Participation rates of in-class vs. online administration of low-stakes research-based assessments
Participation rates of in-class vs. online administration of low-stakes research-based assessments
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低风险研究评估的课堂与在线管理的参与率
DOI：
10.1119/perc.2017.pr.044
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Van Dusen, Ben
中科院分区：
文献类型：
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作者：
Jariwala, Manher;Nissen, Jayson M.;Herrera, Xochith;Close, Eleanor W.;Van Dusen, Ben
这项研究调查了研究性评估的课堂管理和在线管理的学生参与率的差异。在两个学期的时间里，来自3门不同物理入门课程的25个部分的1310名学生被指示完成与其课程相关的课堂态度调查和概念清单，无论是FCI还是CSEM。每个学生都被随机分配到课堂上参加一项调查，另一项调查在家里使用STEM学生结果学习(LASSO)平台进行在线调查。结果表明，在两种测试条件下(在线和课堂)，参与率存在很大差异。利用Logistic回归对学生数据进行分层的广义线性模型(HGLM)表明，学生在课程中的成绩和教师评估管理实践都是学生参与的显着预测因素。当实施建议的在线评估管理做法时，不同测试条件的参与率相似。将讨论对学生和课程评估方法的影响。
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 semesters were instructed to complete the CLASS attitudinal survey and the concept inventory relevant to their course, either the FCI or the CSEM. Each student was randomly assigned to take one of the surveys in class and the other survey online at home using the Learning About STEM Student Outcomes (LASSO) platform. Results indicate large variations in participation rates across both test conditions (online and in class). A hierarchical generalized linear model (HGLM) of the student data utilizing logistic regression indicates that student grades in the course and faculty assessment administration practices were both significant predictors of student participation. When the recommended online assessments administration practices were implemented, participation rates were similar across test conditions. Implications for student and course assessment methodologies will be discussed.