knowledge_assessment:understanding
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knowledge_assessment:understanding [2012/09/26 14:26] jpetrovic [What is understanding?] |
knowledge_assessment:understanding [2023/06/19 18:03] (current) |
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| Understanding is | Understanding is | ||
| - | * //**the ability** to connect a representation to many other representations. If you understand something in only one or two ways, you scarcely understand it at all.//(([[http://books.google.hr/books/about/The_Emotion_Machine.html?id=OqbMnWDKIJ4C|Minsky, M. The Society of Mind and The Emotion Machine. 2007.)) | + | * //**the ability** to connect a representation to many other representations. If you understand something in only one or two ways, you scarcely understand it at all.//(([[http://books.google.hr/books/about/The_Emotion_Machine.html?id=OqbMnWDKIJ4C|Minsky, M. The Society of Mind and The Emotion Machine. 2007.]])) |
| * //**a psychological process** related to an abstract or physical object, such as a person, situation, or message whereby one is able to think about it and use concepts to deal adequately with that object. //(([[http://en.wikipedia.org/wiki/Understanding|Wikipedia: Understanding]] Retrieved September 26th 2012.)) | * //**a psychological process** related to an abstract or physical object, such as a person, situation, or message whereby one is able to think about it and use concepts to deal adequately with that object. //(([[http://en.wikipedia.org/wiki/Understanding|Wikipedia: Understanding]] Retrieved September 26th 2012.)) | ||
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| ==== Assessing understanding ==== | ==== Assessing understanding ==== | ||
| - | Assessment of understanding is usually reffered to as //assessment of conceptual understanding//. This is achieved using the carefully developed multiple-choice tests (//concept inventories//) that examine conceptual understanding on a narrow set of topics.(([[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2592048/|M. K. Smith, W. B. Wood, and J. K. Knight, “The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics,” CBE Life Sci Educ, vol. 7, no. 4, pp. 422–430, 2008.]])) Questions used in the assessment are supplied with potential answers addressing common student misunderstandings. Some authors combine multiple-chioce and open-ended questions.(([[http://prst-per.aps.org/pdf/PRSTPER/v8/i1/e010118|G. Zhu and C. Singh, “Improving students’ understanding of quantum measurement. II. Development of research-based learning tools,” Phys. Rev. Spec. Top.-Phys. Educ. R., vol. 8, no. 1, Apr. 2012.]])) | + | Since understanding generally has various definitions |
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| + | === Common test items === | ||
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| + | Assessment of understanding is usually reffered to as //assessment of conceptual understanding//. This is achieved using the carefully developed multiple-choice tests (//concept inventories//) that examine conceptual understanding on a narrow set of topics.(([[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2592048/|M. K. Smith, W. B. Wood, and J. K. Knight, "The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics," CBE Life Sci Educ, vol. 7, no. 4, pp. 422–430, 2008.]])) Questions used in the assessment are supplied with potential answers addressing common student misunderstandings. Some authors combine multiple-chioce and open-ended questions.(([[http://prst-per.aps.org/pdf/PRSTPER/v8/i1/e010118|G. Zhu and C. Singh, “Improving students’ understanding of quantum measurement. II. Development of research-based learning tools,” Phys. Rev. Spec. Top.-Phys. Educ. R., vol. 8, no. 1, Apr. 2012.]])) | ||
| * "//The questions were intended to assess conceptual understanding of the learning goals rather than simple factual recall.//"(([[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2592048/|M. K. Smith, W. B. Wood, and J. K. Knight, “The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics,” CBE Life Sci Educ, vol. 7, no. 4, pp. 422–430, 2008.]])) | * "//The questions were intended to assess conceptual understanding of the learning goals rather than simple factual recall.//"(([[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2592048/|M. K. Smith, W. B. Wood, and J. K. Knight, “The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics,” CBE Life Sci Educ, vol. 7, no. 4, pp. 422–430, 2008.]])) | ||
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| + | === Concept maps === | ||
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| + | Concept maps and ontologies are another mean often utilized to assess understanding since they explicitize relations between domain concepts. Still, it most oftenly remains unclear in such methods what is the difference between the knowledge and understanding, i.e. why (and how) do concept maps assess understanding(([[http://informahealthcare.com/doi/abs/10.3109/0142159X.2010.531159|W. B. Cutrer, D. Castro, K. M. Roy, and T. L. Turner, “Use of an expert concept map as an advance organizer to improve understanding of respiratory failure,” Med. Teach., vol. 33, no. 12, pp. 1018–1026, 2011.]])) aside or instead of knowledge(([[http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=1157954|C. J. Atman, "Concept maps: a tool to assess student knowledge," in Frontiers in Education Conference, 1994. Twenty-fourth Annual Conference. Proceedings, 1994, p. 730.]])). | ||
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