Group6 concepmaps


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Group6 concepmaps

  1. 1. <ul><li>FORMATIVE STRUCTURAL ASSESSMENT: USING CONCEPT MAPS AS ASSESSMENT FOR LEARNING </li></ul><ul><li>David L. Trumpower & Gul Shahzad Sarwar, University of Ottawa, Canada </li></ul>Vanessa Assumpção, Raquel Dias Leite, Lídia das Chagas e Luis Cláudio. FALE – UFMG - 2011
  2. 2. <ul><li>Effective formative assessment must meet four criteria: it must assess higher order knowledge, identify students’ strengths and weaknesses, provide effective feedback, and be easy to use. </li></ul>
  3. 3. <ul><li>Concept maps have been used to represent individual’s knowledge for a variety of purposes including instructional design, as a learning strategy, and for assessment of student achievement. Among these, assessment has arguably received the least attention and the use of concept maps for formative assessment has been particularly sparse. However, evidence suggests that concept maps do have promise for being used effectively for formative purposes. </li></ul>
  4. 4. <ul><li>Here, we define formative assessment as the use, by student and/or teacher, of feedback from an assessment to improve the knowledge of the assessed student on the assessed topic. </li></ul><ul><li>The quality of one’s knowledge structure is more strongly correlated with performance on more conceptual, higher-order measures (e.g., Essays) than on lower-order measures (e.g., Multiple choice exams). Also, knowledge structure is related to higher-order skills such as problem solving, drawing inferences, and transfer. Therefore, structural assessment techniques do appear to be valid measures of higher-order knowledge. </li></ul>
  5. 5. <ul><li>Formative assessment must also be specific. That is, it must identify a student’s particular strengths and weaknesses. If it does, then a teacher (or the students themselves) can potentially provide individualized remedial instruction in an effort to improve each student’s learning. </li></ul>
  6. 6. <ul><li>But, there is no guarantee that the feedback that it generates will translate into effective remediation. Thus, the formative assessment process must provide effective feedback for remediation. Concept maps do provide feedback that can be used to create effective remedial instruction. Even if teachers do not use it to create remedial instruction, students seem able to use it effectively themselves for self reflection. </li></ul>
  7. 7. <ul><li>Finally, the entire formative assessment process must be easy to use if it is to be implemented in the classroom. Many teachers view formative assessment as an unnecessary addition to their already heavy workloads. We suspect that students may feel the same. Thus, formative assessment must be user friendly if it is to have a chance to succeed. Fortunately, there is evidence that concept maps are easily used by students in a formative capacity. </li></ul>
  8. 8. Proposed Formative Structural Assessment System <ul><li>They believe that the entire process must be as automated as possible, so he proposes the system in four stages: structural assessment, evaluation, feedback, and ongoing instruction. In the initial stage, students’ structural knowledge is assessed by having them complete a computer-based concept mapping task. The set of concepts to be used in the concept map is chosen by the teacher. </li></ul>
  9. 9. <ul><li>In the second stage, the student’s concept map is evaluated by comparison to a referent concept map. The results of this evaluation will be used to create feedback and ongoing instruction presented in the next two stages. It should also be noted here that the referent map will be provided by the system. </li></ul><ul><li>In the third stage, students will be shown their concept map, they will be told that missing links indicate concept relationships that they may not have fully understood or considered. They will then be asked to consider ways in which the concepts linked by dotted lines might be related and to give examples if possible. </li></ul>
  10. 10. <ul><li>In the fourth stage, students will be instructed to click on the dotted lines for additional instruction intended to help them understand some ways in which linked concepts are related. This additional instruction may be comprised of text, problems, examples, and/or multimedia content. The system will contain a variety of such instructional content to illustrate the concept relationships indicated by each proposition in the referent concept maps. </li></ul>
  11. 11. Student concept map with propositions present in the referent map but not in the student map highlighted with dotted lines.
  12. 12. <ul><li>As can be seen, the only input required of the system from teachers (after the initial input of subject matter experts to create the system’s referent concept maps and associated instructional content) is the choice of a set of concepts to be assessed. This way, this system follows all of the steps of the research and principles of effective formative assessment discussed earlier. Thus, they believe that this system can successfully improve student’s conceptual understanding. </li></ul>