The scoring scheme used by Schreiber and Abegg may reduce this problem. However, the typical K-12 teacher would not use such a scheme because of its complexity. The theoretical underpinnings of those criteria are rooted in Ausubelian meaningful learning and constructivist epistemology as previously noted. Thus, the attributes represent different aspects of meaningful learning, specifically differentiation and integration of concepts. Hence construct validity is established.
Propositions establish meaningful relationships between concepts.
Hierarchy refers to the breaking down of the superordinate concept into valid levels, from most general to most specific. The branches are the broadest concepts or subconcepts which flow from the superordinate concept. Examples are the most specific differentiation of the subordinate concepts. Degree of conceptualization indicates how well the superordinate concept and its connected subordinate concepts are understood. It also addresses naive or faulty conceptions.