Assessment of Integrated Learning: Suggested Application of Concept Mapping to Prior Learning Assessment Practices

Popova-Gonci, Viktoria; Lamb, Monica C.

doi:10.1080/07377363.2012.726175

Cited by 13 publications

(2 citation statements)

References 17 publications

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“…Hyerle (1996) has called for a shift in the focus of future teaching, learning, and assessment away from rote recall of "isolated things" towards recognition of "how students interactively construct the pattern that connects" (p. 20). Concept maps can be used as assessment tools to elicit students' connections between ideas (Edmondson, 2000;Ruiz-Primo, 2000;Stoddart, Abrams, Gasper, & Canaday, 2000;Hay, 2008;Popova-Gonci & Lamb, 2012) and track changes in students' understanding of relations between ideas (Ruiz-Primo & Shavelson, 1996). Quantitative or qualitative concept map indicators can track changes in students' knowledge integration of complex ideas (Schwendimann, 2014a).…”

Section: Concept Maps As Assessment Toolsmentioning

confidence: 99%

Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education

Schwendimann

2015

Knowledge Management &Amp; E-Learning: An International Journal

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Knowledge is getting increasingly more complex. Learners, from Kindergarten to higher education, require powerful tools to connect complex ideas. This paper explores the range of studies that investigated concept maps as learning, metacognitive, collaborative, and assessment tools to support integrating complex ideas. Research suggests that concept maps can be successfully implemented in a wide variety of settings, from K12 to higher and professional education. However, the effectiveness of concept maps depends on different factors, such as concept map training and choosing a suitable form of concept map to match the task and learner. Developing proficiency in concept mapping takes time and practice and should not be first introduced in higher education. Concept map training could start as early as Kindergarten and include concept map generation, interpretation, and revision. This paper concludes that, if implemented thoughtfully, concept maps can be versatile tools to support knowledge integration processes towards a deeper understanding of the relations and structures of complex ideas and facilitate life-long learning.

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Section: Concept Maps As Assessment Toolsmentioning

confidence: 99%

Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education

Schwendimann

2015

Knowledge Management &Amp; E-Learning: An International Journal

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“…Doing pre-assessments by having a formal test prior to rotation is an effective way to gauge PK in order to help guide with what level of teaching needs to be pursued [18]. Also, asking them to draw concept-mapping could be a productive way of assessing PK [19].…”

Section: Pitfall Of Prior Knowledgementioning

confidence: 99%

Changing Paradigms of Bedside Clinical Teaching

Ratnani¹,

Fatima

Mithwani

et al. 2020

Cureus

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Education has continued to evolve since the existence of mankind. We have now become more wellequipped and refined our teaching methodology over time. Despite all the progress made, we still continue to rely on bedside huddle for teaching. Globalization has facilitated learning in culturally diverse environment. Grand rounds, noon lectures and conferences help the millennial house-staff to effectively translate their concepts to hands-on clinical experience. Useful teaching strategies like story-telling, connecting, simplifying, playing hierarchy make learning more fun and engaging. Multidisciplinary collaborative learning has eased conceptualization and retention of practical knowledge. Our education system now focuses more on patient-centered, case-based learning system.

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Concept Maps as Versatile Learning, Teaching, and Assessment Tools

Schwendimann

2023

Learning, Design, and Technology

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Assessment of Integrated Learning: Suggested Application of Concept Mapping to Prior Learning Assessment Practices

Cited by 13 publications

References 17 publications

Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education

Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education

Changing Paradigms of Bedside Clinical Teaching

Concept Maps as Versatile Learning, Teaching, and Assessment Tools

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