CONTEXT Over the past decade, there has been a substantial increase in the demand for the integration of entrepreneurial mindset (EM) into training of undergraduate engineering students. Although the engineering education field recognizes the importance of training related to this mindset, the assessment of EM development has lagged behind its implementation. Concept maps (cmaps) offer potential for direct EM assessment as they can provide a snapshot of students' conceptual understanding at a specific time point. A cmap uses nodes (concepts) and links (connections between concepts) as visual representation of an individual's perception of a topic. PURPOSE OR GOAL This study supports a larger project and focuses on applying a master/criterion EM cmap as a benchmark for scoring engineering students' cmaps. The research questions we will address are: What differences exist between students' cmap representation of EM concepts and the categories of a master EM cmap? How do student cmaps completed in different contexts compare in regard to their EM concept integration? APPROACH OR METHODOLOGY/METHODS This research study involved collecting EM-related cmaps from five distinct classes at different institutions representing a variety of institutional types and contexts, although only data from three institutions was analysed as part of this study. All cmaps were de-identified prior to analysis. A total of 65 cmaps were included in this analysis. Starting with a previously developed draft master EM cmap, we used the categories (or branches) from that cmap for categorically scoring students' cmaps. As part of the analysis process, training and calibration was completed for the two main researchers to ensure that the scoring process was reproducible. After which, cmaps were scored separately by both main researchers and inter-rater reliability was monitored for their scores. ACTUAL OR ANTICIPATED OUTCOMES This preliminary work benefits the engineering education community by demonstrating a reliable scoring approach that can be applied to evaluate cmaps generated for complex topics such as EM. This study provides insight into the challenges associated with using a master cmap approach to assess cmaps generated from multiple institutional contexts and different assignment prompts. Results are guiding changes to the draft master EM cmap to clarify categories and ultimately streamline the qualitative scoring process. CONCLUSIONS/RECOMMENDATIONS/SUMMARY Through this study, we demonstrated how a master EM cmap can be used in the scoring of EM focused cmaps generated through multiple implementation methods. The results help us to address gaps in the literature on EM and operationalize a “definition” of EM that can be applied for direct assessment of the construct. After additional scoring, we will offer best practices that will assist faculty members with assessing EM development in their courses.