Students' Conceptions of Understanding and Its Assessment

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Author(s): Rebecca Hamer (International Baccalaureate, The Netherlands)and Erik Jan van Rossum (University of Twente, The Netherlands)
Copyright: 2017
Pages: 22
Source title: Innovative Practices for Higher Education Assessment and Measurement
Source Author(s)/Editor(s): Elena Cano (University of Barcelona, Spain)and Georgeta Ion (Universitat Autònoma de Barcelona, Spain)
DOI: 10.4018/978-1-5225-0531-0.ch008

Keywords: Education / Higher Education / Information Science Reference / Learning Assessment and Measurement

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Abstract

Understanding means different things to different people, influencing what and how students learn and teachers teach. Mainstream understanding of understanding has not progressed beyond the first level of constructivist learning and thinking, ie academic understanding. This study, based on 167 student narratives, presents two hitherto unknown conceptions of understanding matching more complex ways of knowing, understanding-in-relativism and understanding-in-supercomplexity requiring the development of more complex versions of constructive alignment. Students comment that multiple choice testing encourages learning focused on recall and recognition, while academic understanding is not assessed often and more complex forms of understanding are hardly assessed at all in higher education. However, if study success depends on assessments-of-learning that credit them for meaning oriented learning and deeper understanding, students will put in effort to succeed.

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