scholarly journals Concept Maps as a Learning Assessment Tool

10.28945/952 ◽  
2007 ◽  
Vol 4 ◽  
pp. 307-312 ◽  
Author(s):  
Loredana La Vecchia ◽  
Marco Pedroni
Keyword(s):  
Concept Maps ◽  
Assessment Tool ◽  
Learning Assessment

scholarly journals Concept Maps as a Learning Assessment Tool

10.28945/3106 ◽  
2007 ◽  
Author(s):  
Loredana La Vecchia ◽  
Marco Pedroni
Keyword(s):  
Concept Maps ◽  
Assessment Tool ◽  
Concept Map ◽  
Learning Assessment ◽  
Continuous Training ◽  
School Population ◽  
It Applications ◽  
Automated Software

Over recent decades, the process of teaching/leaming has become ever more complex. The increasing school population, and the advent of new IT applications and of networking, together with the requirement for continuous training, have comprehensively overturned the simplistic approach to the process that had previously been pursued. As a result, the evaluation of the process has also been overhauled - having once been a selective practice, it is now considered to be an activity that generates quality in teaching. However, it appears that the tools used to carry out evaluations have been lagging behind in terms of innovation. In an effort to close this gap, the authors here offer a study of the possibility of using closed tests that can be analysed in terms of rigorous algorithms, are replicable through automated software and use the concept map structure in a variety of ways.

Concept Maps: Active Learning Assessment Tool in a Strategic Management Capstone Class

2018 ◽  
Vol 66 (4) ◽  
pp. 213-221 ◽  
Author(s):  
Antonina Bauman
Keyword(s):  
Active Learning ◽  
Strategic Management ◽  
Concept Maps ◽  
Assessment Tool ◽  
Learning Assessment

scholarly journals Utilizing Graphical Elements for Concept Map Analysis to Design Teaching and Learning Assessment

2020 ◽  
Vol 10 (8) ◽  
pp. 557-562
Author(s):  
Suparat Chuechote ◽  
◽  
Parames Laosinchai
Keyword(s):  
Teaching And Learning ◽  
Concept Maps ◽  
Assessment Tool ◽  
Lesson Plan ◽  
Concept Map ◽  
Algebraic Manipulation ◽  
Graph Representation ◽  
Learning Assessment ◽  
Assessment Task ◽  
Learning And Teaching

The graphical elements as parts of concept map construction are employed to assess both learning and teaching. Augmenting the use of concept maps, this study examines the graphical elements, such as, nodes, edges, cliques, diameters, travelling paths and structures of the graphs to relate to ones’ understanding to a topic, in this case, polynomials for middle school. In the aspect of teaching assessment, the teacher’ concept map drawn according to the lesson plan is served as the master map, which echoes the teacher’s expectation of students’ learning. On the other hand, students’ maps also reveal their understanding through the nodal relationship, which can be the definitions of terms, related examples, graph representation and algebraic manipulation. Data collection includes a focus group of 10 students and 1 teacher undergoing the concept map assessment task with restricted node terms. Graphically analyzed, students’ concept maps reveal some common elements as in the teacher’s map. In addition, the interview with the teacher also suggests that concept map as the assessment tool is an effective teaching reflection for which the teacher can see what to fulfill for future classes.

Enhancing students' HOTS in laboratory educational activity by using concept map as an alternative assessment tool

2017 ◽  
Vol 18 (4) ◽  
pp. 849-874 ◽  
Author(s):  
I. B. A. Ghani ◽  
N. H. Ibrahim ◽  
N. A. Yahaya ◽  
J. Surif
Keyword(s):  
Alternative Assessment ◽  
Concept Maps ◽  
Assessment Tool ◽  
Concept Map ◽  
Thinking Skills ◽  
Learning Activities ◽  
Educational Activity ◽  
Chemistry Laboratory ◽  
Mapping Technique ◽  
Laboratory Learning

Educational transformation in the 21st century demands in-depth knowledge and understanding in order to promote the development of higher-order thinking skills (HOTS). However, the most commonly reported problem with respect to developing a knowledge of chemistry is poor mastery of basic concepts. Chemistry laboratory educational activities are shown to be less effective in developing an optimum conceptual understanding and HOTS among students. One factor is a lack of effective assessment and evaluation tools. Therefore, the primary focus of this study is to explore concept maps as an assessment tool in order to move students' thinking skills to a higher level during laboratory learning activities. An embedded mixed method design is used in this study, which has also employed a pre-experimental research design. This design triangulates quantitative and qualitative data, which are combined to strengthen the findings. A low-directed concept mapping technique, convergence scoring method, and pre-post laboratory concept map were used in this study. An electrolysis HOTS test was used as the research instrument in order to measure the level of student achievement with respect to high-level questions. In addition, the thought process that is involved when students construct concept maps has been explored and studied in detail by utilising a think-aloud protocol. Results showed a positive development towards understanding and higher level thinking skills in students with respect to electrolysis concepts learned through chemistry laboratory activities. An investigation of the students' thinking processes showed that high-achieving students were more capable of giving a content-based explanation of electrolysis and engaged in monitoring activities more often while building a concept map. Nonetheless, all categories of students managed to show a positive increase in the activities of explanation and monitoring during the construction of concept maps after they were exposed to the assessment tool in the laboratory learning activities. In conclusion, the assessment activity using concept maps in laboratory learning activities has a positive impact on students' understanding and stimulates students to increase their HOTS.

Integrating concept maps into a medical student oncology curriculum.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. 10506-10506
Author(s):  
Sam Brondfield ◽  
Allen Seol ◽  
Katherine Hyland ◽  
Arianne Teherani ◽  
Gerald Hsu
Keyword(s):  
Medical Student ◽  
Concept Mapping ◽  
San Francisco ◽  
Concept Maps ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Pearson Correlation ◽  
Concept Map ◽  
Knowledge Retention ◽  
Cancer Type

10506 Background: Proliferating knowledge domains have prompted medical schools to reconsider how best to facilitate multidisciplinary learning. Concept maps promote knowledge retention and integration; however, the feasibility and utility of integrating concept maps into a medical student oncology curriculum as a learning and assessment tool have not previously been described. Methods: In 2015-2016, all 152 second-year University of California, San Francisco (UCSF) medical students in a hematology/oncology course produced a concept map about a single cancer type over four weeks. Two of three graders independently scored each map using a standard rubric. We used linear regression to calculate the Pearson correlation coefficient between graders and between concept map scores and preclinical examination scores, USMLE Step 1 scores, and clerkship grades. We sent course evaluations to 50 randomly selected students (as is typical in the UCSF curriculum) and performed an inductive content analysis of open-ended comments about concept mapping. Results: We graded all 152 concept maps. Inter-rater reliability was excellent ( r = 0.95 or greater between the graders). Concept map scores did not correlate with preclinical or clinical performance. 43 of 50 students (86%) rated the helpfulness of concept mapping on a 5-point agreement scale (1=strongly disagree; 5=strongly agree). The median rating was 3, and the mean (SD) rating was 2.81 (1.44). 22 of 50 (44%) students submitted comments about concept mapping. Some (9 of 22) found concept mapping useful, expressing themes such as “learning the material better” and delving into the “details.” Others (7 of 22) did not, expressing themes such as preferring “other study methods” and feeling that concept mapping was “busy work” or “stressful.” Conclusions: Integrating concept maps into a medical student oncology curriculum was feasible, and we demonstrated reliability evidence as an assessment tool. Future studies should explore whether integrating concept maps earlier in medical school, producing multiple concept maps over time with training and feedback, or developing concept maps collaboratively may increase utility as a learning and assessment tool.

Concept Maps as an Assessment Tool in Psychology Courses

2002 ◽  
Vol 29 (1) ◽  
pp. 25-29 ◽  
Author(s):  
Joy M. Jacobs-Lawson ◽  
Douglas A. Hershey
Keyword(s):  
Concept Maps ◽  
Assessment Tool ◽  
Faculty Members ◽  
Mapping Technique ◽  
Long Term Memory ◽  
Term Memory ◽  
Traditional Assessment ◽  
Psychology Courses ◽  
Assessment Techniques

A concept map is a graphic, hierarchically arranged knowledge representation that reflects the content of an individual's semantic long-term memory. In this article we describe the basic mapping technique, a number of variations on the technique, how faculty members can use concept maps as an adjunct to traditional assessment techniques in psychology courses, and as a means of evaluating students' maps both quantitatively and qualitatively. Based on the results of a comparison between students' concepts maps completed at the beginning and the end of semester, we conclude that the technique is effective at evaluating students' knowledge.

scholarly journals Effectiveness of Concept Mapping’s Efficiency in Differential Equations

2020 ◽  
Vol 20 (2) ◽  
pp. 1-23
Author(s):  
Fatemeh Moradi
Keyword(s):  
Differential Equations ◽  
Concept Mapping ◽  
Concept Maps ◽  
Assessment Tool ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Mathematical Concepts ◽  
Spss Software ◽  
Grade One

One of the existing approaches in students’ performance evaluation is to use concept mapping. There are lots of studies indicate that concept mappings can be used to evaluate the knowledge of mathematical concepts in a useful way. The best and most comprehensive way of learning is organizing study. Organizing is an expanding meaning strategy. Concept mapping is a simple way to organize and relate information, if vaguely. Lines, words, signs, and symbols are used in concept mappings. In this study, the use of concept mappings in differential equations has been investigated. To do so, a case study of understanding differential equations unit has been conducted in 90 students from Azad University. To begin with, the students went under seven sessions of differential equations of grade one, and another group was taught differential equations in a traditional way. After that, the results obtained were evaluated using SPSS software and Mann-Whitney U test to reach the conclusion. The results indicate the effectiveness of concept mappings. The students show ability to recognize the structure of differential equations that cannot be seen in the results of a traditional teaching method. In addition, the misunderstandings in misconceptions of such structures can be revealed. Therefore, it can be recommended to use the concept maps about differential equations as a complementary assessment tool along with common written tests.             

The Assessment of Interactive Learning

2010 ◽  
pp. 35-51
Author(s):  
Edméa Santos ◽  
Marco Silva
Keyword(s):  
Online Education ◽  
Information And Communication Technologies ◽  
Concept Maps ◽  
Cognitive Mapping ◽  
Learning Assessment ◽  
Online Information ◽  
Pedagogical Practice ◽  
Information And Communication ◽  
Mapping Techniques ◽  
Mind Maps

This chapter proposes the use of a communicational approach to rethink conceptual and methodological aspects of learning assessment in the context of interactive online information and communication technologies. The approach makes use of the digital online portfolio interface together with cognitive mapping techniques (mind maps and concept maps) as devices for assessing learning in online education. The examples described in the text are the result of pedagogical practice and research undertaken by the authors.

PENGEMBANGAN INSTRUMEN ASESMEN KETERAMPILAN MENULIS TEKS EKSPOSISI

2021 ◽  
Vol 2 (01) ◽  
pp. 59
Author(s):  
Siti Nur Afifatul Hikmah
Keyword(s):  
Teaching Strategies ◽  
Learning Process ◽  
Teaching Methods ◽  
Writing Assessment ◽  
Assessment Tool ◽  
Learning Objectives ◽  
Learning Assessment ◽  
Advantages And Disadvantages ◽  
Broad Scope

Assessment is an assessment tool used by teachers in learning. assessment has a broad scope of assessment. Teachers use assessments to determine the level of mastery of the competencies being taught. Instruments developed by teachers should be tested for quality to produce data that can be accounted for. With an assessment, the teacher can find out the advantages and disadvantages in a learning process of exposition writing assessment carried out by the teacher, either in the form of teaching methods or teaching strategies applied during the learning process. The assessment should be carried out with good and appropriate planning under the learning objectives.

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