How valid is the integrity of mobile-based testing?

Abstract

Evaluation recognizes that the interaction of culture and local traditions greatly influences the composition of an individual’s cognitive knowledge. Indeed, there is broad agreement that it is desirable to incorporate the cultural knowledge of indigenous students into pedagogical practice. Choosing a new invention of indigenous peoples, e.g. the kora-kora, against measuring the Bloomian critical thinking skills test, i.e. analyzing, evaluating and creating, developed with physics training in terms of wave motion topics, then integrated into android Mobile-Based Testing, this study examines and compares Mobile-Based Testing physics in critical thinking against instinctive, accumulated knowledge of physics. This study describes methods to develop reliable, objective, and valid MBT, measuring students’ critical thinking skills in physics in three steps using empirical data. Specifically, the calculated phase of defining, designing, and developing is devised for local schools. Samples were progressively distributed, through deliberate random sampling, in the medium to the high cognitive bracket and to others within the low to moderate cognitive bracket (in total to 60 students, ages 15–16). The approval of both content and empirical studies represents the index of validity in this depth analysis. Various positive similarities with other formative critical thinking tests show and justify creating an unexpected newly devised test, evidence of which is in the text. The conventional model is discussed along with presenting further work suggestions.