The use of cartoon illustration for the assessment of social science concepts

Abstract

The assessment of conceptual knowledge presents a challenge, particularly at the university level, at which large class size precludes individual assessment for assessment through multiple-choice examinations. This practitioner essay sets forth an alternative format: the use of cartoon illustration as a tool for the assessment of students’ conceptual knowledge. The context is an upper-division (third- and fourth-year students) psychology class at an American public research university. Student artwork is included, past research is discussed, and implications for the future are considered.

Cartoon Illustration as an Assessment Tool for First‐Gen Students

“…Through chance, I stumbled onto cartoon illustrations as an assessment tool for social science concepts (Fradkin, 2019). It was in a course I taught in psychopathology at the University of California, Merced.…”

“…I smiled when I saw them jumping off the page: cartoon figures depicting real‐world applications. (See Fradkin, 2019 for illustrations.) Through 11 cartoon panels, a student demonstrated Mowrer's two‐factor conditioning model.…”

“…Studies are now needed on disaggregated groups (Nelson Laird & BrckaLorenz, 2017) to quantify the benefits that seem apparent. Designing rubrics is one big hill yet to be climbed, as grading presents a daunting challenge (Fradkin, 2019).…”

Cartoon Illustration as an Assessment Tool for First‐Generation College Students

“…Through chance, I stumbled onto cartoon illustrations as an assessment tool for social science concepts (Fradkin 2019). It was in a course I taught in psychopathology, at the University of California, Merced.…”

“…I smiled when I saw them jumping off the page: cartoon figures depicting real‐world applications. (See Fradkin 2019 for illustrations.) Through 11 cartoon panels, a student demonstrated Mowrer's two‐factor conditioning model.…”