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ERIC Number: EJ984878
Record Type: Journal
Publication Date: 2012
Pages: 6
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0737-7363
Assessment of Integrated Learning: Suggested Application of Concept Mapping to Prior Learning Assessment Practices
Popova-Gonci, Viktoria; Lamb, Monica C.
Journal of Continuing Higher Education, v60 n3 p186-191 2012
Prior learning assessment (PLA) students enter academia with different types of concepts--some of them have been formally accepted and labeled by academia and others are informally formulated by students via independent and/or experiential learning. The critical goal of PLA practices is to assess an intricate combination of prior learning conceptualizations and structural organizations of these conceptualizations. In this article, the authors offer a tool that has been used in traditional education practices and has a great potential to be adopted and adapted to PLA practices: concept mapping (Canas et al., 2004; Novak & Gowin, 1984). Concept mapping is a visual (and can be used as interactive) representation of a student's cognitive structures. Concept mapping prompts learners to structure, organize, and demonstrate individual understanding of relational connections between various elements of learning. The authors will further present a brief overview of concept mapping applications in higher education, demonstrate concept mapping features and their implications for assessment purposes, and conclude with a summary of their work on developing concept mapping applications unique to PLA practices. (Contains 3 figures and 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A