A Systematic Review of Concept Mapping-Based Formative Assessment Processes in Primary and Secondary Science Education

Autor/inn/en	Hartmeyer, Rikke; Stevenson, Matt P.; Bentsen, Peter
Titel	A Systematic Review of Concept Mapping-Based Formative Assessment Processes in Primary and Secondary Science Education
Quelle	In: Assessment in Education: Principles, Policy & Practice, 25 (2018) 6, S.598-619 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2017.1377685
Schlagwörter	Concept Mapping; Formative Evaluation; Elementary School Science; Secondary School Science; Science Education; Intervention; Feedback (Response) + Suchen Sie Ihr Suchwort? Concept Map; Naturwissenschaftliche Bildung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01