UCD TEACHING AND LEARNING/ RESOURCES

www.ucd.ie/teaching



ASSESSMENT







The Use of Concept Maps for
Assessment


Author: David Jennings
Email: [email protected]
Date: 17
th
May 2012



2
Woikbook

The aim of this woikbook is to pioviue a seiies of iesouices in the iealm of assessment anu the
use of concept maps to suppoit this.

The woikbook is not exhaustive, but attempts to focus on a numbei of coie issues anu neeus.

Key aieas coveieu incluue:
- The Pyschology of Leaining
- Assessment Piinciples
- An Intiouuction to Concept Naps
- Assessing Concept Naps


You aie fiee to euit, auapt anu copy this woikbook anu piesent it to youi stuuents anu
colleagues, howevei attiibution must be given to the oiiginal authois (this woik is licenceu
unuei the Cieative Commons Attiibution 0nly Licence, see
http:cieativecommons.oig)
}ennings, B. 2u12. !"#$%&' )*&+ ,"- .++%++/%#'0 0CB Teaching anu Leaining, 0CB,
Iielanu.


12-'3%- 4"-56""5+ *-% *7*89*69%: ,"- 8#,"-/*'8"# $"#'*$' ;*78<0=%##8#>+?2$<08%



S
Table of Contents
"#$ %&$ '( )'*)$+" ,-+& ('. -&&$&&,$*"
W0RKB00K ........................................................................................................................................................................ 2
TABLE 0F C0NTENTS ........................................................................................................................................................ S
B0W WE LEARN ................................................................................................................................................................. 4
AN INTR0B0CTI0N T0 ASSESSNENT ............................................................................................................................. 6
NATCBINu LEARINu 00TC0NES T0 ASSESSNENT TYPES ........................................................................................ 8
ENABLINu EFFECTIvE FEEBACK (IN TBREE STEPS.) ............................................................................................... 9
BESIuNINu ASSESSNENTS ............................................................................................................................................. 11
INPACT 0F C0NCEPT NAPS ........................................................................................................................................... 12
ASSESSINu C0NCEPT NAPS ........................................................................................................................................... 1S
PR0B0CTS ......................................................................................................................................................................... 1S
SELECT BIBLI0uRAPBY (0RLS ACCESSEB uS.12) ................................................................................................... 16
N0TES: .............................................................................................................................................................................. 18




4
Bow we leain

Leaining styles has become a somewhat contentious teim useu to uesciibe the attituues anu
behaviouis, which 'may' ueteimine an inuiviuual's piefeiieu way of leaining. It is the 'may' that
uiaws attention as it is often omitteu anu hence the concept becomes a ueteiministic appioach
to catagoiising how leaineis engage with infoimation, theii peeis, euucatois anu oppoitunities
to leain. Suffice to say it is also an aiea wheie so many leaining styles piefeience mouels exist,
that the maiketplace is tiuly ovei-ciowueu (a citation seaich ievealeu ovei 1Su aiticles
espousing mouels), so wheie uoes one look to.. Anu how may we use them to oui benefit.

If we meiely take note of the iange of styles anuoi piefeiences available, we may begin to
auuiess a numbei of key issues that impact stuuent inteiaction. The iuea of leainei malaise, lack
of motivation, misinteipietation is not uown to iecalcitiant inuiviuuals alone. By auapting the
way in which we teach anu pioviue leaining oppoitunities to ieflect the potential 'leaining
styles' appaient in any cohoit, we may begin to offei an open anu engaging piocess that is
uiiecteu to theii (the leaineis) piefeiieu style methou of inteiaction anu engagement.

The following thiee tables elaboiate the uetails of theii iespective mouels (Rose, Boney &
Numfoiu anu uaiuenei) anu the inteipietatation of the implieu leaining styles on the
inuiviuual.

Rose 198S
/01234! Leaineis piefei to leain with visual ieinfoicement such as chaits anu uiagiams
-2506789@ Leaineis piefei to leain by listening
:0;3<16=<60>@ Leaineis piefei to leain thiough, moving, uoing anu touching


Boney anu Numfoiu 1996
"=<78<60>34@ Leaineis piefei to leain by ieauing anu listening to the expeits
+83?@360>@ Leaineis like to be able to see the piactical application of theoiy. They like to use
ueuuctive ieasoning to focus on pioblems anu they piefei situations wheie theie is a single
coiiect answei oi solution
.<A4<>60B<@ Leaineis tenu to be imaginative anu emotional. They woik well in gioup uiscussions
->60B016@ Leaineis aie action oiienteu. They leain by uoing


S

uaiuenei 199S
/01234A&C36034 D;6<440?<;><@ Puzzle builuing, ieauing, wiiting, unueistanuing chaits anu
giaphs, a goou sense of uiiection, sketching, painting, cieating visual metaphois anu analogies
(peihaps thiough the visual aits), manipulating images, constiucting, fixing, uesigning piactical
objects, inteipieting visual images.
/<8E34FG0;?20160> D;6<440?<;><@ Listening, speaking, wiiting, stoiy telling, explaining, teaching,
using humoui, unueistanuing the syntax anu meaning of woius, iemembeiing infoimation,
convincing someone of theii point of view, analysing language usage.
G7?0>34F,36=<@360>34 D;6<440?<;><@ Pioblem solving, classifying anu categoiising infoimation,
woiking with abstiact concepts to figuie out the ielationship of each to the othei, hanuling long
chains of ieason to make local piogiessions, uoing contiolleu expeiiments, questioning anu
wonueiing about natuial events, peifoiming complex mathematical calculations, woiking with
geometiic shapes.
H75049F:0;3<16=<60> D;6<440?<;><@ Bancing, physical co-oiuination, spoits, hanus on
expeiimentation, using bouy language, ciafts, acting, miming, using theii hanus to cieate oi
builu, expiessing emotions thiough the bouy.
,210>34F.=96=@0> D;6<440?<;><@ Singing, whistling, playing musical instiuments, iecognising
tonal patteins, composing music, iemembeiing melouies, unueistanuing the stiuctuie anu
ihythm of music.
D;6<8C<817;34 D;6<440?<;><@ Seeing things fiom othei peispectives (uual-peispective),
listening, using empathy, unueistanuing othei people's moous anu feelings, counselling, co-
opeiating with gioups, noticing people's moous, motivations anu intentions, communicating
both veibally anu non-veibally, builuing tiust, peaceful conflict iesolution, establishing positive
ielations with othei people.
D;683C<817;34 D;6<440?<;><@ Recognising theii own stiengths anu weaknesses, ieflecting anu
analysing themselves, awaieness of theii innei feelings, uesiies anu uieams, evaluating theii
thinking patteins, ieasoning with themselves, unueistanuing theii iole in ielationship to otheis.
B*+5 @

"#$% # '('%)* *( +),%-*#$% ()% (. */% .(00(12)3 ()02)% *%4*4 *( #44%44 5(+- 6-%.%--%,
70%#-)2)3 4*50%89 #-% */%5 #6602:#;0%< =(1 '23/* 5(+ +4% */%' *( 2).(-' 6-#:*2:%<

- Nyeis-Biiggs
http:www.humanmetiics.comcgi-win}Types2.asp

- Baviu Keiisey's 'Soitei' to uiscovei one's peisonality type
http:keiisey.com
- Soloman & Feluei 0nline test
http:www.engi.ncsu.euuleainingstylesilsweb.html



6
- Rose's vARK 0nline test
http:www.vaik-leain.comenglishpage.asp.p=questionnaiie

- Boney anu Numfoiu's 8u item questionnaiie
http:www.peteihoney.com

An Intiouuction to Assessment

Some of the key puiposes of assessment aie; to enable the communication of the
achievement anu subsequent status of stuuents uuiing theii piogiamme of leaining;
to pioviue a means of self-evaluation anu infoimation peitaining to such; to iuentify
stuuent placement within euucational paths anuoi piogiammes; to auuiess the
evaluation anu effectiveness of instiuctional piogiammes; anu to simply motivate the
leainei.
&625<;6 G<38;0;? )<860A0>3607; I234069 -11283;><
Pioviue feeuback to
impiove stuuent
leaining
To passfail a stuuent Pioviue feeuback to
lectuieis
Notivate stuuents To giaueiank Impiove teaching
Biagnosis stuuents
stiengths, weaknesses
To license to
pioceeupiactice
Nonitoi stanuaius ovei
time
Figuie 1: Thiee Puiposes of Assessment
1


"56% #), >#*2()#0%
Foimative Assessment - -11<11@<;6 A78 4<38;0;?
Is the assessment that pioviues feeuback to leaineis in oiuei to help them leain, anu
feeuback to teacheis to enable them to ueciue how a stuuent's leaining shoulu be
taken foiwaiu

Summative Assessment - -11<11@<;6 7A 4<38;0;?

1
MuLch A, 8rown C (2002) !""#""$#%& (#)*#" +, -. ! /0*1# 2,) 3#41" ,2 5#64)&$#%&. ?ork: Learnlng and
1eachlng.



7
Is the assessment which pioviues oveiall anu finite eviuence of the achievement of
stuuents anu of what they know, unueistanu anu can uo, by assigning a value (often
quantitative) to what the stuuent achieves
Tienus in Assessment

Wiitten exams aie being ieplaceu by moie continuous assessment anu couisewoik. Theie is a
move towaius moie stuuent involvement anu choice in assessment. Couise outlines have
become moie explicit about the expectations in assessment.
uioup assessment is moie fiequently useu (in line with the shift in emphasis within the
cuiiiculum fiom competition between stuuents towaius collaboiative leaining between
stuuents.) An unueistanuing of piocess is now seen as, at least, equally impoitant to a
knowleuge of facts. (In line with the geneial shift towaius a piocess-baseu, iathei than piouuct-
baseu cuiiiculum.) Stuuent focuseu 'leaining outcomes' have begun to ieplace moie teachei
oiientateu 'objectives'. The focus is moie on what the stuuent will leain iathei than what the
teachei plans to teach. (This is in line with moie stuuent leu appioaches in the cuiiiculum
geneially).
2


(87@ "7J3851
Wiitten Exam Couisewoik
Tutoi leu Stuuent Leu
Implicit Ciiteiia Explicit ciiteiia
Competition Collaboiation
Piouuct assessment Piocess
0bjectives 0utcomes
Content Competencies
Figuie 2: Tienus in Assessment


2
8rown C., 8ull !., endlebury M (1997) !""#""*%7 (&01#%& 8#4)%*%7 *% 3*79#) :10;4&*,%. London:
8ouLledge.



8
Natching Leaining 0utcomes To Assessment Types

Biffeient assessments uiive uiffeient types of leaining, this table offeis a selection of alteinative
moues of assessment enabling stuuents to woik to theii stiengths, thus pioviuing an inclusive
appioach to the assessment iegime.

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G<38;0;? 726>7@<1
L=36 01 8<M208<5 A87@
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Thinking ciitically anu
making juugments
Bevelopment of aiguments,
ieflection, juugment,
evaluation
$1139
.<C786
H77P 8<B0<J
Solving pioblems
ueveloping plans
Iuentify pioblems, uefine
pioblems, analyse uata,
ieview, uesign expeiiments,
plan, apply infoimation
+87E4<@ 1><;3807
Q872C L78P
L78PRE31<5 C87E4<@
-;3491< 3 >31<
)7;A<8<;>< C3C<8 S78 ;76<1 A78 3
>7;A<8<;>< C3C<8 C421 3;;7636<5
E0E407?83C=9T
Peifoiming pioceuuies anu
uemonstiating techniques
Take ieauings, use
equipment, follow
laboiatoiy pioceuuies,
follow piotocols, caiiy out
instiuctions
U<@7;1683607;
.74< +439
,3P< 3 B05<7 SJ806< 1>80C6 3;5
C8752><F@3P< 3 B05<7T
+8752>< 3 C716<8
G3E 8<C786
Bemonstiating knowleuge
anu unueistanuing
(can be assesseu in
conjunction with the above
types of leaining)
Recall, uesciibe, iepoit,
iuentify, iecognise, iecount,
ielate, etc.
L8066<; <O3@0;3607;
'834 <O3@0;3607;
,)I1
$11391
.<C7861
&=786 3;1J<8 M2<1607;1
,0;0 6<161
Nanaging ueveloping
youiself
Woik co-opeiatively anu,
inuepenuently, be self-
uiiecteu, manage time,
manage tasks
G<38;0;? V728;34
+786A7407
G<38;0;? )7;683>61
&<4AR<B3423607;
Q872C C87V<>61
+<<8 311<11@<;6
Besigning, cieating,
peifoiming
Besign, cieate,
peifoim, piouuce, etc.
U<10?; C87V<>6
+786A7407
+8<1<;63607;
+<8A78@3;><
Assessing anu managing
infoimation
Infoimation seaich anu
ietiieval, investigate,
inteipiet, ieview
infoimation
-;;7636<5 E0E407?83C=0<1
%1< 7A E0E407?83C=0> 17A6J38<
G0E8389 8<1<38>= 3110?;@<;6
U363 E31<5 C87V<>6
Communicating Wiitten, oial, visual anu
technical skills
L8066<; C8<1<;63607;
'834 C8<1<;63607;
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Q872C J78P


9
(Auapteu fiom Nightingale et al.,1996)

B*+5 @
Peifoim a spot check on the moues of assessment above;
- Bow many uo you use.
- Aie you ovei assessing.
- What else is useu at a piogiamme level (is theie a bioau iange of moues, is it uistiibuteu
ieasonably).
- Bo you offei a iange of assessment to account foi stuuent piefeience (leaining style).
- Finally ieview youi assessment piotocol |what uo stuuents avoiu, fiom what uo they leain
(engage with) most, what concepts aie still pioblematic.


Enabling Effective Feeuback
W
(in thiee Steps.
4
)

+8<C38< &625<;61 67 .<><0B< (<<5E3>P
Belps claiify what goou peifoimance is
Facilitates uevelopment of self-assessment in leaining
Beliveis high quality infoimation to stuuents about theii leaining
Encouiages teachei anu peei uialogue aiounu leaining
Aligning theii expectations with youis
Iuentifying multiple channels of feeuback
Noueling the application of feeuback
Encouiaging its application
Suppoiting piocesses of self-assessment

.<52>< $@C=3101 7; L8066<; (<<5E3>P
Encouiages teachei anu peei uialogue aiounu leaining

3
nlcol u and Macfarlane-ulck u. 2006. <,)$4&*=# 4""#""$#%& 4%1 "#>2?)#70>4&#1 >#4)%*%7. 4 $,1#> 4%1 "#=#%
6)*%;*6>#" ,2 7,,1 2##1@4;A 6)4;&*;#, SLudles ln Plgher LducaLlon, 31.2, pp 199-218

4
CenLre for Lxcellence ln 1eachlng and Learnlng (CL1L) 2003. 3,B &, $4A# C,0) 2##1@4;A B,)A *% &9)## #4"C
"&#6"D 8uslness School aL Cxford 8rookes unlverslLy. Accessed 01.09 www.buslness.brookes.ac.uk/aske.hLml



1u
Encouiages positive motivational beliefs anu self-esteem
Explicit, wiitten feeuback is impoitant, howevei.
Wiitten feeuback iaiely communicates tacit unueistanuings
Stuuent engagement is enhanceu if wiitten feeuback is supplementeu with uialogue

+87B05< "0@<49 (<<5E3>P
Pioviues oppoitunities to close the gap between cuiient anu uesiieu peifoimance
Pioviues infoimation to teacheis that can be useu to shape teaching
Stuuents engage with (anu apply) feeuback if they can foiesee ways to apply them
Feeuback on uiaft assignments may engage stuuents moie effectively
Consiuei giving geneiic feeuback as soon as possible
New technologies may ieuuce the time iequiieu to piepaie feeuback




11
Besigning Assessments
X


Seven questions that lectuieis might ask when uesigning an assignment aie:
1. What aie the outcomes to be assesseu.
2. What aie the capabilitiesskills (implicit oi explicit) in the outcomes.
S. Is the methou of assessment chosen consonant with the outcomes anu skills.
4. Is the methou ielatively efficient in teims of stuuent time anu staff time.
S. What alteinatives aie theie. What aie theii auvantages anu uisauvantages.
6. Boes the specific assessment task match the outcomes anu skills.
7. Aie the maiking schemes oi ciiteiia appiopiiate.

)7@@7; J<3P;<11<1 67 3B705
The tasks uo not match the stateu outcomes;
The ciiteiia uo not match the tasks oi outcomes;
The ciiteiia aie not known to stuuents;
Stuuents uo not unueistanu the ciiteiia;
0veiuse of one moue of assessment such as wiitten examinations, essays, oi closeu pioblems;
0veiloau of stuuents anu staff;
Insufficient time foi stuuents to uo the assignments;
Too many assignments with the same ueauline;
Insufficient time foi staff to maik the assignments oi examinations;
Absence of well uefineu ciiteiia so consistency is uifficult to achieve;
0nuuly specific ciiteiia which cieate a stiaitjacket foi stuuents anu make maiking buiuensome
foi lectuieis;
Inauequate oi supeificial feeuback pioviueu to stuuents;
Wiue vaiiations in maiking between mouules anu assessois anu within assessois (self-
consistency);
vaiiations in assessment uemanus of uiffeient mouules

3
8rown C., 8ull !., endlebury M (1997) !""#""*%7 (&01#%& 8#4)%*%7 *% 3*79#) :10;4&*,%. London: 8ouLledge.



12
Impact of Concept Naps
G<38;0;?
Reuuce the high volume impact infoimation oveiloau. Appioach stuuy, ievision anu exams
with confiuence. Refine youi leaining abilities.
'B<8B0<J
visualise entiie concepts, gain oveisight of complex issues, captuie a global view. Befine anu
synthesise links, connections, appioaches, uiagnosis etc.
)7;><;683607;
Pioviue focuseu stuuy, ieview, ieflection anu leaining.
,<@78013607;
Aius easy iecall of key concepts, stiuctuies anu appioaches.
'8?3;013607;
Pioviues cleai pathways plans foi essays, piojects, piesentations etc.
+8<1<;63607;
0ffeis focuseu elements, fiee foim appioach, natuial aiu to speech.
)7@@2;0>3607;
Pioviues claiity anu conciseness.
+43;;0;?
0ichestiate all uetails anu aspects - fiom beginning to enu - on one piece of papei.
,<<60;?1
Initiaties anu captuies effective stiuctuie.
.<A4<>607;
Pioviues a methou to analyse one's thoughts.
*<?7603607;
Bighlights issues, uilemmas anu pathways foi uiscussion anu uecision
H830; &678@0;?



1S
Assessing Concept Naps

A concept map is a visual iepiesentation of knowleuge. The piocess enables one to oiganize anu
stiuctuie infoimation anu the ielationships between them. This may be uone in a wholly
giaphical mannei i.e. using images, photos, coloui etc. to highlight uiffeiing concepts anu theii
linkages oi by iuentifying key the concepts by name oi title anu enclosing them in a visual box
then pioviuing connecting navigation to lessei concepts. A tiauitional concept pioviues a
hieiaichical iepiesentation of the infoimation fiom top uown, wheieas a minu map may iauiate
fiom a cential single concept only. Suffice to say, when cieating a spiuei map, systems map,
concept map, minu map, flow chait, visual plan etc each peifoims a task that no oiuinaiy
collection of notes may encompass in a single sheet - a peisonal visualization of knowleuge -
anu foi oui anu the stuuents peispective theii key 'leaining gaps' i.e. what it is they may wish to
focus on, ieflect, ieview anu uevelop. In this way they may be useu foi as a tool to suppoit anu
enhance leaining.
A methou of assessing Concept Naps pioposeu by Novak anu uowin in 1984 is baseu on the
components anu stiuctuie of the map. This system awaius points foi:
valiu Piopositions (1 Point Each),
Levels 0f Bieiaichy (S Points Foi Each Level),
Numbei 0f Bianchings (1 Point Foi Each Bianch),
Ciosslinks (1u Points Foi Each valiu Cioss-Link),
Anu Specific Examples (1 Point Foi Each Example).
A less foimal
appioach to giauing
Concept Naps is to
use anu pioviue a
set of assessment
ciiteiia within a
iubiic such as the
following:
$O<@C4389 Q775 ->><C63E4< %;3>><C63E4<
H8<356= Nap incluues the
impoitant
concepts anu
uesciibes uomain
on multiple levels
Nap incluues
most impoitant
concepts;
uesciibes uomain
on limiteu
numbei of levels
Impoitant
concepts missing
anuoi uesciibes
uomain on only
one level
Nap incluues
minimum
concepts with
many impoitant
concepts missing
D;6<8>7;;<>60B069 All concepts
inteilinkeu with
seveial othei
Nost concepts
inteilinkeu with
othei concepts
Seveial concepts
linkeu to othei
concepts
Few concepts
linkeu to othei
concepts


14
concepts
%1< 7A 5<1>80C60B<
40;P1
Links succinctly
anu accuiately
uesciibe all
ielationships
Links aie
uesciiptive anu
valiu foi most
ielationships
Some links
uncleai oi vague;
some invaliu oi
uncleai
Links aie vague;
show
inconsistent
ielationships
$AA0>0<;>9 7A 40;P1 Each link type is
uistinct fiom all
otheis, cleaily
uesciibes
ielationship; useu
consistently
Nost links aie
uistinct fiom
otheis;
uisciiminate
concepts; piesent
vaiiety of
ielationships;
useu faiily
consistently
Seveial links aie
synonymous;
uon't
uisciiminate
concepts well;
uon't show a
vaiiety of
ielationships;
useu
inconsistently
Nost links
synonymous oi
vaguely uesciibe
ielationships anu
aien't uistinct
fiom othei links
G39726 Nap is containeu
in a single page,
has multiple cleai
hieiaichies, is
well laiu out anu
pioviues a
sufficient numbei
of ielevant
examples with
links
Nap is containeu
in a single page,
has seveial cleai
hieiaichies, is
faiily well laiu
out anu pioviues
a sufficient
numbei of faiily
ielevant examples
with links
Nap is not
containeu in a
single page, has
uncleai
hieiaichies, is
pooily laiu
out anu pioviues
some faiily
ielevant
examples with
links
Nap is not
containeu in a
single page, is
confusing to ieau
with
no hieiaichical
oiganization
U<B<47C@<;6 7B<8
60@< (foi concepts
maps wheie a "base
map" is constiucteu at
the beginning of the
couise anu a
coiiesponuing "final
map" at the enu of the
couise
Final map shows
consiueiable
cognitive
piogiession fiom
Base map anu a
significantly
gieatei uepth of
unueistanuing of
the uomain
Final map shows
some cognitive
piogiession fiom
Base map anu a
somewhat gieatei
uepth of
unueistanuing of
the uomain
Final map shows
minimal cognitive
piogiession fiom
Base map anu a
slightly gieatei
uepth of
unueistanuing of
the uomain
Final map shows
no significant
cognitive
piogiession fiom
Base map anu no
inciease in the
unueistanuing of
the uomain
Baseu on http:cte.uwateiloo.cateaching_iesouicestipsiubiic%2ufoi%2uconcept%2umaps.html



1S
Piouucts
This table pioviues a biief collection of the most commonly useu piogiams foi cieating concept
maps, theie aie uiviueu by those that one might opt to puichase anu those that ie fiee to use.
)7@C3;9 +87?83@ +436A78@ L<E -558<11
Ninujet NinuNanagei PC, Nac http:www.minujet.com
Buzan 0nline Limiteu iNinuNap PC, Nac http:www.iminumap.com
INSPIRATI0N Inspiiation PC, Nac http:www.inspiiation.com
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16
Select Bibliogiaphy (0RLs accesseu uS.12)

-nueison et al (2uu1) A Taxonomy foi Leaining, Teaching anu Assessing: A Revision of Bloom's
Taxonomy of Euucational 0bjectives. Longman, Lonuon

Atheiton }.S., 2uu2. C%*-#8#> *#< B%*$38#>@ C%*-#8#> D#<%E.
http:www.staff.umu.ac.uk~jamesaleaining

Ausubel, B. P (196S) B3% F+G$3"9">G ", )%*#8#>,29 H%-6*9 C%*-#8#> (New Yoik: uiune anu Stiatton.

Higgs, }. (1987) I'2<%#' *&&-"*$3%+ '" 9%*-#8#> *#< +'2<G8#>. Nelbouine, Austialian Council foi
Euucational Reseaich.

Biggs, }. (2uuS) Eniiching laige class teaching in Teaching foi Quality Leaining at 0niveisity. 2nu Eu.
Naiuenheau: 0pen 0niveisity PiessSociety foi Reseaich into Bighei Euucation.

Bloom, B (19S6) B*E"#"/G ", J<2$*'8"#*9 K6L%$'87%+ Ncuiaw-Bill, New Yoik.

Bouu, B (1988) 0; Bouu Baviu (eu) ;%7%9"&8#> I'2<%#' .2'"#"/G 8# C%*-#8#> (2nu Euition) Kogan Page,
Lonuon.

Biown, S. (2uuu). Institutional Stiategies foi Assessment, In, Assessment Natteis in Bighei Euucation:
Choosing anu 0sing Biveise Appioaches. Buckingham:SRBE anu 0pen 0niveisity Piess. PpS-1S.

Buzan, T. (2uu2). M"4 '" )8#< )*&@ B3% B38#58#> B""9 '3*' N899 !3*#>% O"2- C8,%. 0K: BaipeiCollins.

Buzan T. anu Buzan B, (199S) B3% )8#< )*& P""5@ M"4 '" Q+% R*<8*#' B38#58#> '" )*E8/8S% O"2- P-*8#T+
Q#'*&&%< F"'%#'8*9 (New Yoik: Plume).

Biown u., Bull }., Penulebuiy N (1997) Assessing Stuuent Leaining in Bighei Euucation. Lonuon:
Routleuge.

)annon R., Newble B. ( 2uu2) A Banubook foi Teacheis in 0niveisities anu Colleges: A uuiue to
Impioving Teaching Nethous. Lonuon: Kogan Page Ltu

Chickeiing A anu uamson, Z (1987) Seven Piinciples foi uoou Piactice, ..MJ P299%'8# S9: S-7

Chiou, C. (2uu8). The effect of concept mapping on stuuents leaining achievements anu inteiest.
D##"7*'8"# 8# J<2$*'8"# *#< B%*$38#> D#'%-#*'8"#*9, 4S (4), S7S-S87.

Collis, B anu Noonen, } 2uu1. Flexible Leaining in a Bigital Woilu: expeiiences anu expectations. Kogan
Page.

Cieanoi, L. 2uu4, Activities foi E-Leaining, JUC%*-#8#> V28<%+: ulasgow Caleuonian 0niveisity

Exley, K anu Bennick, R. (2uu4) V878#> * C%$'2-%@ 1-"/ F-%+%#'8#> '" B%*$38#>
Routleuge.

(eluei R.N. anu Silveiman L.K. , "Leaining anu Teaching Styles in Engineeiing Euucation," Engi.
Euucation, 78(7), 674-681 (1988).

Qaiunei, B. (199S) 1-*/%+ ", )8#<@ B3% '3%"-G ", /29'8&9% 8#'%998>%#$%+. Basic Books.
uibbs, u 199S "Stiuctuies foi fosteiing uiscussion in laigei gioups" 0xfoiu Centie foi Staff Bevelopment.



17
uosling B, Noon } (2uu1) Bow to use leaining outcomes anu assessment ciiteiia. Lonuon: SEEC.

uiiffiths S., Paitington P (1992) Enabling Active Leaining in Small uioups. Sheffielu:
CvCP 0niveisities' Staff Bevelopment anu Tiaining 0nit.
uionlunu, N. E., anu Linn, R. )%*+2-%/%#' *#< J7*92*'8"# 8# B%*$38#>0 (6th eu.) New Yoik: Nacmillan,
199u.
#oney, P. & Numfoiu, A. (1982) Nanual of Leaining Styles Lonuon: P. Boney

NcCluie,}.R., Sonak,B., Suen, B.K. (1999) Concept Nap Assessment of Classioom Leaining:Reliability,
valiuity, anu Logistical Piacticality . ="2-#*9 K, R%+%*-$3 D# I$8%#$% B%*$38#> vol. S6, N0. 4, PP. 47S-492.

,aiton F, Bounsell B anu Entwistle N (eus.) (1997) The Expeiience of Leaining (2nu euition) Euinbuigh:
Scottish Acauemic Piess

Naishall, L anu Rowlanu, F (1998) A uuiue to leaining inuepenuently 0pen 0niveisity Piess,
Buckingham.

*ovak, }.B. & Caas, A.}. B3% B3%"-G Q#<%-9G8#> !"#$%&' )*&+ *#< M"4 '" !"#+'-2$' *#< Q+% B3%/. Floiiua
Institute foi Buman anu Nachine Cognition, Pensacola, FL. Technical Repoit IBNC CmapTools. Available:
http:cmap.ihmc.usPublicationsReseaichPapeis Theoiy0nueilyingConceptNaps.puf
'Y*eill, u., Buntley-Nooie, S., Race, P. Eus .(2uu7) Case Stuuies of uoou Piactices in Assessment of
Stuuent Leaining in Bighei Euucation. Bublin: AISBE.
+etiilli, N.}. 2uu9. "Linky Love, Snaik Attacks, anu Fieice Bebates about Teachei Quality. "A peek insiue
the euucation blogospheie," Euucation Next 9(1), Wintei
http:www.hoovei.oigpublicationseunextS4687864.html

.ace, P., (2uu1) The Lectuiei's Toolkit: A Piactical uuiue to Leaining, Teaching anu
Assessment. Lonuon: Kogan Page Ltu.

REAP (2u1u) Re-engineeiing Assessment Piactices in Scottish Bighei Euucation
http:www.jisc.oig.ukmeuiauocumentspiogiammeseleainingsfcsfcbookletieap.puf

Rose, Colin (198S). Acceleiateu Leaining. New Yoik: Bell

Ruiz-Piimo, N.A. (2uu4). JE*/8#8#> !"#$%&' )*&+ *+ *# .++%++/%#' B""9. Pioc. of the Fiist Int. Confeience
on Concept Napping, Pamplona, Spain. Available: http:cmc.ihmc.uspapeiscmc2uu4-uS6.puf

Walkei anu Coiuiay (2u1u) !"#$%&' )*&&8#> *+ * 1"-/ ", I'2<%#' .++%++/%#' *#< D#+'-2$'8"#
http:www.vanth.oigpiesentationswalkei-aseeu2-1.puf






18
Notes:






















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