Psychometric Considerations for Implementing Phone-Based Learning Assessments

Global Partnership for Education

Bibliographic Details
Main Authors:	Luna-Bazaldua, Diego, Liberman, Julia, Levin, Victoria, Khurana, Aishwarya
Format:	Brief
Language:	English
Published:	World Bank, Washington, DC 2022
Subjects:	LEARNING ASSESSMENT PLATFORM (LEAP) PHONE-BASED LEARNING ASSESSMENT PHONE-BASED FORMATIVE ASSESSMENT COVID-19 IMPACT ON EDUCATION PANDEMIC IMPACT ON EDUCATION LEARNING CRISIS LEARNING INNOVATION STUDENT ASSESSMENT LEARNING GAPS REMOTE PRIMARY EDUCATION REMOTE STUDENT ACHIEVEMENT TEST REMOTE LEARNING STUDENT LEARNING IMPACT EVALUATION
Online Access:	http://documents.worldbank.org/curated/en/099850003292245698/P1742520b6dfa70e708b0d07ae5a169e654 http://hdl.handle.net/10986/37533

id	okr-10986-37533
recordtype	oai_dc
spelling	okr-10986-375332022-06-23T16:04:39Z Psychometric Considerations for Implementing Phone-Based Learning Assessments Luna-Bazaldua, Diego Liberman, Julia Levin, Victoria Khurana, Aishwarya LEARNING ASSESSMENT PLATFORM (LEAP) PHONE-BASED LEARNING ASSESSMENT PHONE-BASED FORMATIVE ASSESSMENT COVID-19 IMPACT ON EDUCATION PANDEMIC IMPACT ON EDUCATION LEARNING CRISIS LEARNING INNOVATION STUDENT ASSESSMENT LEARNING GAPS REMOTE PRIMARY EDUCATION REMOTE STUDENT ACHIEVEMENT TEST REMOTE LEARNING STUDENT LEARNING IMPACT EVALUATION Global Partnership for Education The Coronavirus disease 2019 (COVID-19) pandemic has had a significant impact on education worldwide, affecting whether and how students learn. World Bank estimates and initial analysis at the country level indicate that school closures and interruptions to in-person education are likely to negatively impact student learning. Moreover, these estimates predict that students in low- and middle-income countries will suffer from more significant learning losses than students in high-income countries, worsening the existing global learning crisis. As part of their education response to the pandemic, many countries have provided learning content to students at home through various means, including through the internet via devices such as computers, tablets, and smartphones, as well as through television, radio, printed materials, and feature (basic) phones. With schools closed, teachers have also had to adapt to using these different media to continue their teaching. So, phone-based assessment solutions can be used for at least two purposes. The first purpose is to conduct formative assessment, for example to gauge how well students have absorbed the learning content, identify any misconceptions in understanding, provide constructive feedback to students or caregivers, and offer additional learning resources and activities to support learning. The second purpose is to conduct impact evaluations, for example analyzing the effect on student learning outcomes of interventions introduced in response to the pandemic. 2022-06-13T14:09:58Z 2022-06-13T14:09:58Z 2022 Brief http://documents.worldbank.org/curated/en/099850003292245698/P1742520b6dfa70e708b0d07ae5a169e654 http://hdl.handle.net/10986/37533 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Working Paper Publications & Research
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	LEARNING ASSESSMENT PLATFORM (LEAP) PHONE-BASED LEARNING ASSESSMENT PHONE-BASED FORMATIVE ASSESSMENT COVID-19 IMPACT ON EDUCATION PANDEMIC IMPACT ON EDUCATION LEARNING CRISIS LEARNING INNOVATION STUDENT ASSESSMENT LEARNING GAPS REMOTE PRIMARY EDUCATION REMOTE STUDENT ACHIEVEMENT TEST REMOTE LEARNING STUDENT LEARNING IMPACT EVALUATION
spellingShingle	LEARNING ASSESSMENT PLATFORM (LEAP) PHONE-BASED LEARNING ASSESSMENT PHONE-BASED FORMATIVE ASSESSMENT COVID-19 IMPACT ON EDUCATION PANDEMIC IMPACT ON EDUCATION LEARNING CRISIS LEARNING INNOVATION STUDENT ASSESSMENT LEARNING GAPS REMOTE PRIMARY EDUCATION REMOTE STUDENT ACHIEVEMENT TEST REMOTE LEARNING STUDENT LEARNING IMPACT EVALUATION Luna-Bazaldua, Diego Liberman, Julia Levin, Victoria Khurana, Aishwarya Psychometric Considerations for Implementing Phone-Based Learning Assessments
description	Global Partnership for Education
format	Brief
author	Luna-Bazaldua, Diego Liberman, Julia Levin, Victoria Khurana, Aishwarya
author_facet	Luna-Bazaldua, Diego Liberman, Julia Levin, Victoria Khurana, Aishwarya
author_sort	Luna-Bazaldua, Diego
title	Psychometric Considerations for Implementing Phone-Based Learning Assessments
title_short	Psychometric Considerations for Implementing Phone-Based Learning Assessments
title_full	Psychometric Considerations for Implementing Phone-Based Learning Assessments
title_fullStr	Psychometric Considerations for Implementing Phone-Based Learning Assessments
title_full_unstemmed	Psychometric Considerations for Implementing Phone-Based Learning Assessments
title_sort	psychometric considerations for implementing phone-based learning assessments
publisher	World Bank, Washington, DC
publishDate	2022
url	http://documents.worldbank.org/curated/en/099850003292245698/P1742520b6dfa70e708b0d07ae5a169e654 http://hdl.handle.net/10986/37533
_version_	1764487243200724992

Psychometric Considerations for Implementing Phone-Based Learning Assessments

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