Abstract Compared to the traditional “point-based scoring”,the tiered scoring criteria can better achieve literacy-oriented chemical learning evaluation by effectively distinguishing students’ core competency levels in problem-solving. Taking test questions from different knowledge themes as examples,this study explores the design path for tiered scoring criteria in literacy-oriented chemistry assessments. Based on defining the literacy evaluation dimensions and indicators for relevant test questions,it analyzes students’ cognitive perspectives,reasoning approaches,and types of thinking methods to establish an evaluation framework and performance levels. By adjusting the division and descriptions of performance levels in conjunction with students’ responses,a tiered scoring standard is formed.
HUANG Tai-Rong, WU Lai-Yong, WEI Yan-Ru, GUAN Wen-Jian, LI Miao-Xin. Design Pathways for Hierarchical Scoring Criteria of Chemistry Test Questions Based on Core Competency Orientation[J]. Chinese Journal of Chemical Education, 2026, 47(17): 15-21.
