With regard to scoring a mind the, the best answer I have found is that the instructor creates a mind map that has the components that s/he is expecting/desires to see, or that will be acceptable and then assigns the number of points for those components. When students create their mind maps, if they approximate the instructor's mind map, then points are duly awarded. This information can be found by researching information on assessing how to assess cognitive mapping or c- mapping.
With regard to assessing the learner's reading comprehension, that is NOT one of my areas of expertise, but I do know that there are ways to determine that based on the level of the words used when writing a response. A reading teacher would have better advice for that question.
You might ask yourself how you would score the same learning objective using another assessment such as a book report or concept paper. Then modify that to meet the criteria set for the mind map. I'm wondering if that activity might be better served as a formative assessment and not one where a grade is applied. It would let you check for understanding as a student explains their mind map.
The attached rubric is for writing, but I think that it could be easily adapted for reading comprehension.
Nice choice Michael. It would fairly easy to quantify if he wanted to. I wonder, Arul, if you're using a course management system or is this paper based?
Dear Arul Nehro,
Generally speaking, rubrics refer to scoring tools utilizing a fixed set of standards for assessing highly subjective and complex characteristics. In point of fact, they serve as a useful link between learners' scores and learning objectives and aim to make the grading system as objective and transparent as possible. In creating a mind map scoring rubric depending on the learners' proficiency level , the course content and the objectives of the course, you should primarily determine the low and high level skills involved in reading comprehension, and then try to sensitize your scoring grid to them. For more details, I refer you to the following links, which hopefully can satisfy the targeted question.
Best regards,
https://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/.../Concept_Map_Rubrics_ed.pdf
https://info.marygrove.edu/.../Mind-Mapping-is-a-Creative-Way-to-Improve-Comprehensio...
https://pubs.sciepub.com/jbms/2/5/4/
I think fist construst item analysis that would like to test then but them in Liekert scale from 1-5 is better than 7 scales.
Thank you for your input. Unfortunately Reza, I was not able to open any of your links. Rubrics , in my opinion , increases the reliability of scoring. I am an adult educator
https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/rubrics/Pages/types-of-rubrics.aspx
If you can avoid using scoring rubrics, i.e. if nobody is pushing or forcing you to develop & use them, don't use them. See this recent discussion for the reasons why and an alternative:
Link:
https://www.researchgate.net/post/Is_excellent_grade_point_average_GPA_the_authentic_measure_of_students_aptitude?view=5a2bcc49615e27285a127288
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