Development of Technology-Enhanced Three-Tier Diagnostic Test to Assess Pre-university Students’ Understanding of Scientific Concepts

Fadzil, Hidayah Mohd; Saat, Rohaida Mohd; Ahmad, Rizwan

doi:10.1007/978-981-16-7228-6_29

Cited by 1 publication

(1 citation statement)

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“…The implementation of a two-tier test has proven to be a valuable assessment strategy in gauging students' understanding of complex scientific concepts (Fadzil, Saat and Rafi 2022). This test structure, comprising a question followed by two tiers of responses, allows for a more in-depth examination of students' grasp on both fundamental principles and higher-order thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Development of a Two-Tier Diagnostic Test for The Analysis of Momentum and Impulse Learning Difficulties in Students

Handjoko Permana,

Supriyati,

Muliyati

et al. 2023

jpppf

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This study aimed to develop a formation test that also serves as a diagnostic test. The purpose of this product is to determine students’ learning difficulty levels. We used a two-step multiple-choice assessment tool to develop this diagnostic test. Because two-step multiple-choice tests help teachers identify learning difficulties that arise in students. The research method used is research and development. This test was developed using the Moodle platform and takes the form of a closed multiple-choice test consisting of 20 questions. Media and materials experts validate diagnostic tests. Based on validation, this developed product can be used as a physics learning assessment tool to measure student learning outcomes and learning difficulties. The aspects of media learning expert is usability, navigation, visuals, product, effectiveness, and content. While, the aspects of material expert are compliance with curriculum, construction, and language. We tested high school students and found that 2 of the 20 questions about the concepts of momentum and impulse were mastered and the remaining 18 were at the level of instrumental understanding and misunderstanding. Therefore, teachers should look for strategies to expand students' conceptual knowledge of dynamics and momentum. Thus, the mastery of the student's concept is whole and thorough.

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Section: Introductionmentioning

confidence: 99%