Concept Mapping As A Form Of Knowledge Assessment And Instruction In The Domain Of Information Systems

This paper focuses on applications of the concept mapping (CM) approach, a cognitive learning and assessment tool invented at Cornell University, for curriculum planning and student assessment in the domain of information systems knowledge. Learning is not only the acquisition and understanding of concepts but also a multiparametric synthesis of a system of meaningful links between concepts. To this extent, the CM approach helps to address the gaps between the traditional forms of assessment and curriculum-building concerned mostly with declarative (i.e., knowing what) and procedural (i.e., knowing how) types of knowledge and more comprehensive forms that incorporate conditional knowledge (i.e., knowing why and under what assumptions and limitations). The pilot studies conducted at National University for selected courses on networking (LAN, WAN, Wireless Networks) utilized the CM methodology for assessing what students know and developing better strategies that help students to integrate diverse competencies across the Information Systems curriculum.