In this paper, I describe concept maps as assessment tools for measuring one aspect of achievement, the organization of declarative knowledge in a domain. A concept map-based assessment consists of a task that elicits connected understanding, a response format, and a scoring system. Variation in tasks, response formats, and scoring systems produce different mapping techniques that may elicit di...

1 Jessica Gerchak, University of Pittsburgh, Department of Industrial Engineering, 1068 Benedum Hall, Pittsburgh, PA 15261 [email protected] 2 Mary Besterfield-Sacre, University of Pittsburgh, Department of Industrial Engineering, 1048 Benedum Hall, Pittsburgh, PA 15261 [email protected] 3 Larry J. Shuman, University of Pittsburgh, School of Engineering, 323 Benedum Hall, Pittsburgh, PA 15...

To ensure the effective use of a concept map it needs to be validated. Two different types of concept map validity can be distinguished, referring to either the validity of the concept map’s content or to the applicability for its designated purpose. This paper concentrates on application validity and outlines an empirical investigation demonstrating a validation approach utilising Knowledge Sp...

There has not been a free and easy-to-use utility to handle both authoring and presentation of large graphs online, especially with mathematical content. On one hand, concept map editors are ideal for authoring graphs, but publishing capabilities may be limited. On the other hand, numerous browsing and layout tools exist for publishing content generated elsewhere. We present a transformation to...

Traditional assessment modes usually give identical set of questions to each student, thus are inefficient for students to fix their problems. In order to perform an efficient assessment, we utilize prerequisite concept maps to find students’ learning gaps and work on closing these gaps and proposed a two-phase model for concept map construction. Experiments on concept pairs with prerequisite r...

To determine the content of integrated curricula, clinical concepts and the underlying basic science concepts need to be made explicit. Preconstructed concept maps are recommended for this purpose. They are mainly constructed by experts. However, concept maps constructed by residents are hypothesized to be less complex, to reveal more tacit basic science concepts and these basic science concept...

Concept maps present information in a concise and easily-understood form. Consequently, concept maps of documents are a useful vehicle for summarizing the documents’ contents. Concept-map based summaries can in turn be used as the basis for browsable indices to help guide navigation through documents to find material of interest. However, using concept maps in this role depends on the ability t...

Concept maps have been widely employed for helping students organise their knowledge as well as evaluating their knowledge structures in a wide range of subject matters. Although researchers have recognised concept maps as being an important educational tool, past experiences have also revealed the difficulty of evaluating the correctness of a concept map. It usually takes days or weeks for tea...

OBJECTIVES As the medical profession continues to change, so do the educational methods by which medical students are taught. Various authors have acknowledged the need for alternative teaching and learning strategies that will enable medical students to retain vast amounts of information, integrate critical thinking skills and solve a range of complex clinical problems. Previous research has i...

Concept maps have been traditionally used as a technique for information comprehension, visualization, brainstorming, schematization and document production in multiple ways. They are also considered an effective tool for visual-spatial learning. Concept maps have been used successfully in EFL learning situations. However, in most cases, concept maps have been based on the existing text availab...