Development of a Three-Tier Test to Assess Misconceptions About Simple Electric Circuits

By Haki Peşman, A. Eryılmaz. 2010

305 citations recorded by the source corpus.

ABSTRACT The authors aimed to propose a valid and reliable diagnostic instrument by developing a three-tier test on simple electric circuits. Based on findings from the interviews, open-ended questions, and the related literature, the test was developed and administered to 124 high school students. In addition to some qualitative techniques for establishing the validity, some quantitative techniques were also used. Consequently, Cronbach's alpha reliability coefficient was estimated for the test as .69, and results revealed that the test scores could be a valid and reliable measure of students’ qualitative understanding of simple electric circuits.

Subfields: Education, Statistical and Nonlinear Physics

View Paper: https://www.semanticscholar.org/paper/d48eafd73bb1ab2ed636d65b92abe1e55c588419

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In Education

In Statistical and Nonlinear Physics

Citations in the corpus

A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain (2012, methodology): “The results in this study indicate that identifying misconceptions by one-tier or even two-tier tests overestimates the percentages of misconceptions (Pesman & Eryilmaz, 2010).”
A Review and Comparison of Diagnostic Instruments to Identify Students' Misconceptions in Science. (2015, methodology): “…for the two-tier tests were intended to be compensated by incorporating a third tier to each item of the test asking for the confidence in the answers given in the first two tiers (Aydın, 2007; Caleon & Subramaniam, 2010a; Eryılmaz, 2010; Kutluay, 2005; Peşman & Eryılmaz, 2010; Türker, 2005).”
Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics (2017, methodology): “The limitations mentioned for the two-tier tests were intended to be compensated by incorporating a third tier to each item of the test asking for the confidence in the answers given in the first two-tiers (Caleon and Subramaniam 2010a; Eryılmaz 2010; Peşman and Eryılmaz 2010).”
Using Three-Tier Diagnostic Test to Assess Students' Misconceptions of States of Matter. (2014, methodology): “…three-tier tests are superior to the tools such as interviews, multiple-choice tests, and two-tier tests due to their broad content domain sampling, mechanical scoring, validity evidence, and differentiation of misconceptions from lack of knowledge (Kutluay, 2005; Pesman & Eryilmaz, 2010).”