Concept Mapping: Providing Assessment of, for, and as Learning

Abstract

In order to enhance healthcare students’ conceptual understanding and assessment of their learning and also to foster their metacognitive development, we fully integrated concept mapping into a radiographic physics course. Mapping assisted instructors to administer assessment of students’ conceptual knowledge and assessment for the improvement of concept instruction. Furthermore, learners were invited to incorporate mapping-based self-assessment as a metacognitive strategy into their learning. To encourage learners to do so, peer exchange of feedback was also arranged. Based on analyses of learners’ maps, self-reflections, and interview data, both evidence of students’ learning and lessons learned from this implementation are provided.