  This study investigates differences in student responses to in-class and
online administrations of the Force Concept Inventory (FCI), Conceptual Survey
of Electricity and Magnetism (CSEM), and the Colorado Learning Attitudes about
Science Survey (CLASS). Close to 700 physics students from 12 sections of three
different courses were instructed to complete the concept inventory relevant to
their course, either the FCI or CSEM, and the CLASS. Each student was randomly
assigned to take one of the surveys in class and the other survey online using
the LA Supported Student Outcomes (LASSO) system hosted by the Learning
Assistant Alliance (LAA). We examine how testing environments and instructor
practices affect participation rates and identify best practices for future
use.
