I learned/remembered that I have to re-read questions multiple times just to grasp what the questions was/is asking me. My results were a little surprising to me, I did better than what I expected. I think that by re-reading the questions I was able to use a process of elimination to get responses that were more than likely correct based off my knowledge of cell division.
For a majority of my students, I think that this would be an extremely difficult concept because of the amount of specific terminology with in the questions. I feel that it is my job as an educator to educate myself above and beyond the scope that I'm going to teach in my classroom. Testing my knowledge base, allows me to reach those students that are ready for the above and beyond of the normal scope and sequence of my classroom.
This also makes me think about how we need to be pre-assessing for misconceptions in student understanding. Do we think it's necessary to do so for basic recall/multiple choice type? Or through informal observation? I think having that pre-assessment for what general knowledge students know coming in can apply to their inquiry-based learning. Once the pre-assessment has been complete and misconceptions addressed, we can then look at how we can get them to apply this knowledge to a scientific concept or a problem.