Phone-Based Formative Assessment

Khurana, Aishwarya; Kruske, Lucy; Levin, Victoria; Liberman, Julia; Luna-Bazaldúa, Diego

doi:10.1596/37611

Cited by 1 publication

(3 citation statements)

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“…Remote methods have the potential to address these issues, but only if access to the technology required to participate in research is equitable. Successful implementation of tech-based assessments in remote data collection depends on several additional factors, including (a) the infrastructure for digital communication in a given country, (b) the cost of purchasing a device and internet access borne by the participant may hinder research participation, and (c) the participants' willingness and ability to participate in research in this manner, along with the knowledge and understanding of using their mobile phones for tasks such as these (Angrist et al, 2020a;Angrist et al, 2020b;Farmer et al, 2020;Joshi & Sudhanshu, 2021;Khurana, Kruske, et al, 2022). These barriers are more prevalent in rural communities in LMICs.…”

Section: Implications Limitations and Future Directionsmentioning

confidence: 99%

“…Using a phone to assess language and literacy requires that the child understands how to use the technology, can hear any instructions and test items, and completes an assessment without scaffolding from a parent or older sibling. Literary assessments specifically require a child to read visual stimuli (i.e., read a list of words, read a passage), which are particularly challenging to administer using a simple phone relative to numeracy assessments (Angrist et al, 2020a; Joshi & Sudhanshu, 2021; Khurana, Kruske, et al, 2022; Khurana, Levin, et al, 2022; Koomar & Blest, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…In March 2020, the World Health Organization (WHO) declared COVID‐19 (coronavirus disease 2019) a pandemic that triggered a global lockdown with consequences for nearly every sector of society, including in‐person scientific research. To mitigate the public health risks of in‐person research, researchers rapidly pivoted from in‐person to technology‐based remote data collection (Angrist et al, 2020a; Angrist et al, 2020b; Anwyl‐Irvine et al, 2020; Joshi & Sudhanshu, 2021; Khurana, Kruske, et al, 2022; Khurana, Levin, et al, 2022; Koomar & Blest, 2020; Nshimbi et al, 2020). There is now an emerging area of interest in remote data collection (e.g., video calls using platforms such as Zoom or Skype).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?

Sobers,

Whitehead,

N'Goh

et al. 2023

Reading Research Quarterly

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Technology‐based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology‐based remote assessments remain as valid and reliable as in‐person assessments. We developed a low‐cost phone‐based language and literacy assessment for primary‐school children in low‐resource communities in rural Côte d'Ivoire using voice calls and SMS. We compared the reliability and validity of this phone‐based assessment to an established in‐person assessment. A total of 685 5th grade children completed language (phonological awareness, vocabulary, language comprehension) and literacy (letter, word, pseudoword, passage reading, and comprehension) tasks in‐person and by phone. Reliability (internal consistency) and predictive validity were high across in‐person and phone‐based tasks. Children's performance across in‐person and phone‐based assessments was moderately to strongly correlated. Phonological awareness and vocabulary skills measured in‐person and by phone significantly predicted in‐person and phone‐based letter, word, and pseudoword reading. Oral language and decoding skills measured in‐person and by phone significantly predicted in‐person and phone‐based passage reading and comprehension. Our phone‐based assessment was a reliable and valid measure of language and reading and feasible for low‐resource settings. Low‐cost technologies offer significant potential to measure children's learning remotely, increasing the inclusion of remote and low‐resource populations in education research.

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