We are creating a new assessment that provides instructors with actionable information about student skills and knowledge central to succeeding in introductory physics courses. This Cognitive Diagnostic Computerized Adaptive Test (CD-CAT) assesses a student's development on learning objectives selected by the instructor. We began by building the CD-CAT on existing data from research-based assessments collected with the LASSO platform. Using item response theory and cognitive diagnostic models, we estimated three-parameter logistic models and item fit statistics to evaluate model fit statistics, evaluate our q-matrix, and estimate DINA model item parameters. The initial results show good item psychometrics and q-matrix fit. This indicates that CD-CAT can provide a reliable and valid measure of learning objectives for introductory mechanics courses. The CD-CAT will be available for instructors to use through the LASSO platform in the Fall of 2023. 

Traditional in-class summative assessments are high-stress tests used to evaluate student understanding and to provide a grade for students' academic performance.  We present the results of a new hybrid take-home / in-class testing approach.  In this approach, students are provided the test one week before the formal in-class examination.  Each test is substantially harder than a typical in-class examination.  We present the results of a survey-based study on students taking 2nd semester calculus-based physics (Electricity and Magnetism).  When comparing survey results between the experimental (hybrid style, N=69) and traditional (pure in-class, N=32) testing groups, we find the hybrid test approach reduces student stress while allowing the test to serve better as a learning experience. In this presentation, we review the challenges we faced using the hybrid test approach along with the advantages and disadvantages of this approach for the physics instructor.

As instructors, we are often looking at assessing our students to measure learning outcomes determined for the courses we are teaching, but how do these outcomes fit with the big picture of the degree program as a whole?  Are courses administered in a way to provide students with a cohesive learning experience that helps them develop the skills they need to be successful in their careers after graduating? In this presentation, we will discuss the experience of implementing a culture of assessment in a large public university through a university faculty fellow program, where, instead of a top-down approach from university administration, faculty members work with academic units to support the development of assessment plans for their programs. We will address successes and challenges in such implementation, encouraging discussions among attendees regarding their own experiences and perceptions of what may or may not work in their own institutions. The final goal of this round table discussion will be to provide attendees with ideas for constructive practices that can be utilized in any type of institution.