Participation and performance on paper- and computer-based low-stakes assessments

Area of Science:

• Educational assessment
• Physics education research
• STEM education

Background:

• High-stakes exams have moved online, but low-stakes research-based assessments (RBAs) are newly transitioning.
• Online RBAs simplify administration and scoring, lowering barriers for instructors.
• These tools support objective course evaluation, potentially improving student outcomes.

Purpose of the Study:

• To compare the equivalence of online, out-of-class RBAs with in-class, paper-and-pencil assessments.
• To evaluate differences in student participation and performance between online and paper-based testing conditions.

Main Methods:

• An experimental design was employed with 1310 students across 25 sections of 3 college physics courses.
• Data were collected over two semesters comparing online (Learning About STEM Student Outcomes platform) and in-class paper assessments.
• Hierarchical linear models were used for data analysis.

Main Results:

• Student performance on low-stakes RBAs was equivalent across online and paper-and-pencil administration formats.
• Participation rates differed between assessment conditions and student grades.
• Equivalent participation rates were achievable online by offering credit and multiple reminders.

Conclusions:

• Online, out-of-class administration of RBAs yields equivalent participation and performance data compared to in-class paper tests.
• This digital approach offers significant time savings for both class and instructor.
• Online RBAs facilitate objective course assessment, supporting pedagogical improvements.