Computer-assisted assessment continues to be incorporated into more and more mathematics courses. As this method of testing is used, questions are created to use through computer-assisted assessment. This study analyzed two types of questions used on computer-assisted assessment in Calculus I, II, and III courses. The first question type was…

We developed the Physics Inventory of Quantitative Literacy (PIQL) to assess students' quantitative reasoning in introductory physics contexts. The PIQL includes several "multiple-choice-multipleresponse" (MCMR) items (i.e., multiple-choice questions for which more than one response may be selected) as well as traditional single-response…

Collaborative assessment techniques are needed to align with shifting approaches to learning that center peer interaction. Furthermore, it is critical to understand how collaborative assessments work for students belonging to historically marginalized groups. This study reports the perspectives of four mixed race and Latina/Hispanic women…

To address student misconceptions and promote student learning, use discussion questions as an alternative to reviewing assessments. This article describes how using discussion questions as an alternative to going over the test can address student misconceptions and can promote student learning.

Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments may provide information about what faculty and/or researchers think it means to know and do physics, i.e.,…

Active learning techniques, such as peer instruction and group work, have been gaining a lot of traction in universities. Taking a natural next step in re-evaluating current practices, many institutions recently started experimenting student-centred group exams. In order to assess the feasibility and effectiveness of collaborative assessments, we…

Computer-based testing is an expanding use of technology offering advantages to teachers and students. We studied Calculus II classes for science, technology, engineering, and mathematics majors using different testing modes. Three sections with 324 students employed: paper-and-pencil testing, computer-based testing, and both. Computer tests gave…

The Force Concept Inventory (FCI) is a 30-question multiple-choice assessment that has been a building block for much of the physics education research done today. In practice, there are often concerns regarding the length of the test and possible test-retest effects. Since many studies in the literature use the mean score of the FCI as the…

Dorans and Holland (2000) and von Davier, Holland, and Thayer (2003) introduced measures of the degree to which an observed-score equating function is sensitive to the population on which it is computed. This article extends the findings of Dorans and Holland and of von Davier et al. to item response theory (IRT) true-score equating methods that…