The assessment of conceptual knowledge presents a challenge, particularly at the university level, at which large class size precludes individual assessment for assessment through multiple-choice examinations. This practitioner essay sets forth an alternative format: the use of cartoon illustration as a tool for the assessment of students’ conceptual knowledge. The context is an upper-division (third- and fourth-year students) psychology class at an American public research university. Student artwork is included, past research is discussed, and implications for the future are considered
Class (philosophy · Conceptual framework · Context (archaeology · Mathematics education · Social science · Sociology · Academic and Historical Perspectives in Psychology · Art Education and Development · Computer Science · Evaluation of Teaching Practices · History · Psychology · Artificial Intelligence
| Citas por año | 0,33 |
|---|---|
| Intervalo de citas | 2020 - 2021 (2) |
| Altamente citado | No |