Two-tier Multiple-choice Test Research Articles

Analysis of students’ difficulties in chemical bonding based on computerized two-tier multiple choice (CTTMC) test

Student learning difficulties occurred from two factors those are internal and external factors. To detect learning difficulties in student’s one of them by using diagnostic tests. The aims of this study are to identify students’ learning difficulties and map the student profile categories. The formative assessment post-test was administrated to 166 student’s grade 11th using CTTMC instrument to find out their learning difficulties. The instrument contained 20 items computerized two-tier multiple-choice (CCTMC). The results showed that learning difficulties experienced by students in high, medium and low-grade schools were the metal bond, the molecular shape, and the covalent bond portion, while the easiest part of the chemical bond was the stability of electron, the Lewis structure, an ionic bond. One of the factors causes students’ learning difficulties that chemistry contains three levels of understanding that are macroscopic, sub-microscopic and symbolic. Most Students find it difficult to connect the three. For the future research, students’ learning difficulties can be used as for the teachers to know good steps in overcoming students’ learning difficulties.

The Development of Two-Tier Multiple Choice Test to Assess Students’ Conceptual Understanding about Light and Optical Instruments

This study aimed to develop a two-tier multiple choice test about the concept of “light and optical instruments” in 8th grade of Indonesian science curriculum. The test development procedure had three general steps: defining the content area of the test, identification on students’ conceptions, and the development of two-tier multiple choice test. The final version of two-tier multiple choice test consisted of 25 items question. This test was administered to 95 junior high school students. The students had completed a unit on light and optical instruments. The reliability of the test was 0.76. Based on the data analysis, twenty-two alternative conceptions were identified. The results of the study showed that the two-tier multiple choice test was effective in determining the students’ misconceptions and also it might be used as an alternative to the traditional multiple choice test. In conclusion, two-tier multiple choice test can be used to assess students’ conceptual understanding as well as students’ misconceptions on light and optical instruments concept.

Multilevel Rasch modeling of two-tier multiple choice test: A case study using Lawson’s classroom test of scientific reasoning

A comparison of methods for scoring assessment instruments composed of two-tier multiple choice items.

Öğretmen Adaylarının Eğitimde Ölçme ve Değerlendirme Dersindeki Kavram Yanılgılarının İncelenmesi

The purpose of this study was to determine pre-service teachers’ common misconceptions in measurement and evaluation concepts. In accordance with this objective a two-tier multiple choice test which consists of 17 questions has been developed. The validity of the test was determined by judgements of assessment experts and reliability was examined by test-retest method. The present study was conducted in 2014-2015 academic year with total number 328 pre-service teachers of Hacettepe, Kırıkkale and Akdeniz Universities, Faculty of Education. The obtained data have been analyzed with frequency and percentage. To interpret the findings, the criteria for common misconceptions for each questions was accepted as the 10 percent or more of the options which were chosen among 16 binary alternatives by the group. Thirty common misconceptions were determined among the 17 questions. The most common misconceptions were about the “difficulty index” and “normal distribution” conceptions.

Students’ Conception on Heat and Temperature toward Science Process Skill

This research is aimed to analyze the effect of students’ conception toward science process skill. This is a descriptive research with subjects of the research were 10th-grade students in Surakarta from high, medium and low categorized school. The sample selection uses purposive sampling technique based on physics score in national examination four latest years. Data in this research collecting from essay test, two-tier multiple choice test, and interview. Two-tier multiple choice test consists of 30 question that contains an indicator of science process skill. Based on the result of the research and analysis, it shows that students’ conception of heat and temperature affect science process skill of students. The students’ conception that still contains the wrong concept can emerge misconception. For the future research, it is suggested to improve students’ conceptual understanding and students’ science process skill with appropriate learning method and assessment instrument because heat and temperature is one of physics material that closely related with students’ daily life.

Using metacognitive strategies in teaching to facilitate understanding of light concepts among year 9 students

Background: Enhancing students’ metacognitive abilities will help to facilitate their understanding of science concepts.Purpose: The study was designed to conduct and evaluate the effectiveness of a repertoire of interventions aimed at enhancing secondary school students’ metacognitive capabilities and their achievements in science.Sample: A class of 35 Year 9 students participated in the study.Design and methods: The study involved a pre-post design, conducted by the first author as part of the regular designated science programme in a class taught by him.In order to enhance the students’ metacognitive capabilities, the first author employed clearly stated focused outcomes, engaging them in collaborative group work, reading scientific texts and using concept mapping techniques during classroom instruction. The data to evaluate the effectiveness of the metacognitive interventions were obtained from pre- and post-test results of two metacognitive questionnaires, the Metacognitive Support Questionnaire (MSpQ) and the Metacognitive Strategies Questionnaire (MStQ), and data from interviews. In addition, pre-test and post-test scores were used from a two-tier multiple-choice test on Light.Results: The results showed gains in the MSpQ but not in the MStQ. However, the qualitative data from interviews suggested high metacognitive capabilities amongst the high- and average-achieving students at the end of the study. Students gains were also evident from the test scores in the Light test.Conclusion: Although the quantitative data obtained from the Metacognitive Strategies Questionnaire did not show significant gains in the students’ metacognitive strategies, the qualitative data from interviews suggested positive perceptions of students’ metacognitive strategies amongst the high- and average-achieving students. Data from the Metacognitive Support Questionnaire showed that there were significant gains in the students’ perceptions of their metacognitive support implying that the majority of the students perceived that their learning environment was oriented towards the development of their metacognitive capabilities. The effect of the metacognitive interventions on students’ achievement in the Light test resulted in students displaying the correct declarative knowledge, but quite often they lacked the procedural knowledge by failing to explain their answers correctly.

Increasing High School Students’ Chemistry Performance and Reducing Cognitive Load through an Instructional Strategy Based on the Interaction of Multiple Levels of Knowledge Representation

The central goal of this study was to examine the extent to which a teaching approach focused on the interaction between macroscopic, submicroscopic, and symbolic levels of chemistry representations could affect high school students’ performance in the field of inorganic reactions, as well as to examine how the applied instruction influences students’ assessment of invested mental effort. The total sample of this research included 313 high school students. The survey was conducted during the 2012–2013 school year. As a measuring instrument for student performance, a two-tier multiple-choice test of knowledge was used. Each task in the test was followed by a seven-point Likert-type scale for evaluation of invested mental effort. Our findings indicate that a teaching strategy relying on the interplay between three levels of knowledge representation leads to an increase in students’ performance and also contributes to the reduction of cognitive load. The obtained results for calculated mental efficiency suggest that the applied instructional model represents an effective teaching model.

Using Two-Tier Test to Identify Primary Students’ Conceptual Understanding and Alternative Conceptions in Acid Base

Accepted: 07.05.2013 The purpose of this study was to identify primary students’ conceptual understanding and alternative conceptions in acid-base. For this reason, a 15 items two-tier multiple choice test administered 56 eighth grade students in spring semester 2009-2010. Data for this study were collected using a conceptual understanding scale prepared to include the concepts used in the subject of “Acids and Bases”, which is a part of the unit “Structure and Properties of Matter” taught in the eighth grade Science and Technology course. The conceptual understanding scale was developed by the researchers to identify the alternative conceptions students might have concerning this subject. The scale consists of diagnostic tests (n=15) designed to measure levels of understanding among students concerning the subject of acids and bases, and to identify their ways of thinking and rationales. Data were first analyzed by tabulating students’ answers to the first tier of each question, and the percentages of the reasons they selected for their answers. Analysis of results showed that students find difficulty about conceptual understanding and they have some alternative conceptions related to in acid-base.

THE EFFECT OF DIFFERENT TYPES OF TEST ON PRESERVICE CHEMISTRY TEACHERS’ ACHIEVEMENT RELATED TO “CHEMICAL BONDING”

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.

Determination of science student teachers’ conceptions about ionization energy

Determination of preservice science teachers’ conceptions and alternative conceptions about ionization energy were aimed in this study. To achieve this aim, a two-tier multiple-choice test with ten questions was implemented to 300 preservice science teachers in their second and third year in Science Division of Fatih Faculty of Education at Karadeniz Technical University. The test was taken from literature. Researcher redesigned the original form of the test for the sample and the phrase “I do not know the answer” found in the first section of the original questions was extracted from the question for this study. Both first and second parts of the questions were analyzed and the percentages of students’ responses were calculated. Results showed that most of the preservice science teachers did not have an adequate understanding on ionization energy and had different alternative conceptions.