Name: Jody Kittell

Article: TCM

Using Concept Maps to Assess Student Learning in the Science Classroom: Must Different Methods Compete? 

 Rice, D. C., Ryan, J. M., &Samson, S. M., (1998). , Journal of Research in Science Teaching, 35, 1103-1127.

Summary:

This was a yearlong study performed by a teacher/researcher in a seventh grade life science class. The purpose of the study was to explore the use of concept maps in assessing students’ declarative knowledge in the context of the science classroom. Because the method for assessing this type of knowledge has traditionally been through multiple choice, matching, and short answer type tests, the researchers believe that concept map assessment can be just as valid and reliable.

There were three objectives of this study. (1) to develop a method of scoring concept maps that would assess students’ declarative knowledge relative to specific instructional objectives, (2) to establish the reliability and validity of the resulting test scores, and (3) to evaluate the relative merits of the scoring method developed in the study and other methods of scoring maps as measures of student classroom achievement.

To address the first objective, a method of scoring concept maps based on a table of specifications for a unit of instruction was developed. Tables of specifications are two-way charts used to indicate the objectives that have been stresses and the content that has been emphasized during instruction. It has been suggested that instruction and assessment become aligned when concept mapping is embed within the curriculum. To achieve the second objective, three rubric categories were developed. Category A was used to indicate whether stem and/or correct answer concepts were on the map. Category B reflects the relationship between the concepts in the stem and the correct answer. Category C was designed to assess misinformation. To address the third objective, students’ concept map Category B scores for each test were correlated with scores on the corresponding multiple choice items on the test to provide a comparison of the concept map as a test with the multiple choice test.

The goal of the study was to determine whether science achievement can be measured when defined specifically as students’ knowledge of information outlined in the instructional objectives. The study demonstrated that such assessment is possible, and at the same time, provided strong evidence that the match between method of scoring maps and the construct to be measured is critical, at least when measuring knowledge and comprehension level outcomes. The scoring method used for this study was very complex. It did, however, achieve the goals of the study. It would need to be simplified if it were to be used in a regular classroom environment.

Reaction:

This was a long article. It did, however, address all its goals in complete detail. I found the scoring rubric quite confusing, which is the reason I did not go into any detail in the summary. What I did like about the rubric was that there were three things being assessed on each map; concept map information missing/present, correct concept map information, and incorrect concept map information. This differs from Novak's scheme of assessing based on the number of levels and connections made.

As stated in the article, the development of such a detailed assessment of concept maps is extremely time consuming. However, the concept maps, whether scored or not, is an excellent assessment tool for the teacher to see if the students are "getting it". Through my observations this semester, it seems the students are so conditioned to learn terms and regurgitate the information instead of applying their knowledge to more complex situations or problems. I think that if the students learn how the information interrelates, they will be able to think at a higher level and learn more because of the understanding of the interrelatedness.