This study presents a literature review on the use of the three-tier diagnostic test in identifying students’ misconceptions in chemistry and offers insights into its effectiveness in educational evaluation. A literature review of studies from 2019 to 2024 shows that 71.43% of these tests use close-ended questions due to their efficiency in terms of time, cost, and data analysis, compared to 28.57% that use open-ended questions. Research findings indicate that this test has successfully identified misconceptions in various chemistry topics, such as equilibrium, chemical bonding, ionization energy, and acids-bases. The ability of the three-tier diagnostic test to detect misconceptions makes it an effective tool for improving students’ conceptual understanding. The findings indicate that the three-tier diagnostic test has been widely used to uncover students’ conceptual difficulties across various chemistry topics. Its use has shown promise in supporting more accurate and in-depth assessments compared to traditional evaluation methods. The review suggests that this type of diagnostic testing can enhance the quality of formative assessments and contribute to improved instructional planning.
Simanjuntak et al. (Fri,) studied this question.