The practical use of Kit-Build concept map on formative assessment
Abstract Formative assessment can encourage an instructor to improve learning achievements in a lecture class. The goal of formative assessment in a classroom situation is monitoring learners to provide instructor’s feedback for improving learner’s understanding as well as instructor’s expectation....
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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The Asia-Pacific Society for Computers in Education (APSCE)
2017-09-01
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| Series: | Research and Practice in Technology Enhanced Learning |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41039-017-0060-x |
| _version_ | 1797715587246325760 |
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| author | Jaruwat Pailai Warunya Wunnasri Kan Yoshida Yusuke Hayashi Tsukasa Hirashima |
| author_facet | Jaruwat Pailai Warunya Wunnasri Kan Yoshida Yusuke Hayashi Tsukasa Hirashima |
| author_sort | Jaruwat Pailai |
| collection | DOAJ |
| description | Abstract Formative assessment can encourage an instructor to improve learning achievements in a lecture class. The goal of formative assessment in a classroom situation is monitoring learners to provide instructor’s feedback for improving learner’s understanding as well as instructor’s expectation. A Kit-Build concept map is a digital tool for supporting a concept map strategy to represent instructor’s expectation and to assess the current understanding of learners. The Kit-Build concept map is also adequate for implementing the formative assessment in a lecture class. The proposition level exact matching between the concept map of instructor and learners can generate the diagnosis results for informing the instructor about the gaps between current learner’s understanding and the instructor’s expectation. Accordingly, the instructor can design the feedback based on the diagnosis results for improving the understanding of learners. In this paper, we propose the arrangement of the ability of the Kit-Build concept map on formative assessment in a lecture class for creating an opportunity to assess current understanding of learners as more as possible. And we present the effectiveness of the Kit-Build concept map on the closed-end approach in elementary school through three practical uses in various lecture classes, which illustrate the contribution of the Kit-Build concept map when utilized on formative assessment in the lecture class. |
| first_indexed | 2024-03-12T08:08:58Z |
| format | Article |
| id | doaj.art-9124112e862b4616bd8e0d88dfbe8d74 |
| institution | Directory Open Access Journal |
| issn | 1793-7078 |
| language | English |
| last_indexed | 2024-03-12T08:08:58Z |
| publishDate | 2017-09-01 |
| publisher | The Asia-Pacific Society for Computers in Education (APSCE) |
| record_format | Article |
| series | Research and Practice in Technology Enhanced Learning |
| spelling | doaj.art-9124112e862b4616bd8e0d88dfbe8d742023-09-02T19:14:46ZengThe Asia-Pacific Society for Computers in Education (APSCE)Research and Practice in Technology Enhanced Learning1793-70782017-09-0112112310.1186/s41039-017-0060-xThe practical use of Kit-Build concept map on formative assessmentJaruwat Pailai0Warunya Wunnasri1Kan Yoshida2Yusuke Hayashi3Tsukasa Hirashima4Graduate School of Engineering, Hiroshima UniversityGraduate School of Engineering, Hiroshima UniversityGraduate School of Engineering, Hiroshima UniversityGraduate School of Engineering, Hiroshima UniversityGraduate School of Engineering, Hiroshima UniversityAbstract Formative assessment can encourage an instructor to improve learning achievements in a lecture class. The goal of formative assessment in a classroom situation is monitoring learners to provide instructor’s feedback for improving learner’s understanding as well as instructor’s expectation. A Kit-Build concept map is a digital tool for supporting a concept map strategy to represent instructor’s expectation and to assess the current understanding of learners. The Kit-Build concept map is also adequate for implementing the formative assessment in a lecture class. The proposition level exact matching between the concept map of instructor and learners can generate the diagnosis results for informing the instructor about the gaps between current learner’s understanding and the instructor’s expectation. Accordingly, the instructor can design the feedback based on the diagnosis results for improving the understanding of learners. In this paper, we propose the arrangement of the ability of the Kit-Build concept map on formative assessment in a lecture class for creating an opportunity to assess current understanding of learners as more as possible. And we present the effectiveness of the Kit-Build concept map on the closed-end approach in elementary school through three practical uses in various lecture classes, which illustrate the contribution of the Kit-Build concept map when utilized on formative assessment in the lecture class.http://link.springer.com/article/10.1186/s41039-017-0060-xFormative assessmentKit-Build concept mapAutomatic concept map assessmentLecture class |
| spellingShingle | Jaruwat Pailai Warunya Wunnasri Kan Yoshida Yusuke Hayashi Tsukasa Hirashima The practical use of Kit-Build concept map on formative assessment Research and Practice in Technology Enhanced Learning Formative assessment Kit-Build concept map Automatic concept map assessment Lecture class |
| title | The practical use of Kit-Build concept map on formative assessment |
| title_full | The practical use of Kit-Build concept map on formative assessment |
| title_fullStr | The practical use of Kit-Build concept map on formative assessment |
| title_full_unstemmed | The practical use of Kit-Build concept map on formative assessment |
| title_short | The practical use of Kit-Build concept map on formative assessment |
| title_sort | practical use of kit build concept map on formative assessment |
| topic | Formative assessment Kit-Build concept map Automatic concept map assessment Lecture class |
| url | http://link.springer.com/article/10.1186/s41039-017-0060-x |
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