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Scoring Concept Maps: An Integrated Rubric for Assessing Engineering Education
Author(s) -
BesterfieldSacre Mary,
Gerchak Jessica,
Lyons Mary Rose,
Shuman Larry J.,
Wolfe Harvey
Publication year - 2004
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2004.tb00795.x
Subject(s) - rubric , concept map , strengths and weaknesses , psychology , sample (material) , mathematics education , field (mathematics) , engineering education , computer science , engineering , mathematics , engineering management , social psychology , chemistry , chromatography , pure mathematics
We investigated the use of concept maps to assess “knowledge integration,” by developing a rubric to “score” maps using two samples of students. In 2000, a sample of sophomore, junior and senior industrial engineering students was asked to develop concept maps of that field. This exercise was repeated in 2002 with seniors, half of whom participated as sophomores. The maps were scored using “traditional” counting metrics proposed by other researchers and with a holistic approach developed for the study. The holistic approach indicated that students improved as they matriculated through the program, and also enabled faculty to identify programmatic weaknesses. Although the “traditional” methods provided quantifiable information, closer examination questioned whether that information was representative of students' true conceptual understanding. Consequently, a scoring rubric was developed and tested using attributes of the holistic approach.