Abstract
Student learning in complex fields such as physical science can be difficult to assess. Performance assessment techniques offer an alternative way of approaching this goal. This paper addresses the use of concept mapping as a means of assessing changes in the way students grasp the conceptual structure of specific topics in physical science. A concept map is interpreted as representing important aspects of the student's organisation of concepts and, indirectly, the student's construction of meaning. Therefore, concept mapping has the potential to provide direct measures of students' knowledge structures. Various concept mapping techniques are reviewed based on their validity and reliability when used as a means of assessing student learning. The educational implications of adopting concept mapping performance assessment strategies are also discussed along with directions for future research.
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