Concept maps provide a unique pictorial representation of an individual's understanding of a concept, problem, or idea. As tools in the undergraduate and graduate programs of an institution of higher learning, concept maps provide faculty with interesting and effective ways to assess learning by students in all academic areas. Concept maps can give students and faculty meaningful information about student performance, and indirectly the performance of faculty in the undergraduate and graduate classroom. These tools are objective, meaningful assessments through which the instructor can monitor student progress, self-evaluate instruction, and revise the delivery of instruction in the collegiate classroom. However, one question remains in making effective use of concept maps in student assessment. Specifically, what level of construction on a concept map represents a meaningful level of understanding by students? This article describes a study that addresses this question. This study demonstrates that concept maps can be used as quantifiable assessment tools with some degree of objectivity. Concept maps can, and should, be used by students to represent their understanding about concepts and topics. (Contains 3 tables.)