Comparing Two Types of Diagnostic Items to Evaluate Understanding of Heat and Temperature Concepts
|dc.identifier.citation||Chu, H.-E. and Chandrasegaran, A.L. and Treagust, D. 2018. Comparing Two Types of Diagnostic Items to Evaluate Understanding of Heat and Temperature Concepts. School Science Review. 99 (368): pp. 107-116.|
The purpose of this research was to investigate an efficient method to assess year 8 (age 13-14) students' conceptual understanding of heat and temperature concepts. Two different types of instruments were used in this study: Type 1, consisting of multiple-choice items with open-ended justifications; and Type 2, consisting of two-tier multiple-choice items. Each of the instruments was administered to two separate cohorts of 173 and 143 year 8 students of similar achievement. The findings indicated that the students were better able to show their understanding in the two-tier multiple-choice items. Hence, based on this investigation, two-tier multiple-choice items may be more suitable for evaluating year 8 students' understanding of science concepts.
|dc.title||Comparing Two Types of Diagnostic Items to Evaluate Understanding of Heat and Temperature Concepts|
|dcterms.source.title||School Science Review|
© 2018 Association for Science Education. Published in School Science Review.
|curtin.department||School of Education|
|curtin.faculty||Faculty of Humanities|
|curtin.contributor.orcid||Treagust, David [0000-0001-5340-0970]|
|curtin.contributor.scopusauthorid||Treagust, David |