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The aim of this study was to investigate the effectiveness of scenario-based multiple-choice questions used in assessing science process skills on identifying studentsu0027 performances. To achieve this objective, a test with 32 scenario-based multiple-choice questions evaluating students’ skills in hypotheses formulation and variable identification was prepared and administered to 370 high school freshmen. The questions were developed about experiments with two different parts. In fact, the experimentsu0027 first and second parts are about the same responding variable and in each part the effect of a different manipulated variable on the responding variable was examined. Therefore, the variables changed roles inside the same experiment. During the test evaluation, questions about the first part of the experiments were coded as A and questions about the second part of the experiments were coded as B. When the studentsu0027 scores from the A and B coded items of the test were compared, statistically significant differences were found. Analysis of the data revealed that some students were affected by the variablesu0027 different roles in different parts of the experiment.

Assessing Skills of Identifying Variables and Formulating Hypotheses Using Scenario-Based Multiple-Choice Questions