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Using Distractor-Driven Standards-Based Multiple-Choice Assessments and Rasch Modeling to Investigate Hierarchies of Chemistry Misconceptions and Detect Structural Problems with Individual Items
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Herrmann-Abell, Cari F.; DeBoer, George E. – Chemistry Education Research and Practice, 2011
Distractor-driven multiple-choice assessment items and Rasch modeling were used as diagnostic tools to investigate students' understanding of middle school chemistry ideas. Ninety-one items were developed according to a procedure that ensured content alignment to the targeted standards and construct validity. The items were administered to 13360…
Descriptors: Construct Validity, Chemistry, Misconceptions, Multiple Choice Tests
Not All Preconceptions Are Misconceptions: Finding "Anchoring Conceptions" for Grounding Instruction on Students' Intuitions.
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Clement, John; And Others – 1989
Three purposes of this study were to: (1) propose some organizing theoretical and observational definitions of the anchor construct; (2) present some initial findings from a diagnostic test designed to uncover anchors for high school physics instruction; and (3) provoke an initial discussion of the new methodological issues that arise in this…
Descriptors: Cognitive Structures, Concept Formation, Concept Teaching, Diagnostic Tests
Development and Use of Diagnostic Tests to Evaluate Students' Misconceptions in Science.
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Treagust, David F. – International Journal of Science Education, 1988
Describes 10 steps for developing a diagnostic test of students' misconceptions and the use of two tests in chemistry (covalent bonding and structure) and in biology (photosynthesis and respiration in plants). Discusses the results and some implications for teaching science. (YP)
Descriptors: Atomic Structure, Biology, Botany, Chemistry