Evaluation and development of students’ misconception using diagnostic assessment in science across school grades: A Rasch measurement approach

Keywords: Rasch measurement, diagnostic assessment, student misconceptions


This study aims to evaluate the psychometric properties of the developed diagnostic assessment and to identify student misconceptions in science across school grades. A random sample of 153 students was collected from 10th to 12th grade in senior high schools. The 32 items of the two-tier multiple-choice diagnostic test were administered to assess student misconceptions in science using the online system (eDia) and paper-based test. The results confirmed the validity and reliability of the developed test based on the Rasch measurement. Student misconceptions in science were found statistically significant across school grades. The 12th-grade students have higher misconceptions than students at 10th- and 11th-grade. No significant difference was found between boys and girls. The Stepwise multiple regression confirmed that the grades predicted students’ misconception in science, with 25,2% variance explained. This study gave preliminary evidence that the developed test well-measured student misconceptions and evaluated students’ misconception in science learning.