Development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis*

Tan, Kim Chwee Daniel; Goh, Ngoh Khang; Chia, Lian Sai; Treagust, David F.

doi:10.1002/tea.10023

Cited by 120 publications

(75 citation statements)

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“…For example in chemistry, Tan et al (2002) developed a diagnostic instrument on inorganic chemistry and qualitative analysis. Similarly, Taber and Tan (2010) proposed a diagnostic two-tier questionnaire on ionization energy.…”

Section: Types and Uses Of Two-tier Itemsmentioning

confidence: 99%

“…Within Asian contexts, a growing body of research has explored the use of two-tier items, some entirely multiple choice and others with open-ended components (Taber and Tan 2011;Tan et al 2002;Tsui and Treagust 2009). In the current findings, the data from the LPDI, which were collected in Asian settings (i.e., Singapore and Korea) showed results consistent with the notion that tier-2 reasoning items would be harder than tier-1 knowledge items.…”

Section: Implications For Future Researchmentioning

confidence: 99%

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Is it harder to know or to reason? Analyzing two-tier science assessment items using the Rasch measurement model

Fulmer

Chu

Treagust

et al. 2015

Asia Pac. Sci. Educ.

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Two-tier multiple-choice (TTMC) items are used to assess students' knowledge of a scientific concept for tier 1 and their reasoning about this concept for tier 2. But are the knowledge and reasoning involved in these tiers really distinguishable? Are the tiers equally challenging for students? The answers to these questions influence how we use and interpret TTMC instruments. We apply the Rasch measurement model on TTMC items to see if the items are distinguishable according to different traits (represented by the tier), or according to different content sub-topics within the instrument, or to both content and tier. Two TTMC data sets are analyzed: data from Singapore and Korea on the Light Propagation Diagnostic Instrument (LPDI), data from the United States on the Classroom Test of Scientific Reasoning (CTSR). Findings for LPDI show that tier-2 reasoning items are more difficult than tier-1 knowledge items, across content sub-topics. Findings for CTSR do not show a consistent pattern by tier or by content sub-topic. We conclude that TTMC items cannot be assumed to have a consistent pattern of difficulty by tier-and that assessment developers and users need to consider how the tiers operate when administering TTMC items and interpreting results. Researchers must check the tiers' difficulties empirically during validation and use. Though findings from data in Asian contexts were more consistent, further study is needed to rule out differences between the LPDI and CTSR instruments.Keywords: Science education, Two-tier items, Rasch measurement models, Optics, Scientific reasoning Assessing student learning-of scientific concepts, practices, or habits of mind-is one of the central topics for research and development in science education. Such assessments can serve as formative or diagnostic tools for planning instruction and working with students, or as summative tools for gauging the effectiveness of our instructional practices, curriculum materials, or teacher education efforts. However, we observe an ongoing tension in science education assessment between our ability to construct conventional test items (e.g., multiple choice questions) that can be highly reliable but are perceived to be incapable of providing richer insights into students' conceptions and ways of thinking. Research addressing this includes efforts to make better sense of how students' responses to test items can be understood from a broader view of conceptual understanding, ability, or skill Neumann et al. 2011).One solution proposed that can address this tension are two-tier items (Treagust 1988). The two tiers in two-tier items act together to uncover students' understanding of core concepts because the student must choose a seemingly "factual" knowledge response for the first tier (Taber and Tan 2011), and then choose for the second tier what reasoning about the concept they used to arrive at the first-tier response. A large body of research across contexts has applied two-tier items to uncover students' understanding of scientific ...

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Section: Types and Uses Of Two-tier Itemsmentioning

confidence: 99%

Section: Implications For Future Researchmentioning

confidence: 99%

Is it harder to know or to reason? Analyzing two-tier science assessment items using the Rasch measurement model

Fulmer

Chu

Treagust

et al. 2015

Asia Pac. Sci. Educ.

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“…Selain itu tingkat pemahaman siswa pada tes pilihan ganda hanya dilihat berdasarkan jumlah jawaban yang benar. Beberapa peneliti [5,6,7,8,9,10] telah mengembangkan bentuk tes yang dapat digunakan untuk menentukan konsep alternatif peserta didik. Instrumen tes tersebut mampu mendeteksi miskonsepsi dan memiliki kemungkinan sangat kecil bagi siswa untuk menebak, yaitu dengan menggunakan two tier test.…”

Section: Pendahuluanunclassified

Analisis Tingkat Pemahaman Konsep Siswa Kelas Xi Ipa Sman 3 Mataram Menggunakan One Tier Dan Two Tier Test Materi Kelarutan Dan Hasil Kali Kelarutan

Nabilah¹,

Andayani²,

Laksmiwati³

2013

J. Pijar MIPA

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Kata kunci: Tingkat Pemahaman Konsep, One Tier Test, Two Tier Test, Kelarutan dan Hasil Kali KelarutanAbstract : The objective of this research was to analyzed conceptual understanding level of XI science grade students of SMAN 3 Mataram by used one-tier and two-tier test in solubility and solubility product subject. One-tier test are examined to XI IPA 4 grade students and two-tier test to XI IPA 5 grade students. The results of conceptual understanding using one-tier test (57,4%) are higher than using two-tier test (21,03%). One-tier test only showed the students's conceptual understanding, whereas two-tier test could divided student's conceptual understanding into some understanding level trough analysis the pattern of student's answer in first tier and second tier. The analysis using two-tier test indicated some understanding level such as understand (20.77%), misconception-1 (22.05%), misconception-2 (18.08%), partial understanding witout misconception (0.13%), not understanding-1 (36.67%), not understanding-2 (0.38%), and not understanding-3 (1.67%). The results of this research showed that two-tier test was more effective on determining the student's conceptual understanding level than one-tier test.

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“…In order to make sense of the procedures, reactions and results in QA practical work , knowledge of topics such as acids and bases, salts, periodicity, reactivity of metals, balancing of chemical equations are important pre-requisites. Without such knowledge of required theory to guide their experiments they would not know what to take note of in the experiments (Hart, Mulhall, Berry, Loughran & Gunstone, 2000) A number of studies have found QA to be a difficult topic for secondary students, (Duit & Treagust, 1995;Gunstone, 1994;Wittrock, 1994;Nakhleh & Krajcik, 1994;Herron, 1996, Tan, Goh, Chia & Treagust, 2001, 2002 They asserted that the difficulties were due to reasons such as the content of the topic, lack of appropriate framework, the lack of cognitive strategies, cognitive overloading and the lack of mastery of process skills. Another possible reason was attributed to their teachers not having adequate understanding of the reactions and procedures involved and so are therefore unable to teach for understanding.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate pre-service chemistry teachers’ conceptions about inorganic qualitative analysis

Hanson

2011

Af. J. Educ. Stud. Math. Sci.

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The research was a baseline study to determine the perceptions and alternative concepts that pre-service teachers' have which hinder them from making correct inferences during practical inorganic chemistry experiments. A two-tier qualitative analysis diagnostic instrument (QADI) was developed and used to diagnose and treat the participants' alternative concepts in inorganic chemistry qualitative analysis. The diagnostic instrument was administered to 78 pre-service teachers in the University of Education, Winneba, Ghana. The study revealed that students' inabilities to make correct inferences or write and balance equations for suspected reactions correctly were the main hindrances to successful qualitative analytical activities. They often resorted to guess work. The most prevalent conceptions were their inability to predict and distinguish between chalky and gel precipitates especially when aqueous ammonia and sodium hydroxide were used on test samples. They were also unable to distinguish insoluble salts from true precipitates. A post administration of the QADI after the treatment period showed that the intervention worked positively to increase pre-service teachers' content knowledge in inorganic chemistry and their understanding of inorganic qualitative analytical work.

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Development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis*

Cited by 120 publications

References 24 publications

Is it harder to know or to reason? Analyzing two-tier science assessment items using the Rasch measurement model

Is it harder to know or to reason? Analyzing two-tier science assessment items using the Rasch measurement model

Analisis Tingkat Pemahaman Konsep Siswa Kelas Xi Ipa Sman 3 Mataram Menggunakan One Tier Dan Two Tier Test Materi Kelarutan Dan Hasil Kali Kelarutan

Undergraduate pre-service chemistry teachers’ conceptions about inorganic qualitative analysis

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