期刊名称：Journal of University Teaching and Learning Practice
印刷版ISSN：1449-9789
出版年度：2007
卷号：4
期号：2
页码：64-71
出版社：University of Wollongong
摘要：College faculty face the ongoing dilemma of balancing the professional emphasis on student learning with the administrative task of documenting student performance related to reappointment, promotion, and tenure. As tools in the undergraduate and graduate programs of an institution of higher learning, concept maps provide faculty with interesting and effective ways to assess learning by students in all academic areas. Concept maps can give students and faculty meaningful information about student performance. These tools are objective, meaningful assessments through which the instructor can monitor student progress, self-evaluate classroom performance, and revise the delivery of instruction in the collegiate classroom.
