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Two-Tier Science Testing: Is it right for the Gulf States?

Two-Tier Science Testing: Is it right for the Gulf States?. John Wilkinson Bahrain Teacher’s College. What is a Two-Tier test?. A pen and paper test with two parts. The first part is a traditional multiple choice exam (MCE).

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Two-Tier Science Testing: Is it right for the Gulf States?

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  1. Two-Tier Science Testing: Is it right for the Gulf States? John Wilkinson Bahrain Teacher’s College

  2. What is a Two-Tier test? • A pen and paper test with two parts. • The first part is a traditional multiple choice exam (MCE). • Always includes an option for none of the above/ more than one of the above • The second part is an open-ended question where students describe how they arrived at their answer.

  3. Why would I bother to do that? • Students are being taught using creative teaching approaches. • Increased innovative and lateral thinking. • They may see a valid interpretation unanticipated by the writer of the test. • It also helps to distinguish guessing from knowing.

  4. Ng, 2004, p.280 • “While new measures have been put in place to spur creative learning in the classroom, old measures that suppress creativity have not been removed.” • To address this issues, Two Tier testing has been implemented in Singapore and other knowledge economy countries.

  5. Is it right for GCC? • Traditional MCEs cover a wide range of material, are fast and easy to grade, and produce a more or less objective grade. • Two Tier Tests take more time and energy to grade. • They do not work well for memorization questions- it’s difficult to explain why. • Let’s put it to the test!

  6. The Study • Six Primary Classes in Bahraini Public Schools • Given Two Tier tests on their current science unit content. • Not part of their school grade. • Graded first as a traditional exam, then as a two-tier exam. • Results were compared.

  7. The Results

  8. Limitations • Students were confused by the test structure, often left the second tier blank. • Confusion about option E- None of the above/ more than one of the above. • Each class was studying a different topic- tests were of variable difficulty. • The test might cover material not explicitly taught yet. • Small sample size- only ten questions. • Translation of English to Arabic. • Too many low scores- difficult to distinguish results.

  9. Conclusion • Two Tier Testing is feasible to implement. • Students will probably do better with familiarity. • Question E should be broken into two parts: E) All of the above F) More than one of the above It could be implemented for larger samples, such as admissions tests.

  10. However… • For this study, the results were not that different (5.1 vs. 3.7) The second tier was time consuming to grade. It begs the question, why not just ask the students open ended questions?

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