A Developmental Framework for Assessing Concept Maps

Greg McPhan

A Developmental Framework for Assessing Concept Maps

Greg McPhan

STEM Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This paper describes the application of a developmental assessment model to the analysis of concept maps prepared by students in upper primary, mid-secondary and senior years of schooling. The model, referred to as SOLO (Structure of the Observed Learning Outcome), provides a means for interpreting student responses within a framework of cognitive growth. A key feature of the model is its focus on the quality of a student response. Based on a discussion of key features of students' concept maps, descriptors are proposed from a SOLO perspective for increasingly complex concept maps.

Original language	English
Title of host publication	Concept Mapping: Connecting Educators - Proceedings of the Third International Conference on Concept Mapping
Editors	Alberto J Canas, Priit Reiska, Mauri Ahlberg, Joseph D Novak
Place of Publication	Estonia
Publisher	OU Vali Press
Pages	37-44
Volume	1
ISBN (Print)	9789985585832, 9789985585849
Publication status	Published - 2008
Event	CMC 2008: 3rd International Conference on Concept Mapping - Finland Duration: 22 Sept 2008 → 25 Sept 2008

Conference

Conference	CMC 2008: 3rd International Conference on Concept Mapping
City	Finland
Period	22/09/08 → 25/09/08

Keywords

Education Assessment and Evaluation

Access to Document

https://hdl.handle.net/1959.11/10307

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Cite this

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title = "A Developmental Framework for Assessing Concept Maps",

abstract = "This paper describes the application of a developmental assessment model to the analysis of concept maps prepared by students in upper primary, mid-secondary and senior years of schooling. The model, referred to as SOLO (Structure of the Observed Learning Outcome), provides a means for interpreting student responses within a framework of cognitive growth. A key feature of the model is its focus on the quality of a student response. Based on a discussion of key features of students' concept maps, descriptors are proposed from a SOLO perspective for increasingly complex concept maps.",

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volume = "1",

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booktitle = "Concept Mapping: Connecting Educators - Proceedings of the Third International Conference on Concept Mapping",

publisher = "OU Vali Press",

note = "CMC 2008: 3rd International Conference on Concept Mapping ; Conference date: 22-09-2008 Through 25-09-2008",

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McPhan, G 2008, A Developmental Framework for Assessing Concept Maps. in A J Canas, P Reiska, M Ahlberg & J D Novak (eds), Concept Mapping: Connecting Educators - Proceedings of the Third International Conference on Concept Mapping. vol. 1, OU Vali Press, Estonia, pp. 37-44, CMC 2008: 3rd International Conference on Concept Mapping, Finland, 22/09/08. <https://hdl.handle.net/1959.11/10307>

A Developmental Framework for Assessing Concept Maps. / McPhan, Greg.
Concept Mapping: Connecting Educators - Proceedings of the Third International Conference on Concept Mapping. ed. / Alberto J Canas; Priit Reiska; Mauri Ahlberg; Joseph D Novak. Vol. 1 Estonia: OU Vali Press, 2008. p. 37-44.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

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AU - McPhan, Greg

PY - 2008

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N2 - This paper describes the application of a developmental assessment model to the analysis of concept maps prepared by students in upper primary, mid-secondary and senior years of schooling. The model, referred to as SOLO (Structure of the Observed Learning Outcome), provides a means for interpreting student responses within a framework of cognitive growth. A key feature of the model is its focus on the quality of a student response. Based on a discussion of key features of students' concept maps, descriptors are proposed from a SOLO perspective for increasingly complex concept maps.

AB - This paper describes the application of a developmental assessment model to the analysis of concept maps prepared by students in upper primary, mid-secondary and senior years of schooling. The model, referred to as SOLO (Structure of the Observed Learning Outcome), provides a means for interpreting student responses within a framework of cognitive growth. A key feature of the model is its focus on the quality of a student response. Based on a discussion of key features of students' concept maps, descriptors are proposed from a SOLO perspective for increasingly complex concept maps.

KW - Education Assessment and Evaluation

UR - http://cmc.ihmc.us/cmc2008papers/cmc2008-p070.pdf

UR - http://cmc.ihmc.us/cmc2008/cmc2008Program.html

M3 - Conference contribution

SN - 9789985585832

SN - 9789985585849

VL - 1

SP - 37

EP - 44

BT - Concept Mapping: Connecting Educators - Proceedings of the Third International Conference on Concept Mapping

A2 - J Canas, Alberto

A2 - Reiska, Priit

A2 - Ahlberg, Mauri

A2 - D Novak, Joseph

PB - OU Vali Press

CY - Estonia

T2 - CMC 2008: 3rd International Conference on Concept Mapping

Y2 - 22 September 2008 through 25 September 2008

ER -

A Developmental Framework for Assessing Concept Maps

Abstract

Conference

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