Using Mobile Phones for Educational Assessment

Şahin, Füsun

doi:10.4018/978-1-4666-8239-9.ch010

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…To the same sample of students, we administered the more comprehensive Annual Status of Education Report (ASER) test of numeracy. 16 These data inform our preliminary practical lessons for future phone-based assessments. Comparing a sample of phone-based assessments with a more comprehensive ASER test demonstrates the promise of phone-based assessments for assessing basic skills.…”

Section: Pilot Phone-based and Complementary Assessments In Botswanamentioning

confidence: 63%

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Practical lessons for phone-based assessments of learning

et al. 2020

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School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.

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Section: Pilot Phone-based and Complementary Assessments In Botswanamentioning

confidence: 63%

“…To the same sample of students, we administered the more comprehensive Annual Status of Education Report (ASER) test of numeracy. 16 …”

Section: Pilot Phone-based and Complementary Assessments In Botswanamentioning

confidence: 99%

Practical lessons for phone-based assessments of learning

et al. 2020

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“…Some of the factors that have been studied already are whether the achievement and the attitude of the student are affected while using m-assessment. (Sahin, 2015 ). Nikou and Economides utilized TAM in their study, in an effort to explain if the attitude influences the adoption of m-assessment.…”

Section: Literature Reviewmentioning

confidence: 99%

M-learning in the COVID-19 era: physical vs digital class

Matzavela

Alepis

2021

Educ Inf Technol

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Emerging technologies, such as the development of the Internet of Things and the transition to smart cities, and innovative handheld devices have led to big changes in many aspects of our lives, while more changes were imminent. Education is also a sector that has undergone huge changes due to the spreading of those devices. Even at the era of feature phones, it started to become clear that portable devices with access to the internet can be used for learning. The process of learning with the use of mobile phones was then in an early stage, due to the limitations of feature phones. Whereas, with the introduction of smartphones, education is expected to be drastically altered in the future, in most parts of the world. New, radical, and controversial in some cases, approaches have been developed, over the past years, in an effort to implement a mobile learning process in real life conditions. Intelligent tutoring systems have had rapid growth, especially in the COVID-19 era, while a significant increase in online courses via social networks has also been noted. This paper focuses on presenting the most important research parameters of m-learning during the last decade, while it also incorporates a novel empirical study in the domain. The utilization of educational data has been taken into consideration and is presented, aiming at ways to improve human interaction in the digital classroom.

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Mobiles Assessment

Rölke¹

2018

Handbuch Mobile Learning

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Using Mobile Phones for Educational Assessment

Cited by 4 publications

References 19 publications

Practical lessons for phone-based assessments of learning

Practical lessons for phone-based assessments of learning

M-learning in the COVID-19 era: physical vs digital class

Mobiles Assessment

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