Out of their heads: using concept maps to elicit teacher-examiners’ assessment knowledge

ABSTRACT

In this paper we outline the use of a concept mapping narrative method to elicit the complex and interconnected conceptualisations of specialized knowledge (assessment literacy) for a specific cohort of participants (teacher-examiners). In particular, we are interested in exploring how relational concept mapping and narrative interviews can be used as a tool for gathering participant’s perspectives through encouraging them to organize and represent their ideas on a topic. In our analysis we identify two research challenges that we explore through the use of the methodology: (1) the codification challenge of how to gain information that participants may not find easy to access or express; and (2) the quality challenge of how to capture nuanced information. Our observations suggest that participants employ content and structural features in their maps to move from conceptual simplicity to complexity, to construct a cohesive narrative, and to maintain a self-regulated focus in that construction process.

KEYWORDS:

• Assessment literacy
• Concept maps
• Visual research methods

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 GCSEs are the main form of level 1 and level 2 national examination taken at the end of compulsory schooling in England, Wales and Northern Ireland.

2 Advanced GCE is a level 3 national examination that is usually studied over a two-year period and is widely recognized in England, Wales and Northern Ireland as being the standard entry qualification for assessing the suitability of applicants for academic courses in UK universities.