Evaluating Secondary Students’ Scientific Reasoning in Genetics Using a Two‐Tier Diagnostic Instrument

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Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics (2017, background): “…tests with two-tiers (Adadan and Savasci 2012; Chen, Lin, and Lin 2002; Fetherstonhaugh and Treagust 1992; Griffard and Wandersee 2001; Tsui and Treagust 2010), three-tiers (Arslan, Cigdemoglu, and Moseley 2012; Caleon and Subramaniam 2010a; Eryılmaz 2010; Kaltakci and Didis 2007;…”
A Review and Comparison of Diagnostic Instruments to Identify Students' Misconceptions in Science. (2015, background): “(Tsui & Treagust, 2010) Someone who chooses a wrong alternative in the first tier and chooses a related wrong reason in the second tier is considered to have a specific misconception.”
A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain (2012, methodology): “In science education, two-tier diagnostic tests have been used in several studies in different content areas (Chu, Treagust, & Chandrasegaran, 2009; Griffard & Wandersee, 2001; Odom & Barrow, 1995; Tsui & Treagust, 2010; Wang, 2004).”