Abstract
In this chapter, a review of the most common graphic organizers in classroom evaluation in schools is made, such as: mind maps, semantic maps, concept maps, Gowin’s V, timelines, Venn diagrams, flowcharts, and fishbone diagram. For each of them, its characteristics are described, elements to be taken into account for its use, its advantages and limitations, and an example. Finally, an analysis of how to use graphic organizers to assess learning is presented, its formative or summative use, the way to assign scores and the need to have auxiliary instruments for its evaluation.
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Notes
- 1.
The idiosyncratic meanings are those significant aspects for the students from the particular or characteristic of them. In the case of a school community, they correspond to the common characteristics shared by it.
- 2.
One type of hierarchical format is the “conceptual mindset,” which leads students to represent a structure of propositions (four intellectual operations), which give priority to fundamental ideas and discard secondary ones (Reyes, 2011).
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Marchant-Araya, P. (2023). Assessing with Graphic Organisers: How and When to Use Them. In: Förster, C.E. (eds) The Power of Assessment in the Classroom. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-45838-5_8
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