Rutledge, M.L. & Mitchell, M.A.2002. High School Biology Teachers' Knowledge Structure, Acceptance, & Teaching of Evolution, The American Biology Teacher, 64, 21-28.
Summary: Concept mapping was used to determine teachers' conceptions and opinions of evolutionary theory. Their maps were analyzed for trends in their thinking and used to determine the overall impression of the teachers' conceptual framework. Concept mapping techniques vary widely. The teachers in the article were not supplied terms or parameters. They also were evaluated only on the likelihood of teaching the topic, determined by how detailed their maps were. As the teachers (or students) construct a map, they are graphically representing and describing conceptual relationships, as well as their cognitive understanding. Research on the use of concept maps in science education as an evaluation technique shows it to be an "effective, reliable and valid" tool.
Reaction: This article verified the validity and effectiveness of concept maps as an assessment tool. Their study did not have specific criteria for grading but analyzed various trends and the amount of detail included in the maps. While it is important to consider the overall construction and material, a specific grading mechanism, such as a rubric for certain criterion may be helpful. To grade the concept maps fairly and consistently as a formal assessment piece, a rubric or list of specific details should be made and adhered to. Concept maps would not have to include this key if used as an informal assessment or checkpoint for the students. Only overall map construction and trends could be considered, as in the study cited in the article.