Concept map assessment has been applied to many education areas to measure students' knowledge structure. However, the proper and valid use of concept map assessment has not been examined in physical education. The purpose of this study was to evaluate the evidence of validity and responsiveness of the concept map assessment scores in physical education teacher education (PETE) programs. Concept map data were collected from 56 students. Two raters independently scored concept maps using structural method and relational method. Intraclass correlation coefficient (ICC) was used to examine interrater reliability. Independent t tests and paired t tests were used to examine validity and responsiveness. High level of reliability was seen between two raters (ICC = 0.946-0.985). The results of this study provided the evidence of validity and responsiveness. Concept map assessment reflects expected difference between the groups and the change in students' knowledge structure over time. In conclusion, the feasibility of the concept map assessment in PETE was identified in this study.