<![CDATA[This development research aims to: 1) develop a two-tier multiple choice question assessment instrument that is able to measure the science process skills of high school students, 2) determine the feasibility of a two-tier multiple choice question assessment instrument to measure high school students' science process skills, 3) determine the response teachers regarding the two-tier multiple choice question assessment instrument applied in schools. This research uses the Borg and Gall procedure which has been reduced to 9 stages, namely: 1) preliminary stage, 2) planning stage, 3) initial product design development stage, 4) initial trial stage, 5) initial product revision stage, 6) field trial stage, 7) field trial product revision stage, 8) operational trial stage, 9) final product revision stage. The research was conducted at SMA N 1 Bengkulu and SMA N 2 Bengkulu in the 2014/2015 academic year. Data collection techniques were carried out through questionnaires, observation, and tests. The types of data obtained are qualitative and quantitative data. The effectiveness of the assessment instrument product was carried out by means of a mean difference test using a sample of two classes for each school. This test is to compare the scores of students in the experimental class using the two-tier multiple choice question assessment instrument and the control class using the multiple choice question assessment instrument. The results showed that: 1) a two-tier multiple choice question assessment instrument that was able to measure the science process skills of high school students was successfully developed through 9 stages of Borg and Gall. 2) The feasibility of the TTMCQ assessment instrument product is guaranteed through the content validity which is considered good by material experts, the construct validity is considered good by the assessment instrument expert, the validity of the items is good, the reliability is high, has a difficulty level with the proportion of 53% easy, 42% moderate, and 5% difficult, has sufficient distinguishing power with minimal interpretation, and has a good level of practicality, which means it is suitable for use in learning. 3) Teacher responses include that the teacher has never used questions in the form of two-tier multiple choice questions, the question form is good and neat, teachers are willing to reuse multilevel multiple choice questions on the grounds that this form of questions challenges students to improve science process skills.]]>
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