Students' Conceptions of Understanding and Its Assessment methods

Abstract

Understanding implies distinctive things to diverse individuals, affecting what and
how understudies learn and instructors instruct. Understudies comment that
different choice testing empowers learning centred on review and recognition,
while scholastic understanding is not evaluated frequently and more complex
shapes of understanding are barely surveyed at all in higher instruction. In any
case, on the off chance that pondering victory depends on assessments-of-learning
that credit them for meaning arranged learning and more profound understanding,
understudies will put in exertion to succeed. This article presents the concept of
understanding, which refers to the ability of a student to comprehend, the
capability to analyse, apply, and synthesize what they have learned to solve
problems and make connections and various methods of evaluating their
understanding.