Abstract
Many traditional assessment instruments and procedures are developed for the purpose of assessing a carefully defined degree of understanding of specific items, such as competence in arithmetic or demonstrating a particular physical skill. The knowledge or skill to be assessed is learnt through a limited set of learning experiences, in conjunction with selected texts and other resources as defined in the curriculum—often in a ‘closed’ system. Evaluating learners’ understandings of wider and more complex knowledge systems can require a different approach. MetaMaps—a reflective, hypertext alternative to the traditional essay, provides an alternative approach to the linear essay, term paper or minor thesis for evaluating students’ holistic understandings of open knowledge systems. For students, MetaMaps have the advantage of being developmental, allowing for the ready inclusion of developing knowledge and perspectives, and they make the learning/evaluation cycle more holistic by using the MetaMap as both a learning and assessment tool. This paper describes the development and ongoing revision of the MetaMap concept.
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Nicholson, P., Johnson, R. MetaMaps: Assessing understanding of large, complex or distributed knowledge domains. Education and Information Technologies 4, 295–310 (1999). https://doi.org/10.1023/A:1009644210425
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DOI: https://doi.org/10.1023/A:1009644210425