Concept Mapping Assessment
Concept mapping assessment uses student-generated diagrams of concepts and their relationships to evaluate the structure of knowledge, not just its quantity. A concept map represents ideas as labeled nodes connected by labeled links that form meaningful propositions, often arranged hierarchically with cross-links between branches. Developed from Novak and Gowin's work on meaningful learning and formalized as an assessment tool by Ruiz-Primo and Shavelson, it reveals how well a learner has organized and integrated a domain, exposing connections and misconceptions a multiple-choice test would miss.
Source record
Citations copied verbatim from the method’s source record. No claim-level verification is inferred from them.
- Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge University Press. · ISBN 9780521319263
- Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569–600. · DOI 10.1002/(SICI)1098-2736(199608)33:6<569::AID-TEA1>3.0.CO;2-M
Curated claims
Claims persisted in the evidence ledger, each with its own assessment.
This view does not invent a claim assessment when the ledger has none.
Related methods
Generated from the method graph and shown as machine-suggested relations — no evidence claim is inferred.