We constructed paper-and-pencil test-items to assess chemistry student teachers’ scientific inquiry competencies. We focused on the inquiry method experiment, divided into three reasoning steps (question & hypothesis; planning & performing; analysis & reflection). Test revision resulted in a test of 20 items, which was applied to a sample of undergraduate and graduate chemistry student teachers. The first explorative assessment (N = 89) based on that instrument (1) revealed acceptable item characteristics, such as an appropriate range of item difficulties (.48 < Pi < .84) and only slightly unsatisfactory item discrimination parameters (.19 < rit < .65). The study (2) obtained preliminary information on the high prognostic potential of the planned degree.Peer Reviewe
