Standardized Testing in Physics via the World Wide Web

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Dan MacIsaac
Rebecca Pollard Cole
David M. Cole
Laura McCullough
Jim Maxka

Abstract


On-line web-based technologies provide students with the opportunity to complete assessment instruments from personal computers with internet access. The purpose of this study was to examine the differences in paper-based and web-based administrations of a commonly used assessment instrument, the Force Concept Inventory (FCI). Results demonstrated no appreciable difference on FCI scores or FCI items based on the type of administration. A 4 way ANOVA (N = 376) demonstrated expected differences in FCI scores due to different sections of the same sections, different courses and gender. However, none of these differences was influenced by the type of test administration. Similarly, FCI student scores were comparable with respect to both test reliability and predictive validity. For individual FCI items, paper-based and web-based comparisons were made by examining potential differences in item means and by examining potential differences in response patterns. Chi Squares demonstrated no differences in response patterns and t Tests demonstrated no differences in item means between paper-based and web-based administrations. In summary, the web-based administration of the Force Concept Inventory appears to be as efficacious as the paper-based administration.

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Author Biographies

Dan MacIsaac

Northern Arizona University

Rebecca Pollard Cole

Northern Arizona Center for Excellence in Education

David M. Cole

Northern Arizona University

Laura McCullough

University of Wisconsin-Stout

Jim Maxka

Northern Arizona University