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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…
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…
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…
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…
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…
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…
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…
The Learning Assistant (LA) model supports instructors in implementing research-based teaching practices in their own courses. In the LA model, undergraduate students are hired to help facilitate research-based collaborative-learning…
This study investigates how faculty, student, and course features are linked to student outcomes in Learning Assistant (LA) supported courses. Over 4,500 students and 17 instructors from 13 LA Alliance member institutions participated in…
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…
A central goal of the Learning Assistant (LA) model is to improve students' learning of science through the transformation of instructor practices. There is minimal existing research on the impact of college physics instructor experiences…
In physics education research, instructors and researchers often use research-based assessments (RBAs) to assess students' skills and knowledge. In this paper, we support the development of a mechanics cognitive diagnostic to test and…
Creating equitable performance outcomes among students is a focus of many instructors and researchers. One focus of this effort is examining disparities in physics student performance across genders, which is a well-established problem.…
To help faculty use research-based materials in a more significant way, we learn about their perceived needs and desires and use this information to suggest ways for the Physics Education Research community to address these needs. When…
Although compelling assessments have been examined in recent years, more studies are required to yield a better understanding of the several methods where assessment techniques significantly affect student learning process. Most of the…
This experiment research study examines how traditional assessment methods such as written tests and presentations compared to the new online tests in higher education We want to know how the use of the Internet for assessment affects how…
This study investigated whether and how Learning Assistant (LA) support is linked to student outcomes in Physics courses nationwide. Paired student concept inventory scores were collected over three semesters from 3,753 students,…
This study investigates how Learning Assistants (LAs) and related course features are associated with inequities in student learning in introductory university physics courses. 2,868 physics students' paired pre- and post-test scores on…
Compared with traditional face-to-face teaching, online learning is more convenient. However, during online classes, it is more difficult for teachers to observe all student reactions at the same time. Our system is designed to help…
Cybersecurity students need to develop practical skills such as using command-line tools. Hands-on exercises are the most direct way to assess these skills, but assessing students' mastery is a challenging task for instructors. We aim to…