Abstract
This article proposes an innovative approach to diagnostic assessment. It employs concept maps with errors as an alternative to overcome challenges often faced by teachers when requesting students to create their own maps. These challenges include students’ lack of training in concept mapping, simplified planning of assessment activities with concept maps, and delays in feedback delivery by teachers. Grounded in the Cognitive Load Theory and considering operational aspects related to teachers’ time availability, the article introduces, discusses, and tests the proposal of concept maps with errors, wherein the teacher creates the map on the subject under study and intentionally includes errors. A practical application during the emergency remote teaching validates this alternative, even under challenging conditions. Diagnostic assessment with concept maps with errors emerges as a practical, fast, and robust solution, appealing for overcoming obstacles and providing significant benefits in pedagogical practice.
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