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Taxonomy of analysis levels of learning effectiveness in collaborative concept mapping

Whilst concept mapping has been accepted in many fields, the assessment of concept maps has remained a controversial issue. In this article, a proposed taxonomy for analysis levels of learning effectiveness in collaborative concept mapping is presented. On the basis of Stonayova and Kommers’ initial work (2002), learning effectiveness is divided into three levels, the level of individual learning, the level of the group as a whole, and the level of interaction between individual and group. For each level, a number of sublevels are proposed that could be used as a basis for analysis of learning effectiveness in collaborative concept mapping and other collaborative tasks. Experimental evidence on the reliability of the scoring system is presented.