Concept Maps as an Assessment Tool for Evaluating Students' Perception of Entrepreneurial Mind-set

Abstract

is a sophomore Chemical Engineering major with a concentration in Honors Students and Material Science at Rowan University. She is also involved with the American Institute of Chemical Engineers and the Society of Women Engineers, and involved in research at the Sustainable Materials

Development of a Direct Assessment for Measuring Students’ Ability to Make Connections

“…Although the traditional scoring method is practical for large-scale and sustainable implementation, it is limited in its lack of accountability for the logical correctness of connected concepts (nodes) [19]. Furthermore, in their comparison of the traditional scoring method and holistic scoring method of concept maps showing student perceptions of EM, Martine, Mahoney, Sunbury, Schneider, Hixon, and Bodnar [19] suggest the traditional scoring method may be more geared toward understanding students' knowledge of a concept (versus the connectedness of concepts).…”

“…Although the traditional scoring method is practical for large-scale and sustainable implementation, it is limited in its lack of accountability for the logical correctness of connected concepts (nodes) [19]. Furthermore, in their comparison of the traditional scoring method and holistic scoring method of concept maps showing student perceptions of EM, Martine, Mahoney, Sunbury, Schneider, Hixon, and Bodnar [19] suggest the traditional scoring method may be more geared toward understanding students' knowledge of a concept (versus the connectedness of concepts). They bring to light the fact that the traditional method awards points for concepts without relationship to the central topic [19]; we observed this in the present study whereby some maps contained nodes that earned points regardless of their connectedness, or lack thereof, to other nodes.…”

“…Furthermore, in their comparison of the traditional scoring method and holistic scoring method of concept maps showing student perceptions of EM, Martine, Mahoney, Sunbury, Schneider, Hixon, and Bodnar [19] suggest the traditional scoring method may be more geared toward understanding students' knowledge of a concept (versus the connectedness of concepts). They bring to light the fact that the traditional method awards points for concepts without relationship to the central topic [19]; we observed this in the present study whereby some maps contained nodes that earned points regardless of their connectedness, or lack thereof, to other nodes. Collectively, this prior study taken together with our present findings motivate our current efforts to adapt the traditional scoring method and/or to develop our own concept map scoring methodology to emphasize the logical correctness of map components in parallel with the NC, HH, and NCL metrics.…”

Benefits of Statics Concept Mapping in Career Cognition

“…The first scoring method was traditional. The traditional scoring method for concept maps is based on work by prior researchers [6] . The traditional method requires counting of specific elements of the concept maps.…”

“…Many prior authors have published in the field of concept mapping in engineering. One of the most relevant studies by Martine et al [6] and Ferguson et al [7] discuss methodology for scoring concept maps that is relevant for our work. Cornwell provides an overview of the way concept mapping may support the mechanical engineering curriculum broadly [8].…”