Abstract
The purpose of this investigation is to examine the usefulness of concept maps to assess course content knowledge for teacher candidates. Participants included undergraduate special education preservice students in a class on differentiation instructional strategies. A pretest and posttest design were used to administer concept maps as a form of differentiated assessment to teacher candidates in the course. Based on the results, the authors concluded concept maps were potentially a useful method to measure student knowledge. Implications and suggestions for future research will be discussed.
Recommended Citation
Lopuch, Jeremy and Lockwood, Debra
(2021)
"Ensuring Excellence: Using Concept Maps to Evaluate Preservice Teacher Understanding of Differentiated Instruction,"
Teacher Education Journal of South Carolina: Vol. 15:
No.
1, Article 7.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol15/iss1/7