Knowledge maps: a tool for online assessment with automated feedback
In higher education, most assessments or examinations comprise either multiple-choice items or open-ended questions such as modified essay questions (MEQs). Online concept and knowledge maps are potential tools for assessment, which might emphasize meaningful, integrated understanding of phenomena....
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2018-01-01
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| Series: | Medical Education Online |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/10872981.2018.1457394 |
| _version_ | 1818111242840047616 |
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| author | Veronica W. Ho Peter G. Harris Rakesh K. Kumar Gary M. Velan |
| author_facet | Veronica W. Ho Peter G. Harris Rakesh K. Kumar Gary M. Velan |
| author_sort | Veronica W. Ho |
| collection | DOAJ |
| description | In higher education, most assessments or examinations comprise either multiple-choice items or open-ended questions such as modified essay questions (MEQs). Online concept and knowledge maps are potential tools for assessment, which might emphasize meaningful, integrated understanding of phenomena. We developed an online knowledge-mapping assessment tool, which provides automated feedback on student-submitted maps. We conducted a pilot study to investigate the potential utility of online knowledge mapping as a tool for automated assessment by comparing the scores generated by the software with manual grading of a MEQ on the same topic for a cohort of first-year medical students. In addition, an online questionnaire was used to gather students’ perceptions of the tool. Map items were highly discriminating between students of differing knowledge of the topic overall. Regression analysis showed a significant correlation between map scores and MEQ scores, and responses to the questionnaire regarding use of knowledge maps for assessment were overwhelmingly positive. These results suggest that knowledge maps provide a similar indication of students’ understanding of a topic as a MEQ, with the advantage of instant, consistent computer grading and time savings for educators. Online concept and knowledge maps could be a useful addition to the assessment repertoire in higher education. |
| first_indexed | 2024-12-11T02:59:56Z |
| format | Article |
| id | doaj.art-bba016812d164025a8c1c48543f608b9 |
| institution | Directory Open Access Journal |
| issn | 1087-2981 |
| language | English |
| last_indexed | 2024-12-11T02:59:56Z |
| publishDate | 2018-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj.art-bba016812d164025a8c1c48543f608b92022-12-22T01:23:04ZengTaylor & Francis GroupMedical Education Online1087-29812018-01-0123110.1080/10872981.2018.14573941457394Knowledge maps: a tool for online assessment with automated feedbackVeronica W. Ho0Peter G. Harris1Rakesh K. Kumar2Gary M. Velan3UNSW SydneyUNSW SydneyUNSW SydneyUNSW SydneyIn higher education, most assessments or examinations comprise either multiple-choice items or open-ended questions such as modified essay questions (MEQs). Online concept and knowledge maps are potential tools for assessment, which might emphasize meaningful, integrated understanding of phenomena. We developed an online knowledge-mapping assessment tool, which provides automated feedback on student-submitted maps. We conducted a pilot study to investigate the potential utility of online knowledge mapping as a tool for automated assessment by comparing the scores generated by the software with manual grading of a MEQ on the same topic for a cohort of first-year medical students. In addition, an online questionnaire was used to gather students’ perceptions of the tool. Map items were highly discriminating between students of differing knowledge of the topic overall. Regression analysis showed a significant correlation between map scores and MEQ scores, and responses to the questionnaire regarding use of knowledge maps for assessment were overwhelmingly positive. These results suggest that knowledge maps provide a similar indication of students’ understanding of a topic as a MEQ, with the advantage of instant, consistent computer grading and time savings for educators. Online concept and knowledge maps could be a useful addition to the assessment repertoire in higher education.http://dx.doi.org/10.1080/10872981.2018.1457394Knowledge mapsconcept mapsonlineassessmentfeedbackmodified essay question |
| spellingShingle | Veronica W. Ho Peter G. Harris Rakesh K. Kumar Gary M. Velan Knowledge maps: a tool for online assessment with automated feedback Medical Education Online Knowledge maps concept maps online assessment feedback modified essay question |
| title | Knowledge maps: a tool for online assessment with automated feedback |
| title_full | Knowledge maps: a tool for online assessment with automated feedback |
| title_fullStr | Knowledge maps: a tool for online assessment with automated feedback |
| title_full_unstemmed | Knowledge maps: a tool for online assessment with automated feedback |
| title_short | Knowledge maps: a tool for online assessment with automated feedback |
| title_sort | knowledge maps a tool for online assessment with automated feedback |
| topic | Knowledge maps concept maps online assessment feedback modified essay question |
| url | http://dx.doi.org/10.1080/10872981.2018.1457394 |
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