Concept map assessment for teaching computer programming

2008 ◽  
Vol 18 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Jeroen Keppens ◽  
David Hay
Keyword(s):  
Computer Programming ◽  
Concept Map ◽  
Concept Map Assessment

scholarly journals Penerapan peta konsep sebagai strategi asesmen formatif dalam upaya meningkatkan hasil belajar siswa pada pembelajaran sistem koordinasi

2021 ◽  
Vol 4 (1) ◽  
pp. 16-23
Author(s):  
Ninda Eka Ratanasabilla ◽  
Siti Sriyati ◽  
Yanti Hamdiyati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Activities ◽  
Average Value ◽  
Student Questionnaire ◽  
Assessment Sheet ◽  
Coordination Systems ◽  
Concept Map Assessment

This study aimed to examine the application of concept maps as a formative assessment strategy in an effort to improve student learning outcomes in learning coordination systems. The method in this research is pre-experimental involved only one experimental class without a control class. The research design used is one group pretest-posttest design. A total of one class of students from class XI Science in one of the high schools in Bandung has been involved as a research subject. The research instruments used include the concept map assessment rubric used by students and teachers when learning activities take place, the concept map assessment sheet to confirm the results of the concept map, and student questionnaire responses, and the pretest and posttest instruments to analyze the effect of the application of concept maps to learning outcomes in the form of mastery of student concepts. Concept map making activities are carried out individually with online learning, each student's concept map results are assessed by the teacher and then given feedback on the concept map. The results showed that there was an increase in the average value of the concept map of students after being given feedback that is equal to 64.05 to 67.91. An increase also occurred in the results of the average pretest and posttest scores after the learning activities were carried out in the amount of 40.61 to 64.39. Student responses to the application of concept maps generally showed 75.80% positive responses. The results also showed that there was an effect of the application of the concept map to student learning in the form of increasing scores in the medium category (N-gain= 0.40).

A Comprehensive Methodology for Concept Map Assessment

2009 ◽  
Author(s):  
Carlos T. Calafate ◽  
Juan Carlos Cano ◽  
Pietro Manzoni
Keyword(s):  
Concept Map ◽  
Concept Map Assessment

Concept Mapping zum Lernen aus Texten

2008 ◽  
Vol 22 (2) ◽  
pp. 119-125 ◽  
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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