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Innovations on Concept Mapping-Based Activities for Learning Assessment: The Quest for Ubiquity and Large-Scale Solutions

Innovations on Concept Mapping-Based Activities for Learning Assessment: The Quest for Ubiquity and Large-Scale Solutions

Brian Moon, Paulo Rogério Miranda Correia, Raíssa dos Santos Ballego
Copyright: © 2022 |Pages: 28
ISBN13: 9781799891284|ISBN10: 1799891283|ISBN13 Softcover: 9781799891291|EISBN13: 9781799891307
DOI: 10.4018/978-1-7998-9128-4.ch006
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MLA

Moon, Brian, et al. "Innovations on Concept Mapping-Based Activities for Learning Assessment: The Quest for Ubiquity and Large-Scale Solutions." Design and Measurement Strategies for Meaningful Learning, edited by José Luis Gómez Ramos and Isabel María Gómez-Barreto, IGI Global, 2022, pp. 104-131. https://doi.org/10.4018/978-1-7998-9128-4.ch006

APA

Moon, B., Correia, P. R., & Ballego, R. D. (2022). Innovations on Concept Mapping-Based Activities for Learning Assessment: The Quest for Ubiquity and Large-Scale Solutions. In J. Gómez Ramos & I. Gómez-Barreto (Eds.), Design and Measurement Strategies for Meaningful Learning (pp. 104-131). IGI Global. https://doi.org/10.4018/978-1-7998-9128-4.ch006

Chicago

Moon, Brian, Paulo Rogério Miranda Correia, and Raíssa dos Santos Ballego. "Innovations on Concept Mapping-Based Activities for Learning Assessment: The Quest for Ubiquity and Large-Scale Solutions." In Design and Measurement Strategies for Meaningful Learning, edited by José Luis Gómez Ramos and Isabel María Gómez-Barreto, 104-131. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9128-4.ch006

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Abstract

This chapter reveals how concept mapping has provided insight into learner thinking and progress since 1972. Despite its broad appeal, however, concept mapping has not yet reached ubiquity as a technique for assessment – primarily due to several challenges of implementation and limitations on further innovation of the original approach. In its 50th anniversary, a critical question remains: How can the process of concept mapping as a data collection technique enable the assessment of cognitive structures so that teaching may proceed accordingly, at scales that create genuine benefit? This chapter aims to answer this question by highlighting four challenges and presenting innovations designed to overcome them that have resulted in compelling findings and the development of a software tool to enable large-scale assessment based on concept mapping.

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