Although conceptual assessment tests are commonly administered at the beginning and end of a semester, this pre-post approach has inherent limitations. Specifically, education researchers and instructors have limited ability to observe the progression of students' conceptual understanding throughout the course. Furthermore, instructors are limited…

This paper presents improvements made to a computerized adaptive testing (CAT)-based version of the FCI (FCI-CAT) in regards to test security and test efficiency. First, we will discuss measures to enhance test security by controlling for item overexposure, decreasing the risk that respondents may (i) memorize the content of a pretest for use on…

Standardized concept inventories (CIs) have been widely used in science, technology, engineering, and mathematics education for assessment of student learning. In practice, there have been concerns regarding the length of the test and possible test-retest memory effect. To address these issues, a recent study developed a method to split a CI into…