Learning Assessment #8 - Concept Map
Leslie Reid1, Ben Cowie1, Joel Cubley2, Michelle Speta3
1University of Calgary, 2Yukon College, 3University of Alberta
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Nov 7, 2012
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An end of the term, in-class activity that challenges students to synthesize their understanding of the fundamental concepts taught over the course of the semester - plate tectonics, the rock cycle, geologic time and the basics of scientific research.
This activity was used in an introductory physical geology course that is a mandatory course for geoscience majors but is also open to students in all faculties. No pre-requisite courses required. The course page is available at: http://serc.carleton.edu/NAGTWorkshops/coursedesign/goalsdb/65489.html
Skills and concepts that students must have mastered
This learning assessment is intended to be carried out at the end of the term, at which point students should be confident with plate tectonics, the rock cycle, geologic time and scientific research methods. Ideally, students will have completed the prior learning assessments on these topics.
How the activity is situated in the course
This assignment is the final installment of a series of in-class activities known as learning assessments.
Students are strongly encouraged to work in groups to complete the learning assessments, however each student must submit their own assignment. Learning assessments are all "open book" and students are encouraged to use their textbooks and other external resources to help them complete their assignments.
Content/concepts goals for this activity
Rather than testing students understanding of a particular concept, the goal of this learning assessment is to test student understanding of all the major concepts covered in the course (plate tectonics, the rock cycle, geologic time and scientific research) by identifying the relationships between them.
Higher order thinking skills goals for this activity
Synthesis of ideas (e.g. How are plate tectonics and the rock cycle related? Give specific examples demonstrating the relationship between the two.)
Other skills goals for this activity
Presenting ideas in the format of concept maps, working in groups, using external resources (e.g. internet, textbooks), using new software (optional).
Description of the activity/assignment
At the end of the semester, students are asked to create a concept map of the four main concepts covered over the duration of the course. They are provided with a grading rubric and 4 the main nodes that are required on the map (plate tectonics, the rock cycle, geologic time and scientific research). The four concepts can be arranged in any manner, and the connecting lines must be labelled with appropriate terms and examples. Students have the option of creating a paper map (11'' x 17'' or larger) or a digital map using a free software program, VUE.
Determining whether students have met the goals
Concept maps are evaluated using a grading rubric which clearly states the criteria required to achieve each level of performance from 0 to 4, where 4 is full marks. Concept maps are returned to students during a review period where the instructor devotes a class to going over the activity and explaining common errors.
More information about assessment tools and techniques.
Download teaching materials and tips
This learning assessment uses a free, open source software program called VUE (Visual Understanding Environment), which can be downloaded at: