Concept maps as assessment in science inquiry learning - a report of methodology

Abstract

SummaryIncreasing availability of technologies, such as CD-ROMs and the WWW, in schools means that more teachers will have the potential to implement student-centered, inquirybased approaches to learning. Assessing what each student knows in a broad subject area, such as science, is difficult. Assessing students' understanding in circumstances where each student may pursue different topics of study, where there is no way to predict in advance what those topics of study will be, and where the possible topics of study include natural phenomena which are only beginning to be studied by professional scientists is more difficult. The authors recently faced such a challenge. To meet the challenge, the authors chose to assess studentlearning using an open-ended concept map activity combined with a rubric which extracts quantitative information about the quality of understanding from each map. This article describes the method the authors developed, including tests of reliability and validity.

11. Learning Portfolios: Creative Connections Between Formal and Informal Learning

“…You may find that the whole is greater than the sum of the parts and need to find a way to acknowledge extra effort or holistic value as well. Other examples of assessment techniques can be found in such works as Stoddart, Abrams, Gasper, and Canaday (2000), and Nicoll, Francisco, and Nakhleh (2001).…”

Explicating Students' Personal Professional Theories in Vocational Education through Multi-method Triangulation

“…The quality "concreteness" refers to the way in which students illustrate their PPTs, for instance by using examples or explaining what they actually mean (Stoddart, Abrams, Gasper, & Canaday, 2000). This knowledge is primarily based on personal experiences and/or concrete situations to which the individual has been exposed.…”

“…The quality "complexity" refers to the way in which students elaborate and clarify their PPT (e.g., Stoddart et al, 2000). PPTs become more complex when students clarify certain knowledge or logically relate several utterances to each other (Zanting et al, 2003).…”

In-Service Professional Development on Supporting Elementary Teachers’ Pedagogical Content Knowledge and Efficacy through Inquiry-Based Teacher Training

“…Even though teachers have noted it down within their lesson plan, they are still having lack of confidence in assessment development. Interactive assessment [24] is used during the interaction between teachers and students using the concept of map in science learning [25] which can be applicable for the INSEP program and fascinating to be researched for its easiness and effectiveness for short term training. With the high scores in assessment development of teachers' efficacy, thus we hope the entire PCK components can be built within their mind.…”