ABSTRACT

In this paper we outline the use of a concept mapping narrative method to elicit the complex and interconnected conceptualisations of specialized knowledge (assessment literacy) for a specific cohort of participants (teacher-examiners). In particular, we are interested in exploring how relational concept mapping and narrative interviews can be used as a tool for gathering participant’s perspectives through encouraging them to organize and represent their ideas on a topic. In our analysis we identify two research challenges that we explore through the use of the methodology: (1) the codification challenge of how to gain information that participants may not find easy to access or express; and (2) the quality challenge of how to capture nuanced information. Our observations suggest that participants employ content and structural features in their maps to move from conceptual simplicity to complexity, to construct a cohesive narrative, and to maintain a self-regulated focus in that construction process.

摘要

在本文中，我们概述了概念映射叙事方法的使用，以针对特定参与者（教师-考官）引发复杂且相互联系的专业知识（评估素养）概念。特别是，我们有兴趣探索如何通过鼓励参与者组织和表达他们对某个主题的想法，来将关系概念图和叙述性访谈用作收集参与者观点的工具。在我们的分析中，我们确定了使用方法论探索的两个研究挑战：（1）如何获得参与者可能难以获得或表达的信息的编纂挑战；（2）如何捕获细微差别的信息的质量挑战。