A pilot study to investigate the use of concept mapping for assessment purposes was conducted during the spring of 1996. Thirteen teachers from a random sample of science teachers affiliated with the Iowa-Scope, Sequence, and Coordination Project and 12 other teachers affiliated with the project participated in the concept mapping study. Student concept maps were scored by the participating teachers using the "Expert Science Teaching Educational Evaluation Model (ESTEEM) Concept Mapping Scoring Rubric." Even with attempts to standardize implementation of the concept mapping procedures, teachers had a tendency to divert from the pre-established guidelines. Concept mapping can be used for a diverse set of topics and issues and can be used across grade levels. Even with the use of a rubric, scoring concept maps is a subjective process. In addition to quantitative analyses of concept maps, qualitative inspection can provide evidence of misconceptions and growth in student understanding. Since concept maps are a personal construction of understanding, a concept map would seem to warrant a personal, in-depth look. Numerous variables such as skill level with concept mapping, concept difficulty, different classrooms, and scoring of the maps are factors that make interpretation of data problematic. An appendix presents a figure illustrating the use of concept maps in student assessment. (Contains one figure, one appendix figure, one table, and six references.) (Author/SLD)