Assessing Students' Progress in Chemistry: Using Multiple-Choice Questions and Performance-Based Assessments

Abstract

This article aims to investigate the progress of preparatory year students in a single-quarter chemistry course at King Faisal University, using multiple-choice questions (MCQs) and performance-based assessments. The article evaluates students' conceptual understanding and application of chemistry concepts, compares the effectiveness of these assessment methods, and identifies areas for instructional improvement. The results of MCQs showed significant improvement in conceptual understanding throughout the quarter, with average scores steadily increasing. Performance-based assessments, such as projects, demonstrated enhanced problem-solving and application skills, consistently producing higher scores than MCQs. Moreover, comparative analysis highlighted the complementary nature of these methods in evaluating students’ proficiency. In addition, interviewing students provided additional insights and emphasized the importance of a balanced assessment approach. The study concludes that integrating traditional and performance-based assessments effectively captures students’ progress in chemistry. Recommendations include diversifying assessment formats and using technology to increase evaluation practices. Future research should explore larger sample sizes and additional instructional contexts to refine assessment strategies.