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Materials Similar to Student behavior and test security in online conceptual assessment

• 52%: Physics students' epistemic framings for a conceptual test question
• 50%: Visualizing patterns in CSEM responses to assess student conceptual understanding
• 49%: Designing online learning modules to conduct pre- and post-testing at high frequency
• 48%: What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course
• 47%: Student performance on conceptual questions: Does instruction matter?
• 46%: Comparing students' performance on research-based conceptual assessments and traditional classroom assessments
• 46%: Interpreting Assessments of Student Learning in the Introductory Physics Classroom and Laboratory
• 44%: Testing the development of student conceptual and visualization understanding in quantum mechanics through the undergraduate career
• 43%: Conceptual Understanding of Resistive Electric Circuits Among First-year Engineering Students
• 43%: Collaboration or copying? Student behavior during two-phase exams with individual and team phases
• 43%: In-class vs. Online Administration of Concept Inventories and Attitudinal Assessments
• 42%: Students as Co-creators: the Development of Student Learning Networks in PeerWise
• 41%: Multiple roles of assessment in upper-division physics course reforms
• 41%: Participation rates of in-class vs. online administration of low-stakes research-based assessments
• 41%: Developing and validating a conceptual survey to assess introductory physics students' understanding of magnetism
• 41%: The Impact of the History of Physics on Student Attitude and Conceptual Understanding of Physics
• 41%: Authentic assessment of students' problem solving
• 41%: Performance on In-Class vs. Online Administration of Concept Inventories
• 41%: How is students' online learning behavior related to their course outcomes in an introductory physics course?