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Concept Maps and Assessment

Concept Maps and Assessment. Importance of Concept Maps. Based on cognitive research. Measures content differently from objective exams. Naive conceptions (mis-conceptions) are extremely valuable. Map Task Options. Students fill in a map. Teacher provides seed concepts.

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Concept Maps and Assessment

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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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