Digital Concept Mapping for Formative Assessment

From the authors observations and those of Kinchin (2001) teachers may know about concept mapping but they do not seem to use it as a consistent, effective strategy. The authors argue that the concept mapping may be better understood by using an expanded definition of traditional literacy, listening, speaking, reading and writing; to include visualizing, visual representation, and technological literacy Sinatra (1986). This ethnographic case study examines the use of concept mapping and collaborative learning strategies in the content area of marine ecology in high school science classrooms. To support students’ understanding of science concept and the improvement of writing students began with a field trip to study inter-coastal zones and follow-up laboratory activities, use of digital image analysis, and collaborative group work. Key vocabulary were identified to begin concept maps, and more vocabulary was added to support multiple revisions of concept maps with concept map software, and culminated with students’ writing. Concept mapping integrated with collaborative learning was used to engage students to construct and re-construct their understanding of a complex scientific concept, the energy cycle. The results showed that students benefited from the combination of collaborative learning and concept maps to focus their writing on key ideas, to organize their ideas, and include specific details. However, the interpretation and integration of quantitative data and laboratory results was not as consistent. Most importantly, initial concept maps and revisions provided the teacher with evidence of student learning in the form of formative assessment products, to guide teachers’ focused feedback and clarify specific ideas for re-teaching, as well as students’ self-assessment. The authors provide examples of concept maps and graphic organizers as formative assessment of students’ knowledge, what Novak (1998) calls heuristic or “facilitative tools,” and as visual representations and structures to provide flexible ways supporting learners’ meaningful learning through speaking, writing and in visual forms (Sinatra, 2000; Mintzes, Wandersee, and Novak, 2004).

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A systematic review of concept mapping-based formative assessment processes in primary and secondary science education

Assessment in Education Principles Policy and Practice ◽

10.1080/0969594x.2017.1377685 ◽

2017 ◽

Vol 25 (6) ◽

pp. 598-619 ◽

Cited By ~ 1

Author(s):

Rikke Hartmeyer ◽

Matt P. Stevenson ◽

Peter Bentsen

Keyword(s):

Systematic Review ◽

Science Education ◽

Formative Assessment ◽

Concept Mapping ◽

Secondary Science ◽

Secondary Science Education

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Concept mapping as a formative assessment in college classrooms: Measuring usefulness and student satisfaction

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2010.03.288 ◽

2010 ◽

Vol 2 (2) ◽

pp. 2099-2104 ◽

Cited By ~ 8

Author(s):

Mehmet Buldu ◽

Nihal Buldu

Keyword(s):

Formative Assessment ◽

Student Satisfaction ◽

Concept Mapping ◽

College Classrooms

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Justifying the usage of concept mapping as a tool for the formative assessment of the structural knowledge of engineering students

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2015.07.005 ◽

2015 ◽

pp. 56-72

Keyword(s):

Formative Assessment ◽

Concept Mapping ◽

Personal Experience ◽

Concept Maps ◽

Engineering Students ◽

Structural Knowledge ◽

Paper Briefly ◽

Study Process ◽

The Cost ◽

Available Information

Even though there is a lot of research both on formative assessment and structural knowledge, the formative assessment of structural knowledge is an absent element in the study process. One tool which could be used successfully by teachers for the mentioned purpose is concept mapping. However, its application for formative assessment is rarely based on a well-planned approach. This paper presents results indicating that concept mapping is a suitable tool for the formative assessment of structural knowledge. It is the first step of the development of an approach for the use of concept mapping in the formative assessment of structural knowledge. This paper is based on a) extensive analysis of available information sources on formative assessment and concept mapping and b) reflection of the author’s personal experience of implementation of formative assessment activities using concept mapping. The goal of the paper is not only to justify usage of concept mapping as a tool for the formative assessment of structural knowledge, but also to encourage teachers to use concept mapping in their practice for formative assessment purposes. This paper briefly describes elements of concept maps, defines the concept of structural knowledge and discusses the process of formative assessment. Suitability of concept mapping for the formative assessment of structural knowledge is considered in the light of three questions: Do concept maps allow seeing clearly differences between experts’ and novices’ structural knowledge? Does concept mapping support the main aspects of formative assessment? Is it possible to minimise the cost of formative assessment based on concept mapping?

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Concept Mapping zum Lernen aus Texten

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.22.2.119 ◽

2008 ◽

Vol 22 (2) ◽

pp. 119-125 ◽

Cited By ~ 9

Author(s):

Tatjana S. Hilbert ◽

Matthias Nückles ◽

Alexander Renkl ◽

Carla Minarik ◽

Angelika Reich ◽

...

Keyword(s):

Concept Mapping ◽

Concept Map

Concept Mapping ist eine Lernstrategie, die insbesondere das bedeutungsvolle Lernen unterstützt. Ziel dieser Studie war es, den Nutzen von kognitiven und/oder metakognitiven Prompts auf den Lernerfolg beim Lernen durch Concept Mapping zu untersuchen. Die teilnehmenden Schülerinnen und Schüler (N = 112, Durchschnittsalter: 17.20 Jahre) erzielten einen signifikant besseren Lernerfolg, wenn sie durch Prompts beim Anfertigen einer Concept Map unterstützt wurden. Gemischte Prompts waren dabei im Vergleich zu nur kognitiven bzw. nur metakognitiven Prompts nicht effektiver, offensichtlich regte bereits die Verfügbarkeit von Prompts die Lernenden zu systematischerem Lernverhalten an. Als Fazit dieser Studie lässt sich festhalten, dass Prompts als Hilfestellung bei der Anwendung einer neuen Lerntechnik sehr wohl positive Effekte haben. Eine Follow-Up-Messung ohne Prompts zeigte jedoch, dass die einmalige Unterstützung durch Prompts nicht ausreichte, um die Lerntechnik weiterhin selbstständig erfolgreich anzuwenden.

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