Students’ conception affects students’ understanding, achievement, and how they relate the concept to others in science. The aim of this study is to develop a four-tier test to diagnose students’ conception on light and optic topics. It is a multiple choice question consisting of the main question, certainty index for the answer, reason, and certainty index for the reason. Light and optic topic is chosen because it is very close to students daily life and is an essential topic at school. This study involves 114 students of grade 10. The instrument was developed from a list of indicators. Once the instrument was constructed, it was tested and analysed using SPSS. The instrument undergoes two stages of validity and reliability test. The first test showed there are 13 out of 19 questions that are valid and reliable with 0.740 Cronbach’s Alpha. The remaining 6 questions were then revised and retested to 21 students of grade 10. The result showed the 6 questions are valid and reliable with 0.829 cronbach’s alpha. Students has medium level misconceptions and they have more scientific knowledge than misconception. In conclussion, 19 questions that are feasible to diagnose students’ conception on light and optic topic.

The aim of this research was to conduct a review of studies using four-tier tests to detect misconceptions in physics education. Fifty-eight studies whose main purpose was to develop a four-tier misconception test and eleven studies whose purpose was to determine learners' misconceptions using a four-tier diagnostic test without test development process in physics education between 2010 and 2022 inclusive with respect to their publication type, the publication year, the number of authors, and number of pages and whether the test was modified or not. General test information such as the physics topic that it examined, the number of misconceptions which were targeted, misconception criteria, validity, and reliability techniques and the number of items were also collected. Indonesia is the country where most of the studies were carried out. Surprisingly, it is found that there is no common agreement about misconception criteria in the studies. Also, it is seen that some important information about test development stages was not specified in many studies.