Scoring Concept Maps: An Integrated Rubric for Assessing Engineering Education

Abstract

We investigated the use of concept maps to assess "knowledge integration," by developing a rubric to "score" maps using two samples of students. In 2000, a sample of sophomore, junior and senior industrial engineering students was asked to develop concept maps of that field. This exercise was repeated in 2002 with seniors, half of whom participated as sophomores. The maps were scored using "traditional" counting metrics proposed by other researchers and with a holistic approach developed for the study. The holistic approach indicated that students improved as they matriculated through the program, and also enabled faculty to identify programmatic weaknesses. Although the "traditional" methods provided quantifiable information, closer examination questioned whether that information was representative of students' true conceptual understanding. Consequently, a scoring rubric was developed and tested using attributes of the holistic approach.

Assessing students’ performance in software requirements engineering education using scoring rubrics

“…Studies also show that rubrics can be used to longitudinally assess students' development over many years and its adoption encourages instructors to establish alignment between curriculum, course outcomes and program outcomes [9]. Rubrics facilitate cross and longitudinal comparisons [4] and assess students' cognitive and psycho-motor abilities. It is also used to judge the adequacy of students' responses to performance tests [20].…”

Classroom Belonging and Student Performance in the Introductory Engineering Classroom

“…Following the participant interviews, analysis began with interviewers summarized their notes and developed a concept map outlining the conversation. The interviewers were trained in ontological concept map development using the method described by Turns, Atman and Adams (2000) and later adapted by Besterfield-Sacre et al (2004). This method typically places the core, central concept in the center of the page and then connects related concepts, sometimes using "action words" to describe the nature of the connection.…”

Preparing Students for the Complexity of the Systems Medicine Field through a Research Experience For Undergraduates (REU)

“…Concept mapping is, "a graphical organizer for thoughts, theories, and/or concepts." 2 The point of the concept map is to observe students' understanding of the subject matter area and how they feel the concepts within this field connect to one another. Upon completion of the REU program in 2014, the maps were then scored on three different criteria: comprehensiveness, organization, and correctness Page 26.1251.3…”

“…according to the concept map rubric that was developed by Besterfield-Sacre et al 2 In this rubric, comprehensiveness is defined as "broadness of knowledge and the completeness of the subject definition." Organization consists of concept integration and how well the thoughts were connected to one another.…”

“…Lastly, correctness is how accurate the information contained within the map was. 2 Concept map scores from before and after the REU program were then compared to determine if any changes occurred as a result of students' participation within this program. REU programs at other institutions have shown to be able to measure change over this short time period.…”