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Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking

Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking

Yigal Rosen, Maryam Mosharraf
Copyright: © 2016 |Pages: 26
ISBN13: 9781466694415|ISBN10: 1466694416|EISBN13: 9781466694422
DOI: 10.4018/978-1-4666-9441-5.ch019
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MLA

Rosen, Yigal, and Maryam Mosharraf. "Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking." Handbook of Research on Technology Tools for Real-World Skill Development, edited by Yigal Rosen, et al., IGI Global, 2016, pp. 502-527. https://doi.org/10.4018/978-1-4666-9441-5.ch019

APA

Rosen, Y. & Mosharraf, M. (2016). Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking. In Y. Rosen, S. Ferrara, & M. Mosharraf (Eds.), Handbook of Research on Technology Tools for Real-World Skill Development (pp. 502-527). IGI Global. https://doi.org/10.4018/978-1-4666-9441-5.ch019

Chicago

Rosen, Yigal, and Maryam Mosharraf. "Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking." In Handbook of Research on Technology Tools for Real-World Skill Development, edited by Yigal Rosen, Steve Ferrara, and Maryam Mosharraf, 502-527. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9441-5.ch019

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Abstract

A concept map is a graphical tool for representing knowledge structure in the form of a graph whose nodes represent concepts, while arcs between nodes correspond to interrelations between them. Using a concept map engages students in a variety of critical and complex thinking, such as evaluating, analyzing, and decision making. Although the potential use of concept maps to assess students' knowledge has been recognized, concept maps are traditionally used as instructional tools. The chapter introduces a technology-enabled three-phase Evidence-Centered Concept Map (ECCM) designed to make students' thinking visible in critical thinking assessment tasks that require students to analyze claims and supporting evidence on a topic and to draw conclusions. Directions for future research are discussed in terms of their implications to technology tools in large-scale assessment programs that target higher-order thinking skills.

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