**3.1 Step 1: Mapping concept**

In this step, several essential concepts in a particular topic are identified concerning the concept's scope in the relevant curriculum. For example, when we developed a four-tier instrument to identify secondary school students' understanding of thermochemistry, the competence mastery indicator document (Indikator Pencapaian Kompetensi, IPK) in the syllabus for Indonesian chemistry secondary school was considered. System and surrounding, enthalpy, exothermic reaction, and endothermic reaction are essential concepts in the Indonesian curriculum. When we developed a four-tier instrument of chemical kinetics for first-year chemistry students, university students' chemistry curriculum was considered. Rate law, the relation between reactant concentration and time, temperature and rate, activation energy, and reaction mechanisms are essential concepts for first-year university students.
