Abstract—In this paper, we suggest that a student’s answer
must be assessed not only for the correctness of the answer but
also for the correctness of her understanding of the underlying
concepts. Assessing answers for conceptual correctness
produces marking that is fairer than assessing for correctness of
answer. We propose a concept-based methodology for assessing
student answers using concept maps.
Index Terms—Concept map, assessment, education.
P. Maheshwari is with the Department of Engineering and Architecture,
Amity University Dubai, Dubai International Academic City, UAE (e-mail:
pmaheshwari@amityuniversity.ae).
N. Parameswaran is with the School of Computer Science and
Engineering, the University of New South Wales, Sydney, Australia (e-mail:
paramesh@cse.unsw.edu.au).
Cite: Piyush Maheshwari and Nandan Parameswaran, "Concept-Based Student Assessment," International Journal of Information and Education Technology vol. 7, no. 7, pp. 552-556, 2017.