Concept mapping as a formative assessment in college classrooms: Measuring usefulness and student satisfaction

Abstract

This study investigated the usefulness of concept mapping as a formative assessment in teacher education programs in UAE and evaluated the student teachers’ satisfaction with the concept mapping. Two teacher educators and 166 student teachers participated in this study. The major data-gathering techniques were participant observation, survey and focus group interview. Data were analyzed using descriptive statistics and using an inductive approach which is based on a constant comparative method. The results revealed that concept maps were informative for teacher educators and have the potential to improve student teachers’ learning and contributed to their awareness of learning processes. © 2010 Elsevier Ltd. All rights reserved.

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