Online Administration of Research-Based Assessments

TL;DR

This paper discusses how online platforms can effectively mitigate barriers to administering research-based assessments in physics education, providing practical guidance for instructors.

Contribution

It introduces online RBA platforms and offers a practical guide to help instructors overcome barriers to online assessment implementation.

Findings

Online platforms automate RBA administration and scoring.

Online RBAs increase instructor adoption by reducing barriers.

Practical guidelines improve online RBA implementation.

Abstract

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.