Database of Formative Assessments

A form of graphic organizer which allows learners to perceive relationships through diagramming key words representing concepts.  This would be more of a knowledge-level assessment if the students are asked to fill in missing parts on a map, but can be elevated to the application-level if the teacher asks the students to make them map for themselves.

A teacher asks the students to take a look at the major topics covered in the current unit of study, and to make a concept map visualizing how each topic is connected to develop a complete understanding of the unit.  This could be used near the end of a unit, or could be continuously developed as the unit progresses.

Teachers can review the student's map and provide feedback to identify any gaps or misconceptions.

Students could review each other's map and provide feedback to identify any gaps or misconceptions.

This type of activity might be used to identify gaps and highlight areas that need re-teaching, or it could be a formalized activity to generate evidence that the student has learned the material given throughout the unit.

This type of activity is a form of self-assessment because it is asking the students to think critically about the content they have been experiencing in class, and to make connections within that content.  There may be teacher or peer feedback depending on how the teacher designs the activity.

A traditional concept map does not require the use of technology, however the teacher may ask that the students make a digital presentation of their map.