Investigating students’ behavior and performance in online conceptual assessment

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 exclusively on paper and in class; however, this approach has im...

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Autores principales:	Bethany R. Wilcox, Steven J. Pollock
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2019
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/a660ad3d1d7c46adabdbabc896e96d02
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spelling	oai:doaj.org-article:a660ad3d1d7c46adabdbabc896e96d022021-12-02T12:03:26ZInvestigating students’ behavior and performance in online conceptual assessment10.1103/PhysRevPhysEducRes.15.0201452469-9896https://doaj.org/article/a660ad3d1d7c46adabdbabc896e96d022019-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.15.020145http://doi.org/10.1103/PhysRevPhysEducRes.15.020145https://doaj.org/toc/2469-9896Historically, 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 exclusively on paper and in class; however, this approach has important drawbacks including decentralized data collection and the need to sacrifice class time. Recently, some RBAs have been moved to online platforms to address these limitations. Yet, online RBAs present new concerns such as student participation rates, test security, and students’ use of outside resources. Here, we report on a study addressing these concerns in both upper-division and lower-division undergraduate physics courses. We gave RBAs to courses at five institutions; the RBAs were hosted online and featured embedded JavaScript code which collected information on students’ behaviors (e.g., copying text, printing). With these data, we examine the prevalence of these behaviors, and their correlation with students’ scores, to determine if online and paper-based RBAs are comparable. We find that browser loss of focus is the most common online behavior while copying and printing events were rarer. We found that correlations between these behaviors and student performance varied significantly between introductory and upper-division student populations, particularly with respect to the impact of students copying text in order to utilize internet resources. However, while the majority of students engaged in one or more of the targeted online behaviors, we found that, for our sample, none of these behaviors resulted in a significant change in the population’s average performance that would threaten our ability to interpret this performance or compare it to paper-based implementations of the RBA.Bethany R. WilcoxSteven J. PollockAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 15, Iss 2, p 020145 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Bethany R. Wilcox Steven J. Pollock Investigating students’ behavior and performance in online conceptual assessment
description	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 exclusively on paper and in class; however, this approach has important drawbacks including decentralized data collection and the need to sacrifice class time. Recently, some RBAs have been moved to online platforms to address these limitations. Yet, online RBAs present new concerns such as student participation rates, test security, and students’ use of outside resources. Here, we report on a study addressing these concerns in both upper-division and lower-division undergraduate physics courses. We gave RBAs to courses at five institutions; the RBAs were hosted online and featured embedded JavaScript code which collected information on students’ behaviors (e.g., copying text, printing). With these data, we examine the prevalence of these behaviors, and their correlation with students’ scores, to determine if online and paper-based RBAs are comparable. We find that browser loss of focus is the most common online behavior while copying and printing events were rarer. We found that correlations between these behaviors and student performance varied significantly between introductory and upper-division student populations, particularly with respect to the impact of students copying text in order to utilize internet resources. However, while the majority of students engaged in one or more of the targeted online behaviors, we found that, for our sample, none of these behaviors resulted in a significant change in the population’s average performance that would threaten our ability to interpret this performance or compare it to paper-based implementations of the RBA.
format	article
author	Bethany R. Wilcox Steven J. Pollock
author_facet	Bethany R. Wilcox Steven J. Pollock
author_sort	Bethany R. Wilcox
title	Investigating students’ behavior and performance in online conceptual assessment
title_short	Investigating students’ behavior and performance in online conceptual assessment
title_full	Investigating students’ behavior and performance in online conceptual assessment
title_fullStr	Investigating students’ behavior and performance in online conceptual assessment
title_full_unstemmed	Investigating students’ behavior and performance in online conceptual assessment
title_sort	investigating students’ behavior and performance in online conceptual assessment
publisher	American Physical Society
publishDate	2019
url	https://doaj.org/article/a660ad3d1d7c46adabdbabc896e96d02
work_keys_str_mv	AT bethanyrwilcox investigatingstudentsbehaviorandperformanceinonlineconceptualassessment AT stevenjpollock investigatingstudentsbehaviorandperformanceinonlineconceptualassessment
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Investigating students’ behavior and performance in online conceptual assessment

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