TY - JOUR
T1 - A systematic review of concept mapping-based formative assessment processes in primary and secondary science education
AU - Hartmeyer, Rikke
AU - Stevenson, Matt Peter
AU - Bentsen, Peter
PY - 2018/11/2
Y1 - 2018/11/2
N2 - In this paper, we present and discuss the results of a systematic review of concept mapping-based interventions in primary and secondary science education. We identified the following recommendations for science educators on how to successfully apply concept mapping as a method for formative assessment: firstly, concept mapping should be constructed in teaching, preferably on repeated occasions. Secondly, concept mapping should be carried out individually if personal understanding is to be elicited; however, collaborative concept mapping might foster discussions valuable for developing students’ understanding and for activating them as instructional resources and owners of their own learning. Thirdly, low-directed mapping seems most suitable for formative assessment. Fourthly, technology-based or peer assessments are useful strategies likely to reduce the load of interpretation for the educator and are compatible with timely feedback. Finally, elaboration should be part of the feedback, activating students as the owners of their own learning.
AB - In this paper, we present and discuss the results of a systematic review of concept mapping-based interventions in primary and secondary science education. We identified the following recommendations for science educators on how to successfully apply concept mapping as a method for formative assessment: firstly, concept mapping should be constructed in teaching, preferably on repeated occasions. Secondly, concept mapping should be carried out individually if personal understanding is to be elicited; however, collaborative concept mapping might foster discussions valuable for developing students’ understanding and for activating them as instructional resources and owners of their own learning. Thirdly, low-directed mapping seems most suitable for formative assessment. Fourthly, technology-based or peer assessments are useful strategies likely to reduce the load of interpretation for the educator and are compatible with timely feedback. Finally, elaboration should be part of the feedback, activating students as the owners of their own learning.
KW - Evaluation
KW - feedback
KW - node–link diagrams
KW - science teaching
U2 - 10.1080/0969594X.2017.1377685
DO - 10.1080/0969594X.2017.1377685
M3 - Journal article
AN - SCOPUS:85029720751
SN - 0969-594X
VL - 25
SP - 598
EP - 619
JO - Assessment in Education: Principles, Policy and Practice
JF - Assessment in Education: Principles, Policy and Practice
IS - 6
ER -