On Necessity of Semantic Analysis when Evaluating Concept Maps

Maija Strautmane

doi:10.1515/acss-2017-0007

Abstract

Modern technologies have changed the landscape of teaching and learning in many ways, including introduction of computational support for knowledge assessment. Concept maps (CMs) can be used to externalise student’s internal knowledge structure in a form suitable for computer-aided assessment. Current CM-based knowledge assessment systems do not analyse semantics of CM elements. The paper represents a study designed to find out how big is the portion of a CM that is left unevaluated in default of semantic analysis.

References

[1] D. Ifenthaler, “Scope of Graphical Indices in Educational Diagnostics,” in Computer-Based Diagnostics and Systematic Analysis of Knowledge, D. Ifenthaler, P. Pirnay-Dummer, and N. M. Seel Eds. New York, NY: Springer, 2010, pp. 213-234. https://doi.org/10.1007/978-1-4419-5662-0_1210.1007/978-1-4419-5662-0_12
Search in Google Scholar Back to article
[2] J. D. Novak and A. J. Canas, “The Theory Underlying Concept Maps and How to Construct and Use Them,” 2006. [Online]. Available: http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm [Accessed: Apr. 27, 2017].
Search in Google Scholar Back to article
[3] A. J. Cañas, L. Bunch, J. D. Novak, and P. Reiska, “Cmapanalysis: an extensible concept map analysis tool,” Journal for Educators, Teachers and Trainers. vol. 4, no. 1 (Special), pp. 36-46, 2013.
Search in Google Scholar Back to article
[4] [4] P. Pirnay-Dummer and D. Ifenthaler, “Automated knowledge visualization and assessment,” in Computer-based diagnostics and systematic analysis of knowledge, D. Ifenthaler, P. Pirnay-Dummer, and N. M. Seel, Eds. New York: Springer, 2010, pp. 77-115. https://doi.org/10.1007/978-1-4419-5662-0_610.1007/978-1-4419-5662-0_6
Search in Google Scholar Back to article
[5] M. Strautmane, “Concept Map-Based Knowledge Assessment Tasks and Their Scoring Criteria: an Overview,” in Concept Maps: Theory, Methodology, Technology: Proceedings of the Fifth International Conference on Concept Mapping, Malta, Valletta, 2012, pp. 80-89.
Search in Google Scholar Back to article
[6] B. A. Schwendimann, “Making sense of Knowledge Integration Maps,” in Digital knowledge maps in education: Technology enhanced support for teachers and learners D. Ifenthaler and R. Hanewald, Eds. Springer, 2014, pp. 17-40. https://doi.org/10.1007/978-1-4614-3178-7_210.1007/978-1-4614-3178-7_2
Search in Google Scholar Back to article
[7] A. Anohina-Naumeca, J. Grundspenkis, and M. Strautmane, “The Concept Map Based Assessment System: Functional Capabilities, Evolution, and Experimental Results,” International Journal of Continuing Engineering Education and Life-Long Learning, vol. 21, no. 4, pp. 308-327, 2011. https://doi.org/10.1504/ijceell.2011.04279010.1504/IJCEELL.2011.042790
Search in Google Scholar Back to article
[8] B. E. Cline, C. C. Brewster, R. D. Fell “A rule-based system for automatically evaluating student concept maps.” Expert systems with applications, vol 37, pp. 2282-2291, 2010 https://doi.org/10.1016/j.eswa.2009.07.04410.1016/j.eswa.2009.07.044
Search in Google Scholar Back to article
[9] D. A. Lapp, M. A. Nyman, and L. S. Berry, “Student connections of linear algebra concepts: an analysis of concept maps,” International Journal of Mathematical Education in Science and Technology, vol. 41, no. 1, pp. 1-18, 2010. https://doi.org/10.1080/0020739090323666510.1080/00207390903236665
Search in Google Scholar Back to article
[10] M. A. Ruiz-Primo, “Examining Concept Maps as an Assessment Tool,” in Concept Maps: Theory, Methodology, Technology. Proceedings of the First International Conference on Concept Mapping, A. J. Cañas, J. D. Novak, and F. M. González, Eds. Pamplona, Spain 2004, pp. 555-562.
Search in Google Scholar Back to article
[11] N. Miller, A. J. Cañas, and J. D. Novak, “Preconceptions Regarding Concept Maps Held by Panamanian Teachers,” in Concept Maps: Theory, Methodology, Technology Proceedings of the Second International Conference on Concept Mapping A. J. Cañas, and J. D. Novak, Eds. San José, Costa Rica, 2006, pp. 469-476.
Search in Google Scholar Back to article
[12] M. A. Ruiz-Primo and R. J. Shavelson, “Problems and Issues in the Use of Concept Maps in Science Assessment,” Journal of Research in Science Teaching, vol. 33, no. 6, pp. 569-600, 1996. https://doi.org/10.1002/(sici)1098-2736(199608)33:6<;569::aidtea1>3.0.co;2-m
Search in Google Scholar Back to article
[13] B. A. Schwendimann, “Mapping Biological ideas: concept maps as knowledge integration tools for evolution education,” Doctoral thesis, University of California, CA USA, 2011, p. 382.
Search in Google Scholar Back to article
[14] A. Anohina-Naumeca and V. Graudina, “Diversity of concept mapping tasks: degree of difficulty, directedness, and task constraints,” in Concept Maps: Theory, Methodology, Technology. Proceedings of the Fifth International Conference on Concept Mapping, vol. 1, A. J. Canas, J. D. Novak, and J. Vanhear, Eds., Valleta, Malta, 2012, pp. 164-171.
Search in Google Scholar Back to article
[15] A. M. O’Donnell, D. F. Dansereau, and R. H. Hall, “Knowledge Maps as Scaffolds for Cognitive Processing,” Educational Psychology Review, vol. 14, no. 1, pp. 71-86, 2002. https://doi.org/10.1023/A:101313252700710.1023/A:1013132527007
Search in Google Scholar Back to article
[16] Y. Yin, J. Vanides, M. A. Ruiz-Primo, C. C. Ayala, and R. J. Shavelson, “Comparison of Two Concept-Mapping Techniques: Implications for Scoring, Interpretation, and Use,” Journal of Research in Science Teaching, vol. 42, no. 2, pp. 166-184, 2005. https://doi.org/10.1002/tea.2004910.1002/tea.20049
Search in Google Scholar Back to article
[17] C. Schau, N. Mattern, R. J. Weber, K. Minnick, and C. Witt, “Use of fill-in concept maps to assess middle school students connected understanding of science,” Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, USA, 1997.
Search in Google Scholar Back to article
[18] C.-Y. Kuo and H.-K. Wu, “Toward an integrated model for designing assessment systems: An analysis of the current status of computer-based assessments in science,” Computers & Education, vol. 68, pp. 388-403, 2013. https://doi.org/10.1016/j.compedu.2013.06.00210.1016/j.compedu.2013.06.002
Search in Google Scholar Back to article
[19] M. Strautmane, “Usage of Semantics as a Part of Links as the Basis for Learner’s Knowledge Structure Assessment The Pros and Cons.” in proceedings of ICEE/ICIT, 2014.
Search in Google Scholar Back to article
[20] J.-X. Hao, R. C.-W. Kwok, R. Y.-K. Lau, and A. Y. Yu, “Predicting problem-solving performance with concept maps: an informationtheoretic approach,” Decision support systems, vol. 48, pp. 613-621, Mar. 2010. https://doi.org/10.1016/j.dss.2009.12.00110.1016/j.dss.2009.12.001
Search in Google Scholar Back to article
[21] B. A. Greene, I. A. Lubin, J. L. Slater, and S. E. Walden, “Mapping Changes in science teachers’ content knowledge: concept maps and authentic professional development,” Journal of science Education and Technology, vol. 22, no. 3, pp. 287-299, 2012. https://doi.org/10.1007/s10956-012-9393-910.1007/s10956-012-9393-9
Search in Google Scholar Back to article
[22] D. B. Hay and I. M. Kinchin, “Using concept maps to reveal conceptual typologies,” Education + Training, vol. 48, no. 2/3, pp. 127-142, Feb. 2006. https://doi.org/10.1108/0040091061065176410.1108/00400910610651764
Search in Google Scholar Back to article
[23] Z. Raud, V. Vodovozov, and T. Lehtla, “Teaching, Learning, and Assessment Integration in Electronics on the Concept Map Basis,” in Innovating with Concept Mapping Proceedings of the Seventh International Conference on Concept Mapping, Tallinn, Estonia 2016, pp. 199-207.
Search in Google Scholar Back to article
[24] G. Lammers and C. M. Brown, “Exploring Student Understanding of Parallelism Using Concept Maps,” in 2012 Proceeding of Frontiers in Education Conference, Oct. 2012, pp. 1-5. https://doi.org/10.1109/fie.2012.646251110.1109/FIE.2012.6462511
Search in Google Scholar Back to article
[25] J. V. Jr. da Costa, F. E. L. da Rocha, and E. L. Favero, “Linking phrases in concept maps: a study on the nature of inclusivity,” in Proceedings of the First International Conference on Concept Mapping, A. J. Canas, J. D. Novak, F. M. Gonzalez, Eds. 2004.
Search in Google Scholar Back to article
[26] M. Åhlberg, “Concept maps, mind maps and other similar graphic knowledge representation tools”, invited manuscript to a Special Edition of Reflecting Education, vol. 3, 2007.
Search in Google Scholar Back to article
[27] R. J. Shavelson, H. Lang, and B. Lewin “On Concept Maps as Potential ‘Authentic’ Assessments in Science: Indirect Approaches to Knowledge Representation of High School Science”. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing, 1996. [Online]. Available: http://files.eric.ed.gov/fulltext/ED367691.pdf [Accessed: Apr. 27, 2017].
Search in Google Scholar Back to article
[28] B. Marshall, H. Chen, T Madhusudan, “Matching knowledge elements in concept maps using a similarity flooding algorithm,” Decision Support Systems, vol. 42, no. 3, pp. 1290-1306, Dec. 2006. https://doi.org/10.1016/j.dss.2005.10.00910.1016/j.dss.2005.10.009
Search in Google Scholar Back to article

On Necessity of Semantic Analysis when Evaluating Concept Maps

Abstract

Paradigm

My account