Abstract
Learning by conceptual modeling is seeing uptake in secondary and higher education. However, assessment of conceptual models is underdeveloped. This paper proposes an assessment method for conceptual models. The method is based on a metric that includes 36 types of issues that diminish model features. The approach was applied by educators and positively evaluated. It was considered useful and the derived grades corresponded with their intuitions about the models quality.
Research co-funded by EU FP7, Project no. 231526, http://www.dynalearn.eu.
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Notes
- 1.
Our method identifies 36 issue types, each with a unique number.
References
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Bredeweg, B., Liem, J., Nicolaou, C. (2016). Assessing Learner-Constructed Conceptual Models and Simulations of Dynamic Systems. In: Verbert, K., Sharples, M., Klobučar, T. (eds) Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science(), vol 9891. Springer, Cham. https://doi.org/10.1007/978-3-319-45153-4_27
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DOI: https://doi.org/10.1007/978-3-319-45153-4_27
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