Although the development of critical thinking and chemical literacy is a major goal of science education, the adequate emphasis has not been given to the measurement of both skills. This study reports the development and validation of an integrated assessment instrument to measure students' critical thinking skill and chemical literacy together in chemical equilibrium. The development of the framework in this study was implemented based on 4-D model. The stage of development begins with define, design, develop, and disseminate. The initial integrated assessment consisted of 37 open-ended two-tier multiple-choice question items. The preliminary version of the integrated assessment was initially piloted on review with experts and the paper-pencil test was administered to a group of students. The data were analyzed using Item Response Theory (IRT). Analysis factor was involved to find out the construct validity and strengthen the finding of content validity with the experts. In additionally, PCM 1-PL model was conducted to examine the quality of parameter estimates of the test items. The findings of the content validity, construct validity and quality of the items, overall suggest that the integrated assessment has relatively high validity and reliability and can be used for measuring the 13 integrated skills can be measured in chemical equilibrium.Keywords: content validity, construct validity, integrated assessment, critical thinking, chemical literacy, chemical equilibrium, item response theory (IRT) INTRODUCTIONAdvances in the field of science and technology have greatly improved the quality of various fields such as communication, health, agriculture, educational environment, and lifestyle. However, rapid changes in science and technology also come at a cost for future generations will face even more challenging decisions than the current one 558 Development and Validation of an Integrated Assessment for …International Journal of Instruction, July 2018 • Vol.11, No.3 (Alghafri & Bin Ismail, 2014Akgun & Duruk, 2016;Mapaella & Siew, 2015). Changes, challenges, and the fast flow of knowledge caused a shift in the focus of education institutions from developing theoretical knowledge to developing thinking ability or skill, e.g. critical thinking is widely claimed as a primary goal of science education. Consequently, practicing critical thinking skills is growing more important as students need to adjust to such change by actively and skillfully identifying problem, reconstructing arguments, evaluating arguments, determining solution, and drawing conclusion which will result in individuals capable to think critically (Alghafri & Bin Ismail, 2014;Akgun & Duruk, 2016).A good education is the one that not only prepares its students to continue their study to a higher level, but also to solve challenges and problems its students face in everyday life or workplace. These challenges and problems are the ones that need critical thinking skill to solve. Research has found that Indonesia placed in 4 th from the bottom at ...

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The aim of the present work was to investigate the initial stages of NH 3 interaction with nickel oxide layers formed on well-defined Ni(111) surfaces. The selected technique was x-ray photoelectron spectroscopy. Ammonia adsorption was performed at 10 −7 mbar and room temperature in a preparation chamber attached to the analysis chamber. After each adsorption, the N 1s core level was analysed and its intensity was plotted as a function of exposure (at the same pressure) to obtain the adsorption kinetics. The XPS peak shapes and the chemical shifts were related to the nature of the adsorption products. In our experimental conditions, we observed that the more reactive initial surface was the one covered by the O-adsorbed phase corresponding to the precursor state of the NiO formation. The NiO alone does not exhibit significant reactivity, whereas a mixture of NiO and the O-adsorbed phase shows a similar behaviour to that of the pure O-adsorbed phase. From the first adsorption until the last one, two nitrogen adspecies were detected: one with an N 1s binding energy (BE) of 397.8 eV and the other at 399.7 eV. The data indicate that the surface reactivity is structure-sensitive for the NiO layer and the mechanisms of adsorption seem to involve NH 3 dissociation into NH x adspecies, along with OH formation.