  This proposal presents a methodology called enriched three-tier test, based
on a similar test previously discussed in the literature. Ours consists of the
use of justification and degrees of confidence combined with a multiple-choice
test. This methodology of assessment allows the teacher to diagnose learning
risks, while engaging the student in a metacognitive process. The three-tier
test proved to be an efficient mechanism for identifying up to eighteen tints
along the learning spectrum for a single concept, which interpretation alerts
the teacher about the existence of learning risks and other learning
situations. In this proposal, we explain the three-tier structure; we comment
on it's application to undergraduate students from two semestral courses, and
we analyze the category spectrum that a three-tier test produces, discussing
it's differences with a traditional multiple choice question, it's limitations,
and possible new applications.
