Participation and Performance on Paper- and Computer-Based Low-Stakes Assessments

Autor/inn/en	Nissen, Jayson M.; Jariwala, Manher; Close, Eleanor W.; Van Dusen, Ben
Titel	Participation and Performance on Paper- and Computer-Based Low-Stakes Assessments
Quelle	In: International Journal of STEM Education, 5 (2018), Artikel 21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nissen, Jayson M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-018-0117-4
Schlagwörter	Research Design; College Students; Science Instruction; Physics; Hierarchical Linear Modeling; Academic Achievement; Electronic Learning; Outcomes of Education; STEM Education; Student Participation; Comparative Testing; Computer Assisted Testing; Tests; Differences; Pretests Posttests; Statistical Analysis; Least Squares Statistics; Regression (Statistics); Colorado + Suchen Sie Ihr Suchwort? Forschungsdesign; Collegestudent; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Schulleistung; Lernleistung; Schulerfolg; STEM; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Examination; Prüfung; Examen; Unterscheiden; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Background: High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes research-based assessments (RBAs), such as the Force Concept Inventory, have only recently begun this transition to computer administration with online services. These online services can simplify administering, scoring, and interpreting assessments, thereby reducing barriers to instructors' use of RBAs. By supporting instructors' objective assessment of the efficacy of their courses, these services can stimulate instructors to transform their courses to improve student outcomes. We investigate the extent to which RBAs administered outside of class with the online Learning About STEM Student Outcomes (LASSO) platform provide equivalent data to tests administered on paper in class, in terms of both student participation and performance. We use an experimental design to investigate the differences between these two assessment conditions with 1310 students in 25 sections of 3 college physics courses spanning 2 semesters. Results: Analysis conducted using hierarchical linear models indicates that student performance on low-stakes RBAs is equivalent for online (out-of-class) and paper-and-pencil (in-class) administrations. The models also show differences in participation rates across assessment conditions and student grades, but that instructors can achieve participation rates with online assessments equivalent to paper assessments by offering students credit for participating and by providing multiple reminders to complete the assessment. Conclusions: We conclude that online out-of-class administration of RBAs can save class and instructor time while providing participation rates and performance results equivalent to in-class paper-and-pencil tests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01