The differences created by using different representations of questions on evaluating the student?s physics achievements

The purpose of this study is to explore, whether there is an effect of the questions, which are prepared by using different representations (verbal, mathematical, pictorial and graphical) to evaluate the student?s physics achievement. For this purpose, two quizzes, that includes the questions which are prepared by using multiple representations, were applied to the 166 students that were 11th grade science classes of a high school and a special programmed Anatolian high school. This study, which investigates the relationship between student?s achievements in term of the multiple representations via the valid and reliable two quizzes results, is scanning type descriptive study.The student?s answers of the two quizzes were analyzed for each question, which were in different representational forms, by using paired-sample t-test analysis. According to the findings of the t-test results of the two quizzes, it is found that there are statistically significant differences between the success level of the verbal, pictorial, mathematical and graphical questions of the same physical concept in each quiz questions.