BRI are generating valid and reliable data regarding student misconceptions about multiple representations of covalent and ionic bonding. Students with more chemistry coursework perform better. The lower Cronbach α for HS students as compared to GC and AP students suggests that the HS students may hold a more fragmented understanding of chemistry. The distributions of scores for the HS, GC, and AP students suggest that the inventory as a whole is neither too hard nor too easy for any one group of students. The inventory is able to detect misconceptions held by all three groups of students.