The number and use of research-based assessments (RBAs) has grown significantly over the last several decades. Data from RBAs can be compared against national datasets to provide instructors with empirical evidence on the efficacy of their teaching practices. Many physics instructors, however, opt not to use RBAs due to barriers such as having to use class time to administer them. In this article we examine how these barriers can be mitigated through online administrations of RBAs, particularly through the use of free online RBA platforms that automate administering, scoring, and analyzing RBAs (e.g., the Learning About STEM Student Outcomes [LASSO], Colorado Learning Attitudes About Science Survey for Experimental Physics [E-CLASS], Physics Lab Inventory of Critical thinking [PLIC], and PhysPort DataExplorer platforms). We also explore the research into common concerns of administering RBAs online and conclude with a practical how-to guide for instructors.
We are developing a new research based assessment (RBA) focused on quantitative reasoning -- rather than conceptual understanding -- in physics contexts. We rapidly moved administration of the RBA online in Spring 2020 due to the COVID-19 pandemic. We present our experiences with online, unproctored administration of an RBA in development to students enrolled in a large-enrollment, calculus-based, introductory physics course. We describe our attempts to adhere to best practices on a limited time frame, and present a preliminary analysis of the results, comparing results from the online adminis…
Research-based assessments represent a valuable tool for both instructors and researchers interested in improving undergraduate physics education. However, the historical model for disseminating and propagating conceptual and attitudinal assessments developed by the physics education research (PER) community has not resulted in widespread adoption of these assessments within the broader community of physics instructors. Within this historical model, assessment developers create high quality, validated assessments, make them available for a wide range of instructors to use, and provide minimal …
This study investigates differences in student participation rates between in-class and online administrations of research-based assessments. A sample of 1,310 students from 25 sections of 3 different introductory physics courses over two semesters were instructed to complete the CLASS attitudinal survey and the concept inventory relevant to their course, either the FCI or the CSEM. Each student was randomly assigned to take one of the surveys in class and the other survey online at home using the Learning About STEM Student Outcomes (LASSO) platform. Results indicate large variations in parti…
Multiple-choice multiple-response (MCMR) items (i.e., multiple-choice questions for which more than one response may be selected) can be a valuable tool for assessment. Like traditional multiple-choice single-response questions, they are easy to score, but MCMR items can provide more information about student thinking by probing multiple reasoning facets in a single problem context. In this paper, we discuss differences in performance on MCMR items that result from differences in administration method (paper vs. online). In particular, we find a tendency for ``clickiness'' in online administra…
This study investigates differences in student responses to in-class and online administrations of the Force Concept Inventory (FCI), Conceptual Survey of Electricity and Magnetism (CSEM), and the Colorado Learning Attitudes about Science Survey (CLASS). Close to 700 physics students from 12 sections of three different courses were instructed to complete the concept inventory relevant to their course, either the FCI or CSEM, and the CLASS. Each student was randomly assigned to take one of the surveys in class and the other survey online using the LA Supported Student Outcomes (LASSO) system ho…
Research-based assessments (RBAs), such as the Force Concept Inventory, have played central roles in many course transformations from traditional lecture-based instruction to research-based teaching methods. In order to support instructors in assessing their courses, the online Learning About STEM Student Outcomes (LASSO) platform simplifies administering, scoring, and interpreting RBAs. Reducing the barriers to using RBAs will support more instructors in objectively assessing the efficacy of their courses and, subsequently, transforming their courses to improve student outcomes. The purpose o…
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 s…
At the beginning of academic year 2007-08, staff in the School of Physics & Astronomy at the University of Glasgow started to implement a number of substantial changes to the first year physics class. The main aims were to improve the academic performance and progression statistics for the class, with early identification of "at-risk" students being one priority. The introduction of novel electronic and computer-based data processing strategies ensured both a quick turnaround time in processing student records and also a much-improved confidence in the accuracy of assessment feedback returned …
The objective of physics laboratory training is to develop, in students, a variety of important cognitive and psycho-motor abilities related to experimental physics. These include conceptual understanding, procedural understanding, experimental skills and the experimental problem solving ability. It has been noted that strategies adopted for the assessment of what students learn and develop through a laboratory course are often inconsistent with the objectives of the laboratory courses. The author has developed a comprehensive assessment strategy which can be used at the school, college and un…
Historically, the implementation of research-based assessments (RBAs) has been a driver of education change within physics and helped motivate adoption of interactive engagement pedagogies. Until recently, RBAs were given to students exclusively on paper and in-class; however, this approach has important drawbacks including decentralized data collection and the need to sacrifice class time. Recently, some RBAs have been moved to online platforms to address these limitations. Yet, online RBAs present new concerns such as student participation rates, test security, and students' use of outside r…
We report on the evolution of the largest physics course at the Technical University Berlin during the COVID-19 pandemic, which boosted the development of online learning content, electronic assessments, and, not at least, the reconceptualization of our teaching methods. By shifting to distance education, we created features that can be easily implemented and combined with any physics-type course at a university level. Thereby, we incidentally made introductory physics sustainably accessible to students having difficulties visiting the university. Besides our experiences gained on blended lear…
The COVID-19 pandemic has significantly affected the education system worldwide that was responding with a sudden shift to distance learning. Various physics courses such as lectures, tutorials, and the laboratories had to be transferred into online formats rapidly, resulting in a variety of simultaneous, asynchronous, and mixed activities. To investigate how physics students perceived the sudden shift to online learning, we developed a questionnaire and gathered data from N = 578 physics students from five universities in Germany, Austria, and Croatia. In this article, we report how the probl…
Historically, the implementation of research-based assessments (RBAs) has been a driver of educational change within physics and helped motivate adoption of interactive engagement pedagogies. Until recently, RBAs were given to students exclusively on paper and in-class; however, this approach has important drawbacks including decentralized data collection and the need to sacrifice class time. Recently, some RBAs have been moved to online platforms to address these limitations. Yet, online RBAs present new concerns such as student participation rates, test security, and students' use of outside…
We developed the Learning About STEM Student Outcomes (LASSO) online assessment platform to increase instructor use of research-based assessments (RBAs). LASSO does this by making it easy to collect and analyze high-quality evidence about student learning in their courses. Specifically, LASSO simplifies the process of administering, scoring, and analyzing RBAs and saves class time by automating the process online. Course results are anonymized and aggregated in the LASSO database to provide instructors normative feedback about their student outcomes.
The Force Concept Inventory (FCI) can be used as an assessment tool to measure conceptual gains in a cohort of students. The FCI uses a conceptions/"misconceptions" lens rather than a context dependent perspective, such as "knowledge-in-pieces". In this study it was given to first year students ($N=256$ students) pre- and post-mechanics lectures, at the University of Johannesburg. From these results we examine the effect of switching mid-semester from traditional classes to online classes, as imposed by the COVID-19 lockdown in South Africa. Overall results indicate no appreciable difference o…
Challenges in addressing student difficulties with basics and change of basis for two-state quantum systems using a multiple-choice question sequence in online and in-person classes
To enhance student learning, we demonstrate an experimental study to analyze student learning outcomes in online and in-class sections of a core data communications course of the Undergraduate IT program in the Information Sciences and Technology (IST) Department at George Mason University (GMU). In this study, student performance is evaluated based on course assessments. This includes home and lab assignments, skill-based assessment, and traditional midterm exam across all 4 sections of the course. All sections have analogous content, assessment plan and teaching methodologies. Student demogr…
As large-scale international collaborations become the standard for astronomy research, a wealth of opportunities have emerged to create innovative education and public outreach (EPO) programming. In the past two decades, large collaborations have focused EPO strategies around published data products. Newer collaborations have begun to explore other avenues of public engagement before and after data are made available. We present a case study of the online EPO program of The Dark Energy Survey, currently one of the largest international astronomy collaborations actively taking data. DES EPO is…
