  Research-based assessments (RBAs), such as the Force Concept Inventory, have
played central roles in many course transformations from traditional
lecture-based instruction to research-based teaching methods. In order to
support instructors in assessing their courses, the online Learning About STEM
Student Outcomes (LASSO) platform simplifies administering, scoring, and
interpreting RBAs. Reducing the barriers to using RBAs will support more
instructors in objectively assessing the efficacy of their courses and,
subsequently, transforming their courses to improve student outcomes. The
purpose of this study was to investigate the extent to which RBAs administered
online and outside of class with the LASSO platform provided equivalent data to
traditional paper and pencil tests administered in class. Research indicates
that these two modes of administering assessments provide equivalent data for
graded exams that are administered in class. However, little research has
focused on ungraded (low-stakes) exams that are administered outside of class.
We used an experimental design to investigate the differences between these two
test modes. Results indicated that the LASSO platform provided equivalent data
to paper and pencil tests.
