Abstract
Educational practitioners have used mind mapping as an instructional strategy for decades. Recently, researchers have explored the use of mind mapping in classroom settings, and observed that using this tool may benefit students’ conceptual understanding, as well as improve their creativity. Despite their widespread use, there is a lack of psychometrically sound assessment rubrics that researchers and practitioners can use to evaluate the quality of mind maps. To address this issue, we developed and evaluated a new scoring rubric, namely, mind-map-scoring rubric (MMSR) using a sample of 120 mind maps. By applying many-facet Rasch modeling, we observed that the MMSR demonstrated acceptable psychometric properties. We also observed that the level of difficulty of the aspect of the mind maps was not consistent across different educational levels. We discuss implications for research and practice in relation with the use of visual-learning tools.
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