This paper briefly describes elements of concept maps, defines the concept of structural knowledge and discusses the process of formative assessment. Suitability of concept mapping for the formative assessment of structural knowledge is considered in the light of three questions: Do concept maps allow seeing clearly differences between experts’ and novices’ structural knowledge? Does concept mapping support the main aspects of formative assessment? Is it possible to minimise the cost of formative assessment based on concept mapping? | Justifying the usage of concept mapping as a tool for the formative assessment of the structural knowledge of engineering students
