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Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics
The current paper examines the possibility of replacing conventional synchronous single-attempt exam with more flexible and accessible multi-attempt asynchronous assessments in introductory-level physics by using large isomorphic problem banks. We compared student's performance on both numeric and conceptual problems administered on a multi-attempt, asynchronous quiz to their performance on isomorphic problems administered on a subsequent single-attempt, synchronous exam. We computed the phi coefficient and the McNemar's test statistic for the correlation matrix between paired problems on both assessments as a function of the number of attempts considered on the quiz. We found that for the conceptual problems, a multi-attempt quiz with five allowed attempts could potentially replace similar problems on a single-attempt exam, while there was a much weaker association for the numerical questions beyond two quiz attempts.
Physics Education Research Conference 2024
Part of the PER Conference series Boston, MA: July 10-11, 2024 Pages 132-137
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=16884">Frederick, Emily, and Zhongzhou Chen. "Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics." Paper presented at the Physics Education Research Conference 2024, Boston, MA, July 10-11, 2024.</a>
AIP Format
E. Frederick and Z. Chen, , presented at the Physics Education Research Conference 2024, Boston, MA, 2024, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16884&DocID=5951).
AJP/PRST-PER
E. Frederick and Z. Chen, Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics, presented at the Physics Education Research Conference 2024, Boston, MA, 2024, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16884&DocID=5951>.
APA Format
Frederick, E., & Chen, Z. (2024, July 10-11). Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics. Paper presented at Physics Education Research Conference 2024, Boston, MA. Retrieved July 20, 2025, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16884&DocID=5951
Chicago Format
Frederick, Emily, and Zhongzhou Chen. "Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics." Paper presented at the Physics Education Research Conference 2024, Boston, MA, July 10-11, 2024. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16884&DocID=5951 (accessed 20 July 2025).
MLA Format
Frederick, Emily, and Zhongzhou Chen. "Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics." Physics Education Research Conference 2024. Boston, MA: 2024. 132-137 of PER Conference. 20 July 2025 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16884&DocID=5951>.
BibTeX Export Format
@inproceedings{
Author = "Emily Frederick and Zhongzhou Chen",
Title = {Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics},
BookTitle = {Physics Education Research Conference 2024},
Pages = {132-137},
Address = {Boston, MA},
Series = {PER Conference},
Month = {July 10-11},
Year = {2024}
}
Refer Export Format
%A Emily Frederick %A Zhongzhou Chen %T Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics %S PER Conference %D July 10-11 2024 %P 132-137 %C Boston, MA %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16884&DocID=5951 %O Physics Education Research Conference 2024 %O July 10-11 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Frederick, Emily %A Chen, Zhongzhou %D July 10-11 2024 %T Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics %B Physics Education Research Conference 2024 %C Boston, MA %P 132-137 %S PER Conference %8 July 10-11 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16884&DocID=5951 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics:Know of another related resource? Login to relate this resource to it. |
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