1. Sample Description A chemistry teacher from a community college in northeast Wyoming submitted tests from three sections of chemistry classes SectionTestRecallConceptualAlgorithmic Introduction to Chemistry 135015 247194 33379 471416 518920 Final42019 General Chemistry Mixed- Question Format 129118 2212616 312317 422138 520174 Final7113 General Chemistry Multiple- Choice 118519 205 38511 418114 56214

2. Data Analysis SectionAlgorithmic Mean Conceptual Mean Significance (p) Introduction to Chemistry 13.88.17.186 General Chemistry Mixed- Questions 1113.8.465 General Chemistry Multiple-choice 13.45.6.039

3. Conclusion It is inconclusive on whether or not the teacher uses more algorithmic questions than conceptual. Mixed-format tests do not have significance in the number of conceptual versus algorithmic questions. Multiple-choice only tests do have significantly more algorithmic questions than conceptual questions.

4. Limitations and Suggestions for Future Research Limitations Small sample size Multiple question formats Recall questions not analyzed Future Research More participants Compare multiple-format question tests to multiple-choice only tests Evaluate student performance on recall questions and see if there is a correlation to algorithmic or conceptual performance