  The number and use of research-based assessments (RBAs) has grown
significantly over the last several decades. Data from RBAs can be compared
against national datasets to provide instructors with empirical evidence on the
efficacy of their teaching practices. Many physics instructors, however, opt
not to use RBAs due to barriers such as having to use class time to administer
them. In this article we examine how these barriers can be mitigated through
online administrations of RBAs, particularly through the use of free online RBA
platforms that automate administering, scoring, and analyzing RBAs (e.g., the
Learning About STEM Student Outcomes [LASSO], Colorado Learning Attitudes About
Science Survey for Experimental Physics [E-CLASS], Physics Lab Inventory of
Critical thinking [PLIC], and PhysPort DataExplorer platforms). We also explore
the research into common concerns of administering RBAs online and conclude
with a practical how-to guide for instructors.
