PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Performance and Participation Di↵erences for In-Class and Online Administration of Low-Stakes Research-Based Assessments
Page: 377
Research-based assessments (RBAs), such as the Calculus 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 barriers to using RBAs will support more instructors assessing the efficacy of their courses and transforming their courses to improve student outcomes. The purpose of this study was to investigate the extent to which RBAs administered online and outside of class with the LASSO platform provided equivalent quantity and quality of data to traditional paper and pencil tests administered in class for both student performance and participation. We used an experimental design to investigate the differences between these two test modes. Results indicated that the LASSO platform can provide equivalent quantity and quality of data to paper and pencil tests.