Reference Information Model of Concept Map for Improving Learning Achievements

Abstract

In this paper, we aim to confirm that Kit-Build concept map (KB map) is suitable to improve learning achievements in classroom situation. The main purpose is utilizing KB map on formative assessment to develop ongoing formative assessment. Because our framework contains a concept map construction, assessment and diagnosis tools, which can support to gather and assess learner’s evidence well. For using KB map, instructor has to create the criteria as goal map and it will be extracted as a kit. The kit will be provided to learners when instructor wants to gather learner’s evidence. After learners reconstruct a kit as learner map, their maps are evaluated by comparing each proposition of leaner map and goal map by exact meaning matching, which is assessing learner’s evidence as assessment result in form of similarity score. From this comparison, KB map can generate individual diagnosis result by overlaying learner map and goal map that can represent misunderstanding of each learner by displaying the difference between two maps. In addition, our framework can provide group diagnosis result that shows most common misunderstanding of learners as an overview of class. Both individual and group diagnosis is a great influence to contribute instructor’s feedback designing to create intra-class and inter-class feedback. Based on practice results, two strengths of KB map, which are the kit and the group diagnosis, are significant ability and effective to influence on developing ongoing formative assessment in classroom situation. However, these abilities support only instructor role. To encourage leaners to practice their knowledge and skills, self-reflection learning is focused. It can support learners to improve their achievements by themselves. So we would implement the reference information model of KB map for supporting learner’s self-reflection. This model will provide the useful information for learner to reconsider their understanding. The provided information contains criteria-referenced as their own map that represent only correct propositions, norm-referenced as overlaying all learners map that shows an overview of class and self-referenced feedback that is their own map in previous step. After this information is provided, the action of learner will respond to self-reflection for improving their learning achievements.