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

By K. D. Tan, N. Goh, L. Chia, David F. Treagust. 2002

172 citations recorded by the source corpus.

Subfields: Education, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/9918bca279b24ea0b27e7bbc10e114a2afc4689b

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In Education

In Physical and Theoretical Chemistry

Citations in the corpus

Development of a Three-Tier Test to Assess Misconceptions About Simple Electric Circuits (2010, background): “This value was also consistent with other two-tier tests (Chen et al., 2002; Odom & Barrow, 1995; Tan et al., 2002).”
Development of two-tier diagnostic instrument and assess students' understanding in chemistry (2009, methodology): “…several diagnostic tests have been developed and were described in the literature for determining the alternative concepts (Tan and Treagust, 1999; Tan et al., 2002; Karatas et al., 2003; Chou and Chiu, 2004; Wang, 2004; Treagust, 2006; Chandrasegaran et al., 2007; Taber and Tan, 2007; Tan et…”
Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics (2017, background): “Misconceptions are considered significant when they exist in at least 10% of the sample (Caleon and Subramaniam 2010a, 2010b; Tan et al. 2002).”
Evaluating Secondary Students’ Scientific Reasoning in Genetics Using a Two‐Tier Diagnostic Instrument (2010, methodology): “that time, a number of two-tier tests have been developed and reported in the literature (Treagust & Chandrasegaran, 2007). In a two-tier test, the first tier asks a student to make a choice about some specific content knowledge; and the second tier asks the student about the reason or explanation f”
Assessing 10- to 11-year-old children’s performance and misconceptions in number sense using a four-tier diagnostic test (2015, methodology): “2013) based on earlier studies in science education (Tan et al. 2002; Treagust 1988; Tsai and Chou 2002).”
Using Three-Tier Diagnostic Test to Assess Students' Misconceptions of States of Matter. (2014, background): “Consequently, because of the above limitations of the aforementioned tools, two-tier multiple-choice instruments have been developed by researchers (e.g., Odom & Barrow, 1995; Peterson et al., 1986; Tan et al., 2002; Treagust, 1986; Voska & Heikkinen, 2000).”