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We describe a retrospective study of the responses to the Brief Electricityand Magnetism Assessment (BEMA) collected from a large population of 3480students at a large public university. Two different online testing setups wereemployed for administering the BEMA. Our tale focuses on the interpretation ofthe data collected from these two testing setups. Our study brings new insightand awareness to the effect of the randomization on the BEMA test results.Starting from an a priori common sense model, we show simple methods to detectand separate guessing from the genuinely thought responses. In addition, weshow that the group of responses with low scores (7 or less out of 30) haddifferent answer choice strategies than the groups with average or high scores,and that the time-in-testing is an essential parameter to be reported. Ourresults suggest that the data should be cleaned to insure that only validtimes-in-testing are included before reporting and comparing statistics. Weanalyze in detail the effect of the answer-options randomization and the effectof the shuffling of the questions order. Our study did not detect anysignificant effect of the option randomization alone on the BEMA scores, forvalid times-in-testing. We found clear evidence that shuffling the order of theindependent questions does not affect the scores of the BEMA test, whileshuffling the order of the dependent questions does.

A tale of two test setups: The effect of randomizing a popular conceptual survey in electricity and magnetism