A systematic review of concept mapping-based formative assessment processes in primary and secondary science education

Rikke Hartmeyer, Matt P. Stevenson, Peter Bentsen

    Publikation: Bidrag til tidsskriftTidsskriftsartikelForskningpeer review

    Abstract

    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
    OriginalsprogEngelsk
    TidsskriftAssessment in Education: Principles, Policy and Practice
    Vol/bind25
    Udgave nummer6
    Sider (fra-til)598-619
    Antal sider22
    ISSN0969-594X
    DOI
    StatusUdgivet - dec. 2018

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