TY - JOUR
T1 - Online test administration results in students selecting more responses to multiple-choice-multiple-response items
AU - Olsho, Alexis
AU - Smith, Trevor I.
AU - Eaton, Philip
AU - Zimmerman, Charlotte
AU - Boudreaux, Andrew
AU - White Brahmia, Suzanne
N1 - Funding Information:
We thank Peter Shaffer for his support with data collection at the University of Washington, and David C. Meier and Kimberly de La Harpe for their assistance with data collection at the U.S. Air Force Academy. This work is supported by the National Science Foundation under Grants No. DUE-1832836, No. DUE-1832880, No. DUE-1833050, No. DGE-1762114. Some of the work described in this paper was performed while the first author held an NRC Research Associateship award at Air Force Research Laboratory.
Publisher Copyright:
© 2023 authors. Published by the American Physical Society. Published by the American Physical Society under the terms of the "https://creativecommons.org/licenses/by/4.0/"Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.
PY - 2023/1
Y1 - 2023/1
N2 - We developed the Physics Inventory of Quantitative Literacy (PIQL) to assess students' quantitative reasoning in introductory physics contexts. The PIQL includes several "multiple-choice-multiple-response"(MCMR) items (i.e., multiple-choice questions for which more than one response may be selected) as well as traditional single-response multiple-choice items. In this paper, we discuss differences in performance on MCMR items that seems to result from differences in administration method (paper versus online). In particular, we find a tendency for "clickiness"in online administration: students choose more responses to MCMR items when taking the electronic version of the assessment. Student performance on single-response multiple-choice items was not affected by administration method. These results suggest that MCMR items may provide a unique opportunity to probe differences in online and on-paper administration of low-stakes assessments.
AB - We developed the Physics Inventory of Quantitative Literacy (PIQL) to assess students' quantitative reasoning in introductory physics contexts. The PIQL includes several "multiple-choice-multiple-response"(MCMR) items (i.e., multiple-choice questions for which more than one response may be selected) as well as traditional single-response multiple-choice items. In this paper, we discuss differences in performance on MCMR items that seems to result from differences in administration method (paper versus online). In particular, we find a tendency for "clickiness"in online administration: students choose more responses to MCMR items when taking the electronic version of the assessment. Student performance on single-response multiple-choice items was not affected by administration method. These results suggest that MCMR items may provide a unique opportunity to probe differences in online and on-paper administration of low-stakes assessments.
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U2 - 10.1103/PhysRevPhysEducRes.19.013101
DO - 10.1103/PhysRevPhysEducRes.19.013101
M3 - Article
AN - SCOPUS:85153893514
SN - 2469-9896
VL - 19
JO - Physical Review Physics Education Research
JF - Physical Review Physics Education Research
IS - 1
M1 - 013101
ER -