Directed concept maps: Preconceived notions

Concept maps can be very directed, somewhat directed, or not directed at all (see the table for examples). Use directed concept maps when students need to understand a specific organization or relationships, and use an undirected concept map when you want students to develop their own mental structures.

Very Directed Somewhat Directed Undirected
Graphic structure provided (students label items) or relationship lines provided (student label lines) List of concepts and relationships provided, but no structure or lines No structure or relationships provided—student constructs structure using their own concepts

Assessment Tip
When grading concept maps, you can use a simplified rubric or a point system for each key element or relationship.

Applying Concept Maps to the Taxonomy Table

Because concept maps encourage complex, critical thinking and long-term memory of concepts, they can be applied throughout the taxonomy table. Directed concept maps (like the example above) assess lower levels of the cognitive process because the structure and concepts are already provided. Undirected concept maps assess complex cognitive processes because they require students to identify, analyze organize, rank and evaluate concepts and construct structures.

Learn more about Concept Maps.