The reliability of different (written) measurement tools used in high school chemistry for the solution concept in evaluating students' success

The purpose of this study is to compare and to find out whether there are any significant relation among the multiple-choice test, short-answer test and true-fals test known as objective measurement tools that are used as essay tests prepared for the same learning objectives and bahavior in chemistry education for the solution concept. These three different types of measurement tests prepared for the same learning objectives and bahavior were applied during the second semester in 2008-2009 educational year to 32 senior students who attend on the science class in 10-C in Konya High School. A short-answer test, a multiple-choice test and a true-false type of test which are commonly used in chemistry education and known as objective measurement tools were used to get the results. As a first step the objectives and bahaviors were determined to improve the three type of measurement tools which are short-answer test, multiple-choice test and truefalse test in order to use in this study. The objectives and behaviors were prepared with the help of the curriculum which is prepared by the Turkish National Education Ministry for the secondary chemistry education. As a second step the three different type of tests consisted of the same number of test items for the same learning objectives and behaviors. At the end of this study; In contrast to multiple-choice versus short answer and true-false test a significant relation wasn?t found between the short-answer versus true-false test which were applied for the solution concept. I couldn?t see any significant relation among the short-answer test, multiple-choice test, true-false test which were applied for the solution concept and the students? grade marks they got from the chemistry lesson at their high school.