深い学習の評価ツールとしてのコンセプトマップの有効性 --哲学系入門科目でのアクションリサーチを通じて--

Abstract

In Japanese higher education practices, the importance of deep learning, not just active learning, is beginning to be recognized. How can we observe and assess if students are achieving deep learning? The purpose of this study is to examine the effectiveness of concept maps as a tool for assessment of deep learning, through developing assessment in a course of introductory philosophy. There are at least four types of assessment methods of concept maps. We adopted the rubrics method. The procedure of assessment development in this study consisted of two phases: design of a course with concept mapping incorporated and development of a rubric based assessment. In the first phase, we assigned the students a group work of concept mapping in the last class of an introductory philosophy course conducted by five instructors so that it could help them to reflect on and organize by themselves what they had learned in the course. The second phase was composed of three steps: (1) eight post-docs including the instructors assessed those concept maps independently and agreed on a grade for each map through moderation; (2) we made a rubric referring to what the assessors listed as the reasons for their assessment; (3) another two post-docs assessed the same concept maps with the rubric. The rubric was composed of five criteria (concept understanding, concept creation, link structure, linking words adequacy, and relevance to focus question) and four levels. As a result of the assessment with the rubric, inter-rater reliability was improved to being satisfactory (intraclass correlation coefficient was.73). The applicability of the assessment task of concept mapping and the method of assessment with a rubric in different contexts was also discussed. Thus, this study showed that concept maps can be a tool for assessing deep learning as well as that for facilitating it.