Cmap
Concept Maps and the Didactic Role of Assessment

Gouveia, Vera and Valadares, Jorge (2004) Concept Maps and the Didactic Role of Assessment. In: Concept Maps: Theory, Methodology, Technology. Proc. of the First Int. Conference on Concept Mapping. Universidad Pública de Navarra, Pamplona, Spain, pp. 303-310. ISBN 84-9769-064-8

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Abstract

The assessment is presently looked at not only as a process of evaluating the student’s knowledge of a specific subject, but at its own didactic function. As such, the assessment allows the teacher to organize and regulate the teaching process and, with the simultaneous access to assessment and metacognition tools, it seeks to reinforce the student’s control over his learning process, hence facilitating the student’s meaningful learning. In this communication, several examples are given that show how conceptual maps may be useful in an assessment that seeks not only to find if the student has acquired the knowledge that is a part of the objectives previously defined, but also find out what the student knows, understands, or is able to achieve on his own. The students’ creation of conceptual maps not only contributed to a refinement of their cognitive structuring, but also improved their emotional and social behaviour.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2004
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 16 Aug 2012 20:39
Last Modified: 11 Oct 2012 13:18
URI: http://eprint.ihmc.us/id/eprint/68

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