Assessment Criteria
Why should you self assess your concept maps? For the same reason you assess your writings - to improve them and ensure you have accurately captured knowledge. Jonassen (1996) provides examples of how concept maps can be used to assess learning. Use the following information to assess your concept maps. However, keep in mind that there is no "right" concept map. Each student, or group of students, will likely build a different map, based upon their personal experiences. It is also important to understand that assessment of a concept map must be consistent with the needs of the content domain (Jonassen, et al., 1997).
- Assess the change in your map at various stages of a course.
Concept maps can be a dramatic way to view how your knowledge changes as a result of instruction. Concept maps that you create at the beginning and end of the course provide evidence of your growth in knowledge.
- Compare your concept map to the concept map of an expert.
Your concept map can also be compared to the concept map of an expert, most likely the course instructor. Before selecting this model, however, it is important to understand that one of the major advantages of concept maps is that they allow learners to represent knowledge through their personal experiences. So a novice's model will be very different from an expert's model. Thus, this assessment technique somewhat compromises an important advantage of concept maps.
- Compare your map to the goals of the course.
A third model is to compare your concept map to the course goals. Reviewing individual concept maps will provide evidence of how much the individual learner progressed toward these goals.
Checklist for Concept Maps
An additional tool you may want to use to evaluate your concept maps is a checklist. A downloadable RTF of this checklist is included in the left sidebar of this page.
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Concepts |
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All major concepts that are relevant to the main topic have been included and represented as such. |
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Main concepts are easily identified, either by use of a larger font, a graphic or other means of emphasis. |
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All the important sub-concepts have been included and represented as such. |
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All concepts are presented with a minimum of text. |
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Concepts are well organized in a logical manner. |
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Links |
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All the relevant concepts are linked logically. |
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Labels accurately and concisely describe the relationship between concepts. |
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Concepts are physically arranged so links are established in the most economical way possible, without cluttering the map. |
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Mechanics |
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Correct spelling and grammar are used throughout the map. |
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Design |
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Text is clear and easy to read; font is neither too small nor too large. |
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Amount of text is appropriate for the intended audience. |
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Color is effectively used for emphasis and increased comprehension. |
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Graphics are used only when necessary to increase comprehension. |
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Overall |
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The concept map is clear, legible, and focused. |
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Concepts reflect the essential information about the topic. |
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Information is clear, accurate, and well organized. |
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Content is logically arranged to facilitate comprehension. |
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The concept map shows evidence of what was learned about the topic. |
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