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This proposal presents a methodology called enriched three-tier test, basedon a similar test previously discussed in the literature. Ours consists of theuse of justification and degrees of confidence combined with a multiple-choicetest. This methodology of assessment allows the teacher to diagnose learningrisks, while engaging the student in a metacognitive process. The three-tiertest proved to be an efficient mechanism for identifying up to eighteen tintsalong the learning spectrum for a single concept, which interpretation alertsthe teacher about the existence of learning risks and other learningsituations. In this proposal, we explain the three-tier structure; we commenton it's application to undergraduate students from two semestral courses, andwe analyze the category spectrum that a three-tier test produces, discussingit's differences with a traditional multiple choice question, it's limitations,and possible new applications.

Proposal of an enriched three-tier test to assess learning risks in students on undergraduate physics courses