There is a technology called mind mapping. It is known by other names such as graphic 
organizer, or concept map. It is a graphical representation of relationships of concepts, ideas, or facts. There are web based software such as Mindmeister and software based programs. Mind mapping can also be done with a blank piece of paper and colored pencils. The concept is this: you start with a word and or graphic centrally located on your design medium. From there you make lines to related items. For example a central theme could be “Energy.” This would be centrally located with branches for “Forms “or “Conservation” (See image).
With mind mapping students map out their understanding of relationships contained in a lesson. I am interested in using this technology as a differentiated formative assessment and learning task in my science instruction at the 5-8 grade level. Abi-El-Mona and Adb-El-Khalick published an article defining the impact mind maps have on student achievement by eighth graders (2008). The article demonstrates a significant difference between students who use mind maps and those who don’t on summative assessments. With students that use mind maps showing greater academic achievement.
In addition, the article demonstrates statistically that the ability of students to personalize mind maps is more impactful than the use of iconography alone. In other words, this learning task can be highly differentiating and this personalizing has a significant impact on their academic achievement. Students customize the style of their mind maps as they distinguish between their use of icons and text consistent with their personal learning styles. The article also defines experimental methods for inter-rater reliability that describes procedures for mind mapping assessment. These procedures provide useful guidelines for consistent mind map grading.
With this information I am encouraged to use mind mapping as a formative assessment tool as well as a learning task.
David Goldberg 