The Use of Learning Map Systems to Support the Formative Assessment in Mathematics
by
Neal M. Kingston 1,*
and Angela Broaddus 2
Neal M. Kingston 1,* and Angela Broaddus 2
1
Achievement and Assessment Institute, University of Kansas, 1122 W. Campus Road, Lawrence, KS 66047, USA
2
Department of Mathematics and Computer Science, Benedictine College, Atchison, KS 66002, USA
*
Author to whom correspondence should be addressed.
Academic Editor: Patricia S. Moyer-Packenham
Educ. Sci. 2017, 7(1), 41; https://doi.org/10.3390/educsci7010041
Received: 14 January 2017 / Revised: 16 February 2017 / Accepted: 9 March 2017 / Published: 16 March 2017
(This article belongs to the Special Issue Critical Issues in Mathematics Education)
Despite much theoretical support, meta-analysis of the efficacy of formative assessment does not provided empirical evidence commensurate with expectations. This theoretical study suggests that teachers need a better organizing structure to allow a formative assessment process to live up to its promise. We propose that the use of learning map systems can provide that structure, and we describe aspects of using learning map systems to support mathematics instruction in two projects: the Dynamic Learning Maps® alternate assessment (DLM) and the Use of Learning Maps as an Organizing Structure for Formative Assessment (also referred to as Enhanced Learning Maps, or ELM).
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Kingston, N.M.; Broaddus, A. The Use of Learning Map Systems to Support the Formative Assessment in Mathematics. Educ. Sci. 2017, 7, 41.
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