Participation rates of in-class vs. online administration of low-stakes research-based assessments

TL;DR

This study compares student participation rates in in-class versus online research-based assessments, revealing significant factors influencing participation and demonstrating that proper administration practices can equalize participation across formats.

Contribution

It provides empirical evidence on factors affecting assessment participation and shows how administration practices impact participation rates in online and in-class settings.

Findings

Participation rates vary significantly between online and in-class assessments.

Student grades and faculty practices significantly predict participation.

Proper online assessment practices can match in-class participation levels.

Abstract

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 participation rates across both test conditions (online and in class). A hierarchical generalized linear model (HGLM) of the student data utilizing logistic regression indicates that student grades in the course and faculty assessment administration practices were both significant predictors of student participation. When the recommended online assessments administration practices were implemented, participation rates were similar across test conditions. Implications for student and course assessment methodologies will be discussed.