Science Teachers’ Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy
ABSTRACTIn this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning.
Although K-12 online enrollments continue to grow, student attrition rates remain high. Some have suggested that K-12 students lack the metacognitive and self-regulation ability to succeed in highly autonomous online learning environments. In response, many programs have begun to implement facilitator models to provide students with the support that they need. This chapter reviews the existing literature on two of those facilitator models: on-site and online facilitators. The existing research has identified and described some facilitator roles: fostering relationships, monitoring, and instructing. Although research examining the actual impact of facilitators on learning outcomes is limited, the emerging research indicates a positive effect--especially when facilitators receive professional development. The chapter concludes with implications for future research and policy.