Concept map analysis in the assessment of speech-language pathology students’ learning in a problem-based learning curriculum: A longitudinal study

Abstract

The aim of this study was to track students’ critical thinking performance longitudinally through concept map analysis in a problem-based learning (PBL) curriculum. Concept map analysis has been employed in the assessment of students’ critical thinking in medical education. Little is known concerning concept mapping (CM) in speech-language pathology (SLP) education. In this quantitative study, students in a 4-year SLP education program (N = 38) were followed until the completion of a fully-integrated PBL curriculum from Years 1 to 3. Students’ concept maps were analyzed using a tool developed for this study, the Concept Map Assessment Profile (CMAP). There was an increase in concept map scores across the 3 years at the beginning of the academic year. The CM performance over the 3 years predicted 21.0% to 33.6% of variance in three measures of learning outcomes. The CMAP is a reliable measure, with strong inter-rater and intra-rater reliability (r = 0.85 and r = 0.96, respectively). In addition to its use as an assessment tool, the CMAP might be used to facilitate students’ learning as feedback concerning strengths and weaknesses in the development of critical thinking can be provided.

• Concept mapping
• critical thinking
• problem-based learning (PBL)
• speech-language pathology education

Acknowledgements

The authors would like to thank the students who participated in this 3-year longitudinal study, the PBL tutors who volunteered in the pilot study for testing the Concept Map Assessment Profile, and the Institute for Human and Machine Cognition for the free download of the CmapTools software.