Abstract—The graphical elements as parts of concept map construction are employed to assess both learning and teaching. Augmenting the use of concept maps, this study examines the graphical elements, such as, nodes, edges, cliques, diameters, travelling paths and structures of the graphs to relate to ones’ understanding to a topic, in this case, polynomials for middle school. In the aspect of teaching assessment, the teacher’ concept map drawn according to the lesson plan is served as the master map, which echoes the teacher’s expectation of students’ learning. On the other hand, students’ maps also reveal their understanding through the nodal relationship, which can be the definitions of terms, related examples, graph representation and algebraic manipulation. Data collection includes a focus group of 10 students and 1 teacher undergoing the concept map assessment task with restricted node terms. Graphically analyzed, students’ concept maps reveal some common elements as in the teacher’s map. In addition, the interview with the teacher also suggests that concept map as the assessment tool is an effective teaching reflection for which the teacher can see what to fulfill for future classes.
Index Terms—Concept mapping, learning assessment, teaching assessment, graphical information, polynomials.
The authors are with Mahidol University, Thailand (e-mail: firstname.lastname@example.org).
Cite:Suparat Chuechote and Parames Laosinchai, "Utilizing Graphical Elements for Concept Map Analysis to Design Teaching and Learning Assessment," International Journal of Information and Education Technology vol. 10, no. 8, pp. 557-562, 2020.Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).