Chemical bonding misconceptions have been previously explored through the use of three concept inventories that focused on multiple aspects of bonding.19,24−27 Peterson and Treagust developed a two-tier concept inventory exploring students’ ideas about polarity, shape, intermolecular forces, and the octet rule.19,25 (One-tier questions measure content knowledge,28,29 while two-tier items ask students not only what the answer is, but also to indicate the reason why they believe their answer is correct.27,30) Tan and Treagust developed a second concept inventory by using questions from Peterson and Treagust’s inventory, as well as from interview data about intermolecular and intramolecular bonds.26 Othman and colleagues developed yet another concept inventory by combining questions from preexisting concept inventories and prior literature to explore students’ ideas about bonding and the particulate nature of matter