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Materials Similar to In-class vs. Online Administration of Concept Inventories and Attitudinal Assessments

• 76%: Performance on In-Class vs. Online Administration of Concept Inventories
• 57%: Participation rates of in-class vs. online administration of low-stakes research-based assessments
• 43%: Exploratory factor analysis of a Force Concept Inventory data set
• 41%: Do Concept Inventories Actually Measure Anything?
• 41%: Assessing the assessment: Mutual information between response choices and factor scores
• 40%: Online administration of a reasoning inventory in development
• 38%: Quantum mechanics concept assessment: Development and validation study
• 38%: Comparison of normalized gain and Cohen’s d for Force Concept Inventory results in an introductory mechanics course
• 37%: Rasch model based analysis of the Force Concept Inventory
• 37%: Criteria for collapsing rating scale responses: A case study of the CLASS
• 36%: Applying Rasch theory to evaluate the construct validity of brief electricity and magnetism assessment
• 36%: Exploring the CLASS with Item Response Theory
• 35%: The puzzling reliability of the Force Concept Inventory
• 35%: Assessment of critical thinking in physics labs: concurrent validity
• 35%: The calculus concept inventory: a psychometric analysis and implications for use
• 34%: Multiple-Response Assessment for Upper-division Electrodynamics
• 34%: The Precalculus Concept Assessment: A Tool for Assessing Students’ Reasoning Abilities and Understandings
• 33%: Item response theory analysis of the mechanics baseline test
• 33%: Multiple-choice test of energy and momentum concepts