Synthesizing What Was Learned: Using Social Annotation With Concept Maps

Abstract

Browser-based social annotation was integrated with concept mapping for assessing graduate teacher education students' learning in lieu of a final exam. Documents annotated online were required readings of three case studies and three chapters. Concept maps were organized around the theoretical framework that underpinned all coursework. Students chose whether to work individually or cooperatively and whether to use browser-based or hand-drawn concept maps. Most students did exemplary jobs synthesizing what they had learned, representing this knowledge and understanding in their concept maps, and explaining their thinking to the class. The results suggest that this is an effective, authentic, alternative assessment approach for summative evaluation. The uniqueness and complexity of this project led to a variety of recommendations for future implementations and research.