Concept Mapping as a Program Assessment Tool: Connecting Course and Program Objectives

Abstract

University faculty are increasingly assuming responsibility for program assessment, with results being used in part to determine program quality. In some cases, results are being used to rationalize allocation of shrinking university resources. As a result, many faculty members are seeking simple and meaningful ways to prepare for and collect data for assessment purposes. Fashion Merchandising faculty at a medium‐sized, southern university decided to experiment with concept mapping, a creative tool based on constructive learning theory, to plan for program assessment. The purpose of this paper is to explain the use of concept mapping in this context. Results show that concept maps have much to offer in assessment planning. Additional benefits of concept mapping are also discussed.

Journey to Accreditation: Assessment Made Easy

“…For faculty, program assessment is a term that often means lot more extra work that eventually means resistance. Therefore, it is essential that faculty and students understand how assessment will help improve the contents of the courses and reinforce program 6 . In the past it was not un common that administrators or a group of faculty members, for the purposes of completing accreditation cycle, are assigned the task of planning assessment activities, collecting and analyzing assessment data, and reporting assessment results.…”