Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics
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arXiv
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| Main Authors: | , |
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| Format: | Preprint |
| Published: |
2024
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| _version_ | 1866910536920203264 |
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| author | Frederick, Emily Chen, Zhongzhou |
| author_facet | Frederick, Emily Chen, Zhongzhou |
| contents | 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. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2407_15257 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics Frederick, Emily Chen, Zhongzhou Physics Education 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. |
| title | Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics |
| topic | Physics Education |
| url | https://arxiv.org/abs/2407.15257 |