By Ian Kinchin
Typically, concept maps that are more complex are scored more highly than those that appear simpler. This has been the basic principle that has guided the analysis of concept maps in numerous publications. Consequently, maps that include more stuff have been seen as a better indicator of understanding than those that contain less stuff. I have always had a problem with this and have been aware that some high-flying students who clearly have an excellent understanding of a subject (along with some subject experts), have been observed to construct smaller maps (that score less) than many of their less expert colleagues who score more simply by including more stuff. I don’t think this is because geniuses are lazy, I think it represents the different ways in which people see the same content. This is one reason why I have avoided using any of the available scoring rubrics for concept maps (whatever the claims for validity and reliability) in recent years as I feel they mask the underlying story.
Dowd et al., (2015), provide a helpful paper Continue reading