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Free-response research-based assessments, like the Colorado Upper-divisionElectrostatics Diagnostic (CUE), provide rich, fine-grained information aboutstudents' reasoning. However, because of the difficulties inherent in scoringthese assessments, the majority of the large-scale conceptual assessments inphysics are multiple-choice. To increase the scalability and usability of theCUE, we set out to create a new version of the assessment that preserves theinsights afforded by a free-response format while exploiting the logisticaladvantages of a multiple-choice assessment. We used our extensive database ofresponses to the free-response CUE to construct distractors for a new versionwhere students can select multiple responses and receive partial credit basedon the accuracy and consistency of their selections. Here, we describe thedevelopment of this modified CUE format, which we call coupledmultiple-response (CMR), and present data from direct comparisons of bothversions. We find that the two formats have the same average score and performsimilarly on multiple measures of validity and reliability, suggesting that thenew version is a potentially viable alternative to the original CUE for thepurpose of large-scale research-based assessment. We also compare the detailsof student responses on each of the two versions. While the CMR version doesnot capture the full scope of potential student responses, nearlythree-quarters of our students' responses to the free-response versioncontained one or more elements that matched options provided on the CMRversion.

Coupled Multiple-response vs. Free-response Conceptual assessment: An Example from upper-division Physics