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Analyzing Various Scoring Methods for Fill-In Concept Maps

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2022 ASEE Annual Conference & Exposition


Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

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Paper Authors


Ethan Cartwright The Ohio State University

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Undergraduate aerospace engineering student at Ohio State.

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Meagan Ita The Ohio State University

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Meagan is a Postdoctoral Scholar in the Department of Engineering Education at The Ohio State University. She graduated with her Bachelor's (2013) and Master's (2014) in Biomedical Engineering from The Ohio State University and completed her Ph.D. in Bioengineering at the University of Pennsylvania in 2020. Meagan conducted research on the biomechanics and physiology of chronic joint pain for her doctorate degree and has experience teaching undergraduate first-year engineering and mid-level biomechanics courses. Meagan is currently working with the Kern Entrepreneurial Engineering Network partnership at OSU, integrating her interests in STEM education, entrepreneurial partnerships, and community engagement.

Long term, Meagan is passionate about leveraging biotechnological advances in physiological data collection to both 1. promote factual science communication and learning and 2. to innovate community-driven engineering solutions centered around health and wellness. She values authenticity, connection with others, & integrity and prioritizes these values as an educator, bioengineer, and scientist.

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Krista Kecskemety The Ohio State University

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Krista Kecskemety is an Associate Professor of Practice in the Department of Engineering Education at The Ohio State University and the Director of the Fundamentals of Engineering for Honors Program. Krista received her B.S. in Aerospace Engineering at The Ohio State University in 2006 and received her M.S. from Ohio State in 2007. In 2012, Krista completed her Ph.D. in Aerospace Engineering at Ohio State. Her engineering education research interests include investigating first-year engineering student experiences, faculty experiences, and the research to practice cycle within first-year engineering.

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Concept mapping is an instructional tool that has shown promise in assessing conceptual understanding, especially with deeply interconnected topics and those focused on connections, like that of the Entrepreneurial Mindset. An important step in implementing concept map assignments for assessing student subject knowledge in a classroom is scoring, of which there are many methods that have been developed. However, there are few scoring methods that have been developed for fill-in concept maps, a format where students are given the structure of the concept map along with a bank of words with which to fill it in. Fill-in concept mapping is a potentially attractive variant of concept mapping for its reduced load on both students and instructional teams, particularly in the case of large and/or low-resource settings, but has seen less extensive research efforts. This study uses adaptations to the three prominent unstructured concept map scoring methods to fit the fill-in format and compares scoring results across the methods. No statistical difference is found between each of the adapted methods, potentially indicating assessment of a similar skill, though best-use application of each method may differ. Further qualitative analysis on the implementation and scoring of the various methods is discussed. The results and the proposed alterations may be useful in further development of scoring methods for fill-in concept maps which can adequately assess conceptual understanding.

Cartwright, E., & Ita, M., & Kecskemety, K. (2022, August), Analyzing Various Scoring Methods for Fill-In Concept Maps Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41498

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