The aim of this study was to investigate the effectiveness of scenario-based multiple-choice questions to assess students’ science process skills. To achieve this objective, a test with 32 scenario-based multiple-choice questions evaluating students’ skills in formulating hypotheses and identifying variables was prepared and administered to 370 high school freshmen. The questions were involved experiments with two different parts. Both parts of the experiments had the same dependent variable, and in each part the effect of a different manipulated variable on the dependent variable was examined. Therefore, the variables changed roles within the same experiment. In evaluating the test, questions about the first part of the experiments were coded A, and questions about the second part of the experiments were coded B. When the students' scores from the code A and code B items were compared, statistically significant differences were found. Analysis of the data revealed that some students were affected by the different roles played by the variables in the different parts of the experiment.

中文翻译：

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使用基于场景的多项选择题评估变量并建立假设的技巧

这项研究的目的是调查基于情景的多项选择题评估学生的科学过程技能的有效性。为了实现这一目标，准备了一个包含32个基于场景的多项选择题的测验，以评估学生在制定假设和识别变量方面的技能，并将其管理给370名高中新生。问题涉及两个不同部分的实验。实验的两个部分都具有相同的因变量，并且在每个部分中都检查了不同的操作变量对因变量的影响。因此，变量在同一实验中改变了角色。在评估测试时，将有关实验第一部分的问题编码为A，将有关实验第二部分的问题编码为B。比较代码A和代码B项目的得分，发现统计学上的显着差异。对数据的分析表明，一些学生受到实验不同部分中变量所扮演的不同角色的影响。