The use of cartoon illustration for the assessment of social science concepts
Bibliographic Data
| ID | 12700131 |
|---|---|
| Authors | Chris Fradkin (0000-0002-8195-269X, University of California, Merced, corresponding author) |
| Year | 2018 |
| Volume | 18 |
| Issue | 4 |
| Pages | 549-556 |
| Publication date | 2018-02-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Visual Communication (JOURNAL) |
| Journal identifiers | ISSN: 1470-3572 • E-ISSN: 1741-3214 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1470357218759896 |
| OpenAlex | W2790176436 |
| Language | EN |
| Citations received | 2 |
| References cited | 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
| Citations per year | 0.33 |
|---|---|
| Citation span | 2020 - 2021 (2) |
| Highly cited | No |