Assessment Power of Three-Tier Multiple Choice Questions in Displaying Understanding and Confidence Level of Shs Students in Kinetic Molecular Theory

Abstract

INTRODUCTION

The fundamental principle of educational psychology is to ascertain what students know and teach them accordingly. It is important, therefore, that teachers know appropriate instruments in assessing and ascertaining what the students know. This may be done by assessing students' conception and validating their understanding through an interview that would allow students to explain the nature of their conception. Unfortunately, most of the assessment tools that teachers are using do not validate students' conceptions. Two-tier MCQs have been used in the educational setting for many decades (Williams 2006), and are also referred to as Assertion-Reason Questions (Habeshaw et al. 1995; Williams 2006) or Permutational Questions (Farthing et al. 1998; Bush 1999). Similar to traditional MCQs, Two-Tier MCQs are classified into the genre of tests known as "Objective Tests". Despite this, there is little academic research and literature published on this long-established method of assessment (Connelly 2004, Williams 2006). This study explored the effects of the three-tier multiple questions, with confidence level on the proficiency level of students, on the concepts of Kinetic Molecular Theory of gases and gas laws.

METHODS

The study adopted a descriptive correlation design using proficiency and confidence level as a parameter to describe the participants. Ten-item, three-tier multiple-choice test was administered to random thirty grade twelve students. Scores and confidence level were correlated to describe the MCQs ability in assessing students' conceptions. A system was developed to categorize the understanding level displayed through the responses made by the participants.

RESULTS

A large percentage of students were approaching and developing proficiency. Students manifested confidence in their responses but shown a negative correlation with scores in each item. Students displayed a full and partial understanding of concepts in KMT but it also revealed misunderstanding or no understanding in some items.

DISCUSSIONS

This classroom-based research considered a small group of participants. No pilot test was conducted and, therefore, the researcher recommends one for a similar study in the future. Results proved the assessment power of three-tier assessment instruments in displaying an authentic understanding of learners. Policy makers may consider developing three-tier MCQs for diagnostic, formative and summative assessments.