Mobile Assessment Tools: From Interactive Systems for Getting Instant Student Feedback, to Software That Lets Educators Jot Down Observations on the Fly, Mobile Assessment Tools Provide Immediate Impact

Technology & Learning, December 2005 | Go to article overview

Mobile Assessment Tools: From Interactive Systems for Getting Instant Student Feedback, to Software That Lets Educators Jot Down Observations on the Fly, Mobile Assessment Tools Provide Immediate Impact


Not long ago, there were scant options for gathering useful educational assessment data. You know the drill: student "fill-in-the-bubble" sheets are completed, collected, sorted, shipped out to the testing company, scanned, scored, compiled, and analyzed. Months later, the results, static and out of date, are returned to the school.

Today, however, the world of assessment is booming with new hardware and software tools that generate more useful educational data faster and easier. The common thread in these solutions is mobility, via the use of a handheld device, to gather data and transfer it to a desktop computer or server.

Used wisely, these technologies can help reduce assessment time, provide assessments closely aligned to curriculum and standards, and close the gap between data gathering and educational decisions. In short, they make assessment dynamic, relevant, and timely. The following questions will help you determine which system is right for your district.

Key Buying Considerations

Q. What type(s) of data can be generated?

A. Observational assessment, instructional games, diagnostic testing, and district-wide comprehensive testing are a few examples. Some systems are turnkey platforms supporting a broad range of assessments and curricula, while others are individual products that generate a single data type, such as DIBELS (Dynamic Indicators of Basic Early Literacy Skills) measurements. The resultant data is only helpful if it matches your district needs, so choose accordingly. And it's not just the type of data that is important, but also the depth. Some systems only capture summary data, while others report item level data; the latter is very useful for deeper diagnostic analysis and for informing instruction and professional development. There is also the issue of audience. Whether the data is for teachers, local administrators, state administrators, parents, or a mix of those audiences will determine the information you require.

Q. Does the system integrate with classroom programs?

A. Mobile assessment technology, in an ideal world, expands instructional time and improves instruction, but if the system you purchase doesn't integrate easily with the existing curriculum, then it will not get used. Look for the product that will be reasonably painless to implement, a best match to your existing curriculum and standards, and compatible with your staff's technology expertise.

Q. How is the data stored and reported?

A. Once data is collected, it needs to be stored for analysis and reporting. Some systems are truly enterprise systems that have sophisticated technology allowing secure Web-based access to all synced data, while others are just storing data on a local PC. Similarly, some solutions are designed to facilitate formal reporting of data to other enterprise systems or for federal programs, while others report only to the teacher or a grade book.

Q. How is security handled within the system?

A. It's important to know that your data will be safe. There are a vast range of technologies to safeguard the assessment process both at the point of assessment and across the entire data management chain, including teacher system controls, encrypted wireless transmissions, direct syncing to desktop stations, and password-protected databases. The level of security you require is proportional to the stakes of the assessment, so pay for only what you really need.

Q. What is the system's scalability?

A. Chances are that you will phase-in mobile assessment implementation over a number of years, so make sure the solution you buy can grow with your needs.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Mobile Assessment Tools: From Interactive Systems for Getting Instant Student Feedback, to Software That Lets Educators Jot Down Observations on the Fly, Mobile Assessment Tools Provide Immediate Impact
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.