This study explores the combined use of concept maps and interpretive essays as a method of assessment in three mathematics courses. The primary objectives were to describe and document: (1) the use of concept maps and written essays to assess the connectedness of students' knowledge; (2) the correlation between students' scores on the concept maps and written essays, course exams, and final grades; and (3) the degree to which learning was enhanced through the use of concept maps and written essays. The subjects included prospective elementary teachers (N=23), calculus students (N=63), and prospective secondary mathematics teachers (N=17). Results indicate that concept maps combined with written essays are viable tools for enhancing and assessing students' organization of mathematical knowledge. Contains 24 references. (DDR)