The aim of this study is to determine whether there were significant differences students performances amongst conceptual, algorithmic and graphical questions tests in selected topics. One hundred 12th grade students participated in this study. In order to address research questions. The conceptual, graphical and algorithmic questions tests were used in topics of solubility, chemical calculations, chemical equilibrium and radioactivity. Students' performances in each test were analyzed with one-way ANOVA and statistical analysis pointed to statistically significant differences amongst each of three test scores (p < 0.05) in favour of algorithmic questions test. Further analyses were utilized to compare one type of questions test with others. From these comparisons, it was found the independence of the conceptual dimension, the algorithmic dimension and the graphical dimension. It was concluded that the competence in each type of questions may be independent of other types of questions.