Concept maps for engineering education: a cognitively motivated tool supporting varied assessment functions Export

@article{citeulike:4792924, abstract = {Assessment in the context of education is the process of characterizing what a student knows. The reasons to perform assessment are quite varied, ranging from a need to informally understand student learning progress in a course to a need to characterize student expertise in a subject. Finding an appropriate assessment tool is a central challenge in designing an assessment approach. The focus of this paper is on the use of concept maps for both course-level and program-level assessment in engineering education. Concept maps, which are node and arc representations of the relationships among concepts, provide one means to represent student knowledge. This paper presents background on concept maps and describes uses of concept maps at both the course and program level}, author = {Turns, J. and Atman, C. J. and Adams, R.}, booktitle = {Education, IEEE Transactions on}, citeulike-article-id = {4792924}, citeulike-linkout-0 = {http://dx.doi.org/10.1109/13.848069}, citeulike-linkout-1 = {http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=848069}, doi = {10.1109/13.848069}, journal = {Education, IEEE Transactions on}, keywords = {concept, education, engineering, mapping, paper}, number = {2}, pages = {164--173}, posted-at = {2009-07-03 03:13:00}, priority = {2}, title = {Concept maps for engineering education: a cognitively motivated tool supporting varied assessment functions}, url = {http://dx.doi.org/10.1109/13.848069}, volume = {43}, year = {2000} }

TY - JOUR ID - citeulike:4792924 L3 - citeulike-article-id:4792924 N2 - Assessment in the context of education is the process of characterizing what a student knows. The reasons to perform assessment are quite varied, ranging from a need to informally understand student learning progress in a course to a need to characterize student expertise in a subject. Finding an appropriate assessment tool is a central challenge in designing an assessment approach. The focus of this paper is on the use of concept maps for both course-level and program-level assessment in engineering education. Concept maps, which are node and arc representations of the relationships among concepts, provide one means to represent student knowledge. This paper presents background on concept maps and describes uses of concept maps at both the course and program level IS - 2 JF - Education, IEEE Transactions on EP - 173 TI - Concept maps for engineering education: a cognitively motivated tool supporting varied assessment functions VL - 43 T2 - Education, IEEE Transactions on SP - 164 KW - concept KW - education KW - engineering KW - mapping KW - paper AU - Turns, J AU - Atman, CJ AU - Adams, R PY - 2000/// UR - http://dx.doi.org/10.1109/13.848069 ER -