  Traditional tests are not effective tools for diagnosing the content and
structure of students' knowledge of physics. As a possible alternative, a set
of term-association tasks (the "ConMap" tasks) was developed to probe the
interconnections within students' store of conceptual knowledge. The tasks have
students respond spontaneously to a term or problem or topic area with a
sequence of associated terms; the response terms and timeof- entry data are
captured. The tasks were tried on introductory physics students, and
preliminary investigations show that the tasks are capable of eliciting
information about the stucture of their knowledge. Specifically, data gathered
through the tasks is similar to that produced by a hand-drawn concept map task,
has measures that correlate with inclass exam performance, and is sensitive to
learning produced by topic coverage in class. Although the results are
preliminary and only suggestive, the tasks warrant further study as
student-knowledge assessment instruments and sources of experimental data for
cognitive modeling efforts.
