The psychometric characteristics and practicality of concept mapping as a technique for classroom assessment were evaluated. Subjects received 90 min of training in concept mapping techniques and were given a list of terms and asked to produce a concept map. The list of terms was from a course in which they were enrolled. The maps were scored by pairs of graduate students, each pair using one of six different scoring methods. The score reliability of the six scoring methods ranged from r .23 to r .76. The highest score reliability was found for the method based on the evaluation of separate propositions represented. Correlations of map scores with a measure of the concept maps' similarity to a master map provided evidence supporting the validity of five of the six scoring methods. The times required to provide training in concept mapping, produce concepts, and score concept maps were compatible with the adoption of concept mapping as classroom assessment technique.

We propose the use of concept maps in a 3-step assessment design to maximize the validity and generalizability of authentic assessments.