Definition
Concept maps are visual representations that show the connections and relationships between ideas and concepts. By constructing a concept map, students demonstrate not only what they know but also how their ideas link together.
Students engage in a process where they:
- organise, connect and prioritise ideas to structure their thinking
- represent understanding using categorical (grouping or classifying), causal (cause and effect) or hierarchical (broad to specific) links
- demonstrate the depth and accuracy of their understanding, making both misconceptions and sophisticated connections visible
- refine and adjust their organisation of ideas, developing greater awareness of their own thinking.
Design considerations
When designing concept map assessment, use the identified formative focus to consider:
- what concepts, ideas or relationships students should show and organise in the map
- whether the map requires students to demonstrate different types of connections (for example, hierarchical, causal or categorical)
- what evidence student maps will provide to highlight both current understanding and misconceptions in how concepts are linked.
For you and your students, consider:
- whether students are familiar with the tools, terms and linking symbols needed to express their thinking
- what level of scaffolding is appropriate; for example, whether a partial framework or concept list will support students to generate a concept map
- what digital or physical drafting and annotation techniques may help to capture students’ understanding and connections.
Aim
Concept maps help assess students’ ability to:
- understand an idea or concept, or how or why a process works
- explain their thinking or connect ideas
- apply their learning in different ways or in new situations.
Timing
Concept maps are helpful throughout a learning sequence:
- before teaching to check prior learning or uncover misconceptions
- during the lesson to check student learning and guide teacher response in real time
- after learning when time between lessons is needed to analyse evidence and decide whether to revisit or move forward
- across lessons to track how students build, connect or transfer learning over time.
Evidence
Students demonstrate their learning through their generation of a concept map.
In the classroom
These examples show how assessment with concept maps can provide evidence of students’ ability to visually organise and connect ideas.
- Causal maps: students explain systems of cause and effect by mapping relationships and outcomes.
- Collaborative concept maps: students build shared understanding through group contributions, making collective thinking and connections visible.
- Comparison maps: students connect and contrast related topics to highlight similarities, differences and conceptual links.
- Hierarchical maps: students organise ideas from broad themes to specific details, revealing depth and structure in their thinking.
- Progressive maps: students sequence stages in a process or timeline before, during and after learning to demonstrate growth in understanding.
- Spider maps: students group related concepts and represent categorical links to show how ideas are connected.
