Instructor's Guide

Quizzes, Reflective Questions, and Activities

The following assignments are embedded in the Concept Maps tutorial:


Relationship to Other iStudy Tutorials

This tutorial should be used after any tutorials on problem identification and data collection because you must have a conceptual base (built by data collection) from which to build a concept map.


Suggested In-class Methods of Presentation




Note : This is an excellent opportunity to utilize and reinforce the cooperative learning techniques found in the iStudy Cooperative Learning tutorial.


Key Points

These points are covered in the iStudy tutorial, but should be emphasized in any discussions.

Assessment Criteria

Jonassen (1996) provides examples of how concept maps in general can be used to assess learning. If the students create a concept map for your assessment, use the following information to assess the concept maps. However, it is important to keep in mind that there is no "right" concept map. Each student, or group of students, will likely build a different map, based upon their personal experiences. It is also important to understand that assessment of a concept map must be consistent with the needs of the content domain (Jonassen,, 1997).

You may also use the Concept Map Evaluation Checklist as part of your evaluation. A RTF version is included for download on the left sidebar of this page.


Criteria for assessing concepts (nodes)



Accuracy of concepts

Is the learner's perception of the content domain accurate? Are the concepts correctly labeled?

Breadth of concepts

Does the concept map reflect the breadth of the content domain? A concept map with a greater number of nodes reflects greater breadth.

Depth of concepts

Does the concept map reflect the depth of the content domain? The depth of the map is measured by the number of levels of concepts.

Relative importance of concepts

Are major and minor concepts represented as such? Is greater weight given to more important concepts?


Criteria for assessing relations (links)



Validity of links

Are the relationships established between concepts or nodes valid? If the map is hierarchical, are hierarchical links established? Likewise, are causal links established if the map is causal?

Preciseness of link labels

Are the labels used to describe the exact nature of the relationship?

Economical use of links

Are links established in the most economical way possible, without becoming too general in nature?


Through observing both the group's and the individual's activity, the instructor may assess student performance. Assessment criteria are as follows (instructors supply the percentage weights):


Assessment Criteria





iStudy Tutorial


The student can define the following terms; concept map, concept links, concept link labels.




The student can define what a concept map is, and how it can be used to analyze information.




The student can interpret a given concept map.


Task in Manual


The student can develop his/her own concept map.






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