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Enhancing Learning Through Concept Maps: Importance and Assessment Strategies

This document explores the significance of concept maps in education, emphasizing their role in assessing students' understanding beyond traditional objective exams. Rooted in cognitive research, the assessment structures consider naive conceptions as valuable insights into student learning. Various task options allow students to engage in collaborative map-building, while innovative scoring methods evaluate the depth and connections of their understanding. The integrated approach from pre-map instruction through post-map assessment showcases cognitive growth, highlighting the transformative power of concept mapping in learning processes.

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Enhancing Learning Through Concept Maps: Importance and Assessment Strategies

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  1. Concept Maps and Assessment

  2. Importance of Concept Maps • Based on cognitive research. • Measures content differently from objective exams. • Naive conceptions (mis-conceptions) are extremely valuable.

  3. Map Task Options • Students fill in a map. • Teacher provides seed concepts. • Students construct map from scratch. • Rate relatedness of concept pairs. • Provided with concepts. • Provided with links. • Collaborative construction. • Students use multiple labeled links.

  4. Map Response Options • Paper and pencil. • Oral • Computer (Inspiration)

  5. Map Scoring Options • Scoring map components. • Propositions (number of valid propositions, relation between concepts, direction of arrow, amount of branching, number of cross-links) • Hierarchy levels • Examples (number of examples of a specific concept) • Use of criterion / expert comparison map. • Combination of criterion / expert map and scoring map components. • Holistic scoring. • Teacher uses expert map to score student essay questions.

  6. Concept Map Assessment Structure • Pre-map  instruction (analysis of mis-conceptions) • Instruction  post-map (summative assessment) • Pre-map  instruction  post-map (showing cognitive growth)

  7. References • http://cresst96.cse.ucla.edu/CRESST/Reports/TECH436.pdf • http://www.clab.edc.uoc.gr/hy302/papers/concept_map_assesment.pdf • http://cresst96.cse.ucla.edu/CRESST/Reports/TECH455.pdf • http://cresst96.cse.ucla.edu/CRESST/Reports/TECH388.pdf • Novak, J. D., Gowin, D. B., Learning How to Learn. 1984.

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