Concept maps are used to structure and communicate information, as well as to assess one's depth of understanding of a topic. In our research, in which we used concept maps as a form of assessment, we determined that the existing techniques available in the literature to evaluate concept maps can lead to inconsistencies in the assessment results. In this paper, we will present data that illustrate these inconsistencies, as well as the concept map assessment guidelines we developed to improve assessment consistency; we tested these guidelines on 131 concept maps. This process was influenced by the many concept map assessment techniques published in the literature and will provide educators with the necessary guidance to meaningfully, consistently, and accurately evaluate student concept maps.
|Original language||English (US)|
|Number of pages||11|
|Journal||International Journal of Engineering Education|
|State||Published - Jan 1 2014|
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