A Development of the Four-Tier Diagnostic Test to Study Misconceptions in Global Change, Astronomy and Space for Grade Nine Students
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Abstract
This research aims to create and validate the quality of the four-tier diagnostic test to study the conceptions of learning about global change, astronomy and space for grade nine students. The sample consisted of four hundred and eighty grade nine students in schools under the Office of Secondary Education Service Area 4 (Pathum Thani province) from Multi-Stages Random. The development approach is (1) surveying inaccurate concepts with a subjective test in order to allow students to answer the answer and the reasoning of the answer, (2) to create a diagnostic test. It is a multi-choice test with four options, namely an answer step, a reasoning step, which confidence is required in each step, and (3) validate the quality of the four-tier diagnostic test in terms of difficulty, discriminant index and the reliability of Kuder-Richardson (KR-20).
The results of research were as follows: (1) the results of the creation of the four-tier diagnostic test to study the misconceptions of learning about global change, astronomy and space consist of 3 tests. They are 1. Weather phenomena and atmosphere, 9 concepts, 17 questions, 2. Soil, rocks, minerals and water, 14 concepts, 25 questions 3. The structure of the world, astronomy and space, 6 concepts, total 12 items, total 54 items. (2) The results of the quality examination had an Index of Item Objective Congruence (IOC) between 0.60-1.00. The difficulty, the discrimination index and the reliability in the answer step and the reasoning step of the answer of test the first edition was between 0.18-0.73, 0.21-0.62 and 0.07-0.74, 0.00-0.78 and 0.67, 0.63 respectively. The second one was between 0.22-0.84, 0.20-0.72 and 0.22-0.63, 0.22-0.72 and 0.65, 0.65 respectively. The last one was between 0.23-0.88, 0.26-0.66 and 0.26-0.78, 0.22-0.78 and 0.63, 0.60 respectively.
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References
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