Abstract
The purpose of this study was to determine preservice chemistry teachers’ achievement on different types of test and investigate the effect of different types of test on their achievement related to “Chemical Bonding”. The participants of this study consisted of 26 preservice chemistry teachers in Hacettepe University, Faculty of Education, and Department of Chemistry Education in fall semester of 2010 – 2011 academic year. The mean age of preservice chemistry teachers was 20 years. In the study, Chemistry Achievement Tests that are designed to involve four different item types (Two-Tier Multiple-Choice, Multiple-Choice, Essay, Correct/Incorrect) towards the same behavioural objectives and are administered to the same group of students were used as data collection tools. The hypotheses were tested by using One Way ANOVA. A significant difference was found between preservice chemistry teachers’ means of achievement scores on “Two-Tier Multiple-Choice Test”, “Multiple-Choice Test”, “Essay Test” and “Correct/Incorrect Test”. The results showed that preservice chemistry teachers' are most successfully on “Multiple-Choice Test” and “Correct/Incorrect Test” and then “Two-Tier Multiple-Choice Test” and least successfully on “Essay Test”. Key words: achievement, chemical bonding, correct/incorrect test, essay test, multiple-choice test, two-tier multiple-choice test.
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