Making Student Thinking Visible through a Concept Map in Computer-Based Assessment of Critical Thinking

Abstract

Major educational initiatives in the world place great emphasis on fostering rich computer-based environments of assessment that make student thinking and reasoning visible. Using thinking tools engages students in a variety of critical and complex thinking, such as evaluating, analyzing, and decision making. The aim of this study was to explore patterns in student critical thinking performance and motivation in Evidence-Centered Concept Map (ECCM) mode, compared to basic notepad mode. One hundred ninety 14-year-old students from the United States, United Kingdom, Singapore, and South Africa participated in the study. Students in both modes were able to analyze a multifaceted dilemma by using similar information resources. In the ECCM mode, students used ECCM to organize their thinking; in another mode, students were provided with a basic online notepad to make records as needed. Overall, the findings showed that students assessed in ECCM mode outperformed their peers in notepad mode in critical thinking skills. Students who worked with ECCM provided more informed recommendations by using supporting evidence from the available resources and discussing alternative points of view on the topic. The findings showed a significantly positive relationship between student recommendation score and the ability to develop ECCM. In addition, the results demonstrated that it did not matter for students' motivation whether they analyzed the dilemma with or without ECCM. Directions for future research are discussed in terms of their implications for large-scale assessment programs, teaching, and learning.

Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis

“…Students can enhance higher-order thinking skills through active participation in such activities as making hypotheses, gathering evidence, and generating arguments (Lewis and Smith 1993). Many studies indicated that computer-based scaffolding can enhance students' higher-order thinking skills (Rosen and Tager 2014;Zydney 2005Zydney , 2008. Nevertheless, the results of BMA demonstrated that computer-based scaffolding did not excel at supporting every level of higher-order thinking skills (i.e., analysis, synthesis, and evaluation of knowledge).…”

The Effects of Brain-Based Teaching With I-Think Maps and Brain Gym Approach towards Physics Understanding

“…Compared to common thinking tools, the i-Think Maps encourage students to be more creative in organizing the knowledge they are dealing with. The i-Think Maps represent students' visual thinking, where information or content is depicted visually to show the correlation between concepts (Hall & Strangman, 2002;Rosen & Tager, 2014). The cognitive process involved during the creation of i-Think Maps allows students to store the knowledge/information gained in a much more efficient manner (Long & Carlson, 2011).…”

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

“…Information about students' achievements in ACBA can be exploited for evaluating a blended assessment project (Jassó, Milani, & Pallottelli, 2008). Recent initiatives in education place great emphasis on developing rich Computer-Based Environments of assessment that make student thinking and reasoning visible (Rosen & Tager, 2014). According to Lee's study on effective online learning, student satisfaction level is closely associated with clear guidelines, rubrics and constructive feedback (Carless, 2015;Lee, 2014).…”