Development of a Two-tier Diagnostic Test to Assess Undergraduates’ Understanding of Some Chemistry Concepts

The Impact of Two-tier Instruments on Undergraduate Chemistry Teacher Trainees: An Illuminative Assessment

“…The trainees were unable to apply known chemical principles from their first tier to explain why group 1 metals reacted more vigorously with water than group 2 metals and many other factual statements that they made. These observations conform with findings from 2-tier studies conducted by Mutlu and Sesen [43] to assess 219 pre-service science teacher undergraduates' understanding of some general chemistry concepts. Mtulu and Sesen identified misconceptions that were as many and akin to what was identified among the Ghanaian teacher trainees.…”

“…Literature reviewed in this study reiterated the fact that globally. students at all levels of learning have alternative conceptions about one chemistry concept or the other and so these must necessarily be unearthed for effective teaching and learning [13,43]. Results from the appraised documents gathered from the 6-year study, using the Parlett and Hamilton [27] evaluative approach, supported by that of Yoon et al [29] indicate that diagnostic instruments were able to diagnose the extent of learners' understanding better than regular one-tier assessments.…”

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

“…Interviews can be used to translate student responses or answers to be analyzed and classified based on appropriate scientific conceptions (Shin et al, 2016). Several interview techniques have been used in previous studies such as interview for remedial learning (Kusairi et al, 2017), individual and group interview (Fontana & Prokos, 2016), and interviews as a complement test of multiple-tier question (Linenberger & Bretz, 2015;Mutlu & Sesen, 2015;Murti & Aminah, 2019). This is supported by Aas et al (2018), who stated that an interview has strength in developing ideas and interaction with students.…”

“…Physics Power (Lin, 2016) Radioactivity (Yumuşak et al,2015) Impulse and momentums (Saifullah et al, 2017) Astronomy (Kanli, 2015) Chemistry Fire Concept Thermochemistry, Chemical Kinetics (Mutlu, & Sesen, 2015).…”

Conceptual understanding of high school students on plantae

“…This test is the improvement of previous test forms (first-tier, two-tier, and three-tier) which still have drawbacks, one of which is incapability of identifying students' conceptions in details [17]. Diagnostic test is not only used in biology, but also in other fields of study like mathematics [18], molecular [19], chemistry [20][21][22], physics [23,24], astronomy [25], and even psychiatry [26], psychology [16], and economics [27].…”