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Digital Concept Mapping for Formative Assessment

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Digital Knowledge Maps in Education

Abstract

Concept maps are widely used as assessment tool in research projects but do not seem to be often used for diagnostic purposes in school practice. Their evaluation is regarded to be too time consuming and of lower reliability compared to written tests. Therefore, different computer-based approaches are reviewed which have the opportunity to improve the reliability and to reduce the effort of evaluation. Their options for formative assessment on an individual and class level are discussed with the intention to foster achievement through diagnostic feedback. Finally, ideas how to enhance the available software solutions are derived. For this chapter especially research on digital concept mapping published in the German language has been reviewed in order to make this body of knowledge accessible to the international community

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Acknowledgements

I thank Dirk Ifenthaler from Open Universities Australia for the creation of modal maps and the calculation of the semantic matching indices with his software AKOVIA. Also, I would like to acknowledge Siv Ling Ley and Hans Fischer from the University of Duisburg-Essen, Germany, for their collaborative work.

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Authors and Affiliations

  1. Department of Physics, University of Duisburg-Essen, Universitätsstraße 2, Essen, 45141, Germany

    Heiko Krabbe

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  1. Heiko Krabbe
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Correspondence to Heiko Krabbe .

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Editors and Affiliations

  1. Open Universities Australia, Melbourne, Victoria, Australia

    Dirk Ifenthaler

  2. CfBT Education Trust, Maktab Rendah Sains Mara Felda (Trolak), Sungkai, Perak, Malaysia

    Ria Hanewald

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Krabbe, H. (2014). Digital Concept Mapping for Formative Assessment. In: Ifenthaler, D., Hanewald, R. (eds) Digital Knowledge Maps in Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3178-7_15

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