Understanding how students grasp evolution is crucial, as misconceptions can persist and shape their learning. This study explores how sixth-grade students in a Swedish school express their understanding of evolution through written and oral assessments. Conducted in a socioeconomically disadvantaged school, the study focused on identifying differences in how students articulated key concepts like adaptation, variation, and natural selection depending on the assessment method. 

Students’ responses were analyzed using the SOLO taxonomy to examine the depth of their understanding. The results show that students were more likely to attempt answering questions orally than in writing. However, their overall level of understanding remained similar across both formats. The oral assessments provided a clearer window into their reasoning and misconceptions, particularly around the idea that evolution is a conscious process driven by need rather than natural selection over long periods. 

These findings suggest that varying assessment methods can give teachers a fuller picture of students’ thinking and help uncover misunderstandings that might go unnoticed in traditional written tests. By integrating both oral and written assessments, educators can create a more inclusive and supportive learning environment.