A Systematic Literature Review of the 4-Tier Test as an Instrument for Measuring Critical Thinking Skills and Identifying Misconceptions in Science Education

Abstract

This study aimed to synthesise evidence on the development, validation, effectiveness, and applications of Four-Tier Test (4-Tier Test) instruments in science education through a systematic literature review. The review was conducted following the PRISMA guidelines across seven databases, namely Google Scholar, Scopus, ERIC, ScienceDirect, DOAJ, and Emerald Insight covering publications from 2015 to 2025 in both English and Indonesian. From over 1,247 initially identified records, 16 peer-reviewed studies were selected based on predetermined inclusion criteria. Findings revealed that 4-Tier Test instruments consistently demonstrated robust psychometric properties, with Aiken's V ranging from 0.75 to 0.94 and Cronbach's alpha from 0.62 to 0.90. The dual confidence rating mechanism proved effective in distinguishing genuine misconceptions from lack of knowledge and guessing across physics, chemistry, biology, and general science domains at multiple educational levels. However, research remains heavily concentrated at secondary and tertiary levels, with only two studies targeting primary school students. Methodological heterogeneity in misconception classification criteria further limits cross-study comparability. It is concluded that 4-Tier Tests represent a significant advancement in diagnostic assessment, yet their full potential remains constrained by inconsistent development standards and insufficient representation at the primary school level, a gap that warrants priority in future research.