Abstract
The use of mind maps as an assessment tool is investigated. The mind map in the current study represents the student knowledge structure at the beginning of the student learning curve unlike previous studies in which the maps are drawn after students have acquired the knowledge already. The study compares the inter-rater reliability of two mind map scoring methods and correlates the marks from these methods with other end of year outcomes. The mind maps were scored independently by three examiners using two mind map scoring rubrics (MMR): a structural and a holistic qualitative rubric. The structural MMR scoring method gave moderate inter-rater reliability with total score ICC values of 0.71 for absolute agreement and 0.57 for consistency between the three examiners. The qualitative MMR scoring method had poor inter-rater reliability with values of 0.33 and 0.32 for absolute agreement and consistency respectively. The concurrent validity with other end of year assessments was poor for both methods. Although the mind map scores did not correlate with other end of year assessments, it is likely that mind maps are assessing a different aspect of the student knowledge construct not assessed by traditional assessments. The inter-rater reliability was better for the structural MMR than the qualitative MMR.
Highlights
The constructivist theory proposes that meaningful learning occurs when prior knowledge and previous life experience are activated and integrated with new knowledge being constructed in context (Daley & Torre, 2010; Davies, 2011)
The mind map scores did not correlate with other end of year assessments, it is likely that mind maps are assessing a different aspect of the student knowledge construct not assessed by traditional assessments
Mind maps could be used as part of an overall assessment strategy in a course using a problem based learning (PBL) instructional method
Summary
The constructivist theory proposes that meaningful learning occurs when prior knowledge and previous life experience are activated and integrated with new knowledge being constructed in context (Daley & Torre, 2010; Davies, 2011). It is important that the learner is aware of and uses strategies that facilitate activation of prior knowledge and its integration with new knowledge being acquired (Davies, 2011; Eppler, 2006). Mind maps are multi-coloured, image-centred, visual, non-linear representations of ideas, and their relationships which can be used to activate prior knowledge and integrate new information with previous knowledge (D’Antoni et al, 2010; Noonan, 2012). Mind maps have recently been used in medical education to develop critical thinking (D’Antoni et al, 2010), assist memory recall (Farrand et al, 2002) and as an assessment tool (D’Antoni et al, 2009; Evrekli et al, 2010)
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