Development of a three-tier test to assess high school students’ understanding of acids and bases

The use of an intervention programme to improve undergraduatestudents' chemical knowledge and address their misconceptions

“…Multiple-choice tests are often more preferable in Science classes since they are easy to apply and evaluate students' understanding of the related subject; however, multiple-choice tests have some limitations such as determining whether a student gives a correct response to a test consciously or just by a chance. On the other hand, interviews can give more detailed information about students' alternative conceptions and their understanding on a particular concept, but a large amount of time is needed to conduct 39 interviews with many students for generalizing their alternative conceptions (Cetin-Dindar & Geban, 2011).…”

Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

“…However, this two-tier test does not allow students to rate the strength of their confidence as to why they selected their answers to the first two-tiers (Caleon & Subramaniam, 2010;Clement, Brown, & Zietsman, 1989). Based on the three-tier tests used in science education (Caleon, & Subramaniam, 2010;Cetin-Dindar, & Geban, 2011;Pesman, & Eryilmaz, 2010), Yang and Li (2017) designed and applied the number sense three-tier test to measure students' number sense performance, misconceptions, and the level of confidence.…”

“…The findings of earlier studies in Science (e.g., Caleon, & Subramaniam, 2010;Cetin-Dindar, & Geban, 2011;Pesman, & Eryilmaz, 2010) showed that the three-tier test can be a more reliable and valid instrument than the twotier tests to identify students' conceptual understanding and the strength of students' confidence level to answer questions can be used to confirm students' misconceptions. The findings of studies by Lin, Yang, and Li (2016) and Yang and Li (2017) showed that many sample students performed poorly on number sense, but with extremely high confidence indicating that many students have significant misconceptions and some students may lack number sense.…”

“Kuvvet ve Enerji” Ünitesine Yönelik Üç Aşamalı Kavramsal Anlama Testi Geliştirme Çalışması

“…One of the most efficient techniques in identifying misconceptions is the three-tier tests (Arslan et al 2012;Eryılmaz, 2010;Eryılmaz & Sürmeli, 2002;Peşman & Eryılmaz, 2010). Research indicates that such tests are commonly used in recent studies (Aykutlu & Şen, 2012;Caleon & Subramaniam, 2010;Çetin-Dindar & Geban, 2011;Çetinkaya & Taş, 2016;Gürçay & Gülbaş, 2015;Kıray et. al., 2015;Kirbulut & Geban, 2014;Kutluay, 2005;Peşman & Eryılmaz, 2010;Şen & Yılmaz, 2017;Uzuntiryaki & Geban, 2005;Ünal Çoban, 2009).…”

“…Bu durum öğrencilerin şans başarısına dayalı olarak soruları çözme olasılıklarının üç aşamalı testlerde, bir veya iki aşamalı testlerden daha düşük olduğunun bir göstergesi sayılabilir. Nitekim ilgili alan yazında bu sonucu destekleyen ve üç aşamalı testlerin geleneksel çoktan seçmeli testlerden daha kullanışlı olduğunu gösteren çalışmalar mevcuttur (Çetin-Dindar & Geban, 2011;Gürçay & Gülbaş, 2016;Kirbulut & Geban, 2015;Peşman & Eryılmaz, 2010;Şen & Yılmaz, 2017 …”