The use of multiple-choice questions is common in science assessments at all levels.  While research has shown item construction can affect student success on such assessments, the underlying problem-solving behavior leading to these results is still under investigation.  This talk will discuss results from a study that uses eye tracking to measure visual attention for expert and novice chemists reading and responding to conceptual multiple-choice questions.  The use of various analysis methods, including time-based measures, sequential measures, and pupillometry, will be presented to characterize problem-solving behavior for these groups.

Impact of expertise on allocation of attention during multiple-choice problem solving

253rd National Meeting (2017)

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