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4 Mar 2020: 07:00AM UTC/GMT Online Knowledge Maps for Assessment and Feedback Gary Valan University of New South Wales, Australia
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Webinar Series
e-Assessment SIG
Webinar Hosts Professor Geoff Crisp, Deputy Vice-Chancellor & Vice-President Academic University of Canberra g.crisp[at]canberra.edu.au Dr Mathew Hillier, mathew.hillier[at]gmail.com
Online Knowledge Maps with automated feedback for learning & assessment
Prof Gary Velan Senior Vice Dean (Education), UNSW Medicine
Co-Director, UNSW Scientia Education Academy [email protected]
https://www.education.unsw.edu.au/teaching-excellence/scientia-education-academy/gary-velan
Why use concept/knowledge maps? Way of organising and representing knowledge
Promotes meaningful learning1-4
Enhances critical thinking and problem solving skills5-7
1Torre et al., 2007; 2Kumar et al., 2011; 3Ho et al., 2014; 4Daley & Torre, 2010; 5Gonzales et al.,2008; 6Daley et al., 1999; 7O’Donnell et al., 2002
Providing feedback
Significant throughout the learning process1-2
• Shows current understanding
• Directs future study
Knowledge / concept maps traditionally developed using pen and paper
However, for large cohorts, feedback is
• Labour-intensive
• Difficult to provide in a timely manner
1Nicol & Macfarlane-Dick, 2006; 2Hattie & Timperley, 2007
Knowledge Maps
Teacher interface
Knowledge Maps
Student interface
Knowledge Maps
Student interface – graphical feedback
Assessment Mode
Study 1 – Activity mode
1st and 2nd year undergraduate medical students
Group 2 n=59 Group 1 n=53
Ischaemic Heart Disease Knowledge Maps Existing Resources
Deep Venous Thrombosis Existing Resources Knowledge Maps
Allocation
Timed online quiz including questions on both topics, plus online questionnaire
Study 1 – Activity mode
Before
After
2
4
6
8
10
Perceived Understanding of Students using IHD Knowledge Map
Timepoint
Ratin
g of
Und
erst
andi
ng ***
“Interactive, convenient” “Can be done at home, can be done many times” “Great for individual learning, provides good summary of topic” “Demonstrates the complexity and interactions between factors that contribute to a health condition”
***Before median of 4.5, After median of 7.0, p<0.0001 by Wilcoxon rank sign test
Study 2 – Assessment mode
1st year medical students.
Students completed a map on acute inflammation.
Students answered modified-essay question on acute inflammation.
Graded independently by two academic staff (blinded).
Significant correlation between map scores and modified-essay question scores (r = 0.481, p < 0.001)
Study 2 – Assessment mode
Likert scale questionnaire responses (percentage agreement, scale from 0 to 6, n=35)
Conclusions
• Concept/knowledge maps and appropriate feedback have great potential benefits for learning.
• Knowledge Maps is a readily accepted and effective educational tool.
• Useful for formative and summative assessments.
Future directions • Evaluate different contexts for use of Knowledge Maps
e.g. individual vs. group, level of scaffolding
• Further studies to confirm validity/reliability of assessment mode
• Expansion to other disciplines
Webinar Series
Webinar Session feedback With thanks from your hosts Professor Geoff Crisp, Deputy Vice-Chancellor & Vice-President Academic University of Canberra g.crisp[at]canberra.edu.au Dr Mathew Hillier, mathew.hillier[at]gmail.com Recording available http://transformingassessment.com
e-Assessment SIG
Nextwebinar1April2020:"PersonalisedTasksandAnonymousPeerGrading”.
Presenter:MathiasMagdowski(OKovonGuerickeUniversityMagdeburg,Germany)
ReghKp://taw.fi/1apr2020
