Integrating concept mapping and authentic assessment to enhance pre-service elementary teachers’ competence

Abstract

This study examines the integration of concept mapping and authentic assessment in pre-service elementary science education using a four-phase professional development model. An embedded mixed-method design was employed, involving 82 seventh-semester students in a primary school teacher education program at a state university in Indonesia. Quantitative data were collected through pre-tests, post-tests, and concept map analysis, while qualitative data were obtained from questionnaires, interviews, and reflections. The results show a significant improvement in students’ conceptual understanding, with scores increasing from 38.33% to 83.66% (N-Gain=0.74, high category). Students demonstrated the ability to construct concept maps with appropriate structural elements. However, challenges remained in developing deep elaboration and meaningful cross-links, indicating limitations in higher-order thinking and knowledge integration. Qualitative findings indicate that concept maps effectively support visualization and meaningful learning, although students faced difficulties in contextual elaboration, hierarchy construction, and rubric use. This study highlights the potential of concept mapping as both a learning and authentic assessment tool. It also emphasizes the importance of scaffolding, iterative feedback, and improved assessment rubrics to enhance learning outcomes in teacher education.