Assessment Making sense of Formative - Stanford University

Making sense of

Formative Assessment

through concept mapping

People learn in different ways.

From the moment we are born, we develop cognitive structures shaped by our

sociocultural context and our experiences.

In other words, we all have our own ways to make sense of the world and organize what

we learn.

National Academies of Sciences, Engineering, and Medicine 2018. How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. .

Michelene T.H. Chi

Robert Glaser

Marshall Farr

There are lots of researchers in different fields interested in how people learn.

Three of them were particularly interested in differences and similarities between how

experts and novices learn and organize their knowledge.

They found that both experts and novices have conceptual categories, but experts' categories are principle-based, while novices organize concepts

in a more surface-nature manner.

Chi, M. T. H., Glaser, R., & Farr, M. J. (Eds.) (1988). The nature of expertise. Hillsdale, NJ: Erlbaum.

Example: how would experts and novices organize Physics problems?

Experts

Novices

P1

P5

Newton's second law of motion

P3

Attrition

P4

P6

Energy dissipation

P2

P4

P2

Problems with trains

P1

Problems with airplanes

P5

Problems with

P3

blocks

P6

Teachers in Sunnyside have been studying and applying formative assessment practices since 2015. How do they make sense of FA

concepts?

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