ERIC Number: EJ1200001
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0969-594X
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Available Date: N/A
A Systematic Review of Concept Mapping-Based Formative Assessment Processes in Primary and Secondary Science Education
Hartmeyer, Rikke; Stevenson, Matt P.; Bentsen, Peter
Assessment in Education: Principles, Policy & Practice, v25 n6 p598-619 2018
In this paper, we present and discuss the results of a systematic review of concept mapping-based interventions in primary and secondary science education. We identified the following recommendations for science educators on how to successfully apply concept mapping as a method for formative assessment: firstly, concept mapping should be constructed in teaching, preferably on repeated occasions. Secondly, concept mapping should be carried out individually if personal understanding is to be elicited; however, collaborative concept mapping might foster discussions valuable for developing students' understanding and for activating them as instructional resources and owners of their own learning. Thirdly, low-directed mapping seems most suitable for formative assessment. Fourthly, technology-based or peer assessments are useful strategies likely to reduce the load of interpretation for the educator and are compatible with timely feedback. Finally, elaboration should be part of the feedback, activating students as the owners of their own learning.
Descriptors: Concept Mapping, Formative Evaluation, Elementary School Science, Secondary School Science, Science Education, Intervention, Feedback (Response)
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education; Secondary Education
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Language: English
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