Ongoing Formative Assessment with Concept Map in Proposition Level Exact Matching

Abstract

Formative assessment is widely used in education area for improve learning achievements. And we propose a framework of Kit-Build concept map for utilizing in ongoing formative assessment. Concept map strategy is already proven to represent learner’s understanding and becomes to a suitable strategy for formative assessment. We investigate the proposition of concept map that is constructed by connecting two concepts via linking words. The framework can gather and assess concept maps as learners’ evidence for identifying learners’ state in classroom situation that is a task of formative assessment. It provides assessment result and diagnosis result to instructor. These results are generated by using the proposition level exact matching method of an automatic concept map assessment. The assessment result is the similarity score between instructor’s concept map (Goal map) and learner’s concept map (Learner map). And the diagnosis result is represented in form of concept map with three error types. The errors show the different proposition between goal map and learners map, which is called individual-goal difference map. Both assessment result and diagnosis result provide information about understanding of each learner on lecture content to instructor that is called individual diagnosis. It can contribute instructor’s feedback that is a key of formative assessment. As more as possible to gather and assess learner’s evidence provides more opportunities to instructor for improving learner’s achievements. Providing overview of learners can reduce analysis time of instructor to recognize learners’ understanding. It means instructor can design and provide instructor’s feedback in less time based on group diagnosis of Kit-Build concept map. The group diagnosis includes group map and group-goal difference map. The group map is generated from overlaying all of learners map. It shows common understanding of learners that is used to generate group-goal difference map, this group-goal difference map shows most common misunderstanding. In this paper, we would like to propose the scenario that is suitable for supporting through of learning process since setting goal, gathering evidence of learners and providing effective information to designing instructor’s feedback for improving teaching and learning in classroom situation.