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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…
High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes Research-Based Assessments (RBAs), such as the Force Concept Inventory, have only recently begun this…
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…
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…
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…
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…
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…
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…
Risk-based authentication (RBA) is an adaptive security measure to strengthen password-based authentication. RBA monitors additional implicit features during password entry such as device or geolocation information, and requests additional…
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…
Risk-based Authentication (RBA) is an adaptive security measure to strengthen password-based authentication. RBA monitors additional features during login, and when observed feature values differ significantly from previously seen ones,…
Risk-based authentication (RBA) aims to strengthen password-based authentication rather than replacing it. RBA does this by monitoring and recording additional features during the login process. If feature values at login time differ…
Risk-based Authentication (RBA) is an adaptive security measure that improves the security of password-based authentication by protecting against credential stuffing, password guessing, or phishing attacks. RBA monitors extra features…
Risk-based authentication (RBA) aims to protect users against attacks involving stolen passwords. RBA monitors features during login, and requests re-authentication when feature values widely differ from previously observed ones. It is…
Risk-based authentication (RBA) aims to protect end-users against attacks involving stolen or otherwise guessed passwords without requiring a second authentication method all the time. Online services typically set limits on what is still…
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…
Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement…
In reinforcement learning (RL) research, it is common to assume access to direct online interactions with the environment. However in many real-world applications, access to the environment is limited to a fixed offline dataset of logged…
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…
Technology enables a more sustainable and universally accessible educational model. However, technology has brought a paradox into students' lives: it helps them engage in learning activities, but it is also a source of distraction. During…