– Prakhar Ghildyal, AVP assessments, EI

In today’s classrooms, students need critical thinking and adaptability to tackle global challenges such as climate change, inequality, health crises, and mental health issues. Yet rote learning—memorising facts for exams—still dominates, raising the question: are assessments preparing students for the future or limiting their potential?

Reports like ASER, PISA, and Ei ASSET highlight deep learning gaps, often masked by isolated success stories. The NEP and NCF both call for a shift towards understanding-driven education. True learning occurs when students connect ideas, apply knowledge to new contexts, and reflect on their thinking.

Memorisation has value in building foundations—like times tables in maths—but becomes harmful when it replaces conceptual understanding. The balance is crucial: just as chess players memorise moves yet rely on strategy, students need both memory and meaning. Only by blending the two can education prepare them for real-world problem-solving.

The Role of Assessments in Teaching for Understanding

On the face of it, both questions are correct and can be included in a question paper. However

Question 1 assesses pure recall, asking students to simply state the meaning of a word. While this is a useful skill, it does not demonstrate whether students truly understand the word or can apply it in a different context. As a result, it fails to reflect deeper conceptual understanding.

In contrast, Question 2 evaluates both knowledge of the word’s meaning and the ability to recognise its use across varied contexts. Research suggests that nearly 80 percent of English words are polysemous—having multiple meanings—making it crucial for learners to interpret them accurately depending on context.

These two examples highlight how well-designed questions can move beyond surface-level recall to assess meaningful learning and the transfer of knowledge to new situations.

Compared to the first question, which most class 6 students answer correctly, the responses to question 2 reveal a deeper layer of understanding. This question not only tests conceptual clarity but also uncovers possible misconceptions. While both questions are technically correct, the second one is more effective in distinguishing between rote memorisation and genuine conceptual understanding.

*Student response data of 15440 students of class 6

Capturing Student Misconceptions in the Classroom — A byproduct of good assessments

“Understanding student misconceptions provides teachers with critical insights that inform instructional decisions, ultimately leading to better student understanding and achievement.”
— DiCarlo, M. J., Wagner, R. K., & Simon, C. M. (2000)

It is often observed that while students can memorise information successfully, they struggle to apply that knowledge in real-life contexts. For instance, a student (and perhaps many of our readers as well) might recall that the gravitational pull on the Moon is one-sixth that of the Earth. However, when asked to explain the phenomenon or apply it across different situations, the student may find it difficult to provide a coherent answer.

Such recall-based questions offer little constructive feedback to teachers, as they primarily assess rote memorisation rather than genuine understanding.

Now let us look at a good question from class 6 which requires conceptual understanding of gravity to be answered correctly. The most powerful aspect of good questions is their ability to give teachers feedback on how students think.

*Sourced from Ei ASSET which is a skill-based diagnostic test that checks for conceptual understanding and is taken annually by about half-a-million students around the world.

Compared to the first question, the second one probes core learning and reveals misconceptions that students may hold. This enables teachers to address those misconceptions in a targeted way, thereby fostering deeper and more meaningful learning.

*Attempted by 3668 students

A conceptual misconception arises when a student forms an inaccurate understanding of a concept—whether about a phenomenon, a process, or its application. Traditional rote-based assessments often overlook these misconceptions. In contrast, they become apparent when students are asked to explain their reasoning or apply knowledge in new or unfamiliar contexts, where such misunderstandings can significantly hinder effective learning.

Unlocking Deeper Understanding: Addressing Student Misconceptions

“Addressing students’ misconceptions requires instructional strategies that encourage them to critically evaluate their existing beliefs and engage in meaningful reflection.”
— Vosniadou, S., Brewer, W. F., & Carpendale, J. I. (1995)

Misconceptions often stem from overgeneralising rules or drawing inaccurate connections from prior knowledge. For example, students may believe that heavier objects fall faster because of everyday observations, without realising that, in the absence of air resistance, all objects fall at the same rate. Such misunderstandings present valuable teaching opportunities. Instead of merely correcting errors, teachers can probe further by encouraging students to articulate their reasoning, helping to pinpoint where their understanding has broken down.

By actively addressing misconceptions, educators can guide learners toward deeper conceptual clarity. Consider mathematics: when a student memorises the steps of a problem without grasping the underlying principles, prompting them to explain why each step works fosters metacognitive skills. Similarly, open-ended questions such as, “How might this apply in a real-world scenario?” challenge students to refine their thinking. This approach not only resolves immediate misconceptions but also equips learners with the tools to approach future problems with critical insight and adaptability.

Here are some effective strategies used by teachers to unearth misconceptions

What’s stopping us: Common Challenges and the Road Ahead

While teaching for understanding is vital, educators often face practical challenges such as large class sizes, limited time, and exam-driven curricula. These constraints make it harder to move beyond rote learning, but they are not insurmountable. Effective time management is crucial, since conceptual learning requires deeper exploration. Approaches like micro-learning—delivering content in short, focused bursts of under ten minutes—and flipped classrooms, where students engage with basics at home and apply them in class, can create space for meaningful learning.

Resistance to change is another barrier, as both teachers and students may be accustomed to rote methods. Gradually introducing active strategies—such as discussions, problem-solving, and peer collaboration—can ease this shift. Continuous professional development and an emphasis on long-term gains, particularly in critical thinking, also help sustain change.

For many teachers, the most rewarding moments occur when students move from surface memorisation to deeper understanding. By probing reasoning and addressing misconceptions, educators can bridge the gap between knowing and understanding, fostering learning that truly lasts.

Also Read: AI helps struggling students but may hinder high achievers