PERC 2024 Abstract Detail Page
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| Abstract Title: | Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | 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 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. |
| Session Time: | Poster Session 1 |
| Poster Number: | A02 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Emily Frederick University of Central Florida Orlando, FL 32816 Phone: 9044349892 |
| Co-Author(s) and Co-Presenter(s) |
Zhongzhou Chen (him/his,) University of Central Florida |
