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This study investigates differences in student participation rates betweenin-class and online administrations of research-based assessments. A sample of1,310 students from 25 sections of 3 different introductory physics coursesover two semesters were instructed to complete the CLASS attitudinal survey andthe concept inventory relevant to their course, either the FCI or the CSEM.Each student was randomly assigned to take one of the surveys in class and theother survey online at home using the Learning About STEM Student Outcomes(LASSO) platform. Results indicate large variations in participation ratesacross both test conditions (online and in class). A hierarchical generalizedlinear model (HGLM) of the student data utilizing logistic regression indicatesthat student grades in the course and faculty assessment administrationpractices were both significant predictors of student participation. When therecommended online assessments administration practices were implemented,participation rates were similar across test conditions. Implications forstudent and course assessment methodologies will be discussed.

Participation rates of in-class vs. online administration of low-stakes research-based assessments