We will discuss preliminary results from our pilot project of over 1000 undergraduate students based on the following principles:

1. If students are asked to visually represent an answer to a problem set of a particular science concept discussed in class, FOR THE PURPOSE OF EXPLAINING TO SOMEONE ELSE, the process of thinking about a successful visual expression helps to clarify the concept for students making the representation -- the student must first understand what are the primary elements. They must create a hierarchy of information asking themselves what MUST be included and what is unnecessary. The process encourages better understanding of the science.

2. When teachers study these representational responses when compared to students' text responses, they more easily and quickly see which parts of the concepts are clearly understood and which are misconceived.

The authors gratefully acknowledge the financial support of the NSF (DUE 0410504) for support of this project.