Assessing Children’s Learning Achievement Using Remote Video Technology

使用远程视频技术评估儿童的学习成绩

• 批准号: 10707054
• 负责人: PAULA W FOMBY
• 金额: $ 19.5万
• 依托单位: UNIVERSITY OF MICHIGAN AT ANN ARBOR
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-30 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10707054
• 关键词: Adopted; Advertising; Age; COVID-19; COVID-19 pandemic; Charge; Child; Child Development; Child Welfare; Complex; Computers; Country; Data; Data Collection; Dimensions; Disparity; Economic Conditions; Education; Elderly; Electronics; Employment; Ethnic Origin; Evaluation; Exhibits; Family; Fostering; Geography; Goals; Health; Home; Home visitation; Income; Intervention; Interview; Interviewer; Learning; Life; Location; Mathematics; Measurement; Measures; Methods; Neighborhoods; Parents; Participant; Pathway interactions; Pattern; Performance; Personal Satisfaction; Persons; Population; Populations at Risk; Poverty; Privacy; Quantitative Reasoning; Race; Reading; Research; Research Support; Resistance; Resources; Respondent; Running; Rural; Sampling; Schedule; Schools; Shipping; Social Distance; Social Policies; Standardization; Stimulus; Stress; Surveys; Tablets; Technology; Testing; Time; Training; Travel; Validity and Reliability; Variant; Videoconferencing; Visit; Work; achievement test; cognitive skill; cohort; cost; cost efficient; data infrastructure; data reduction; design; ethnic minority; experience; falls; improved; innovation; learning ability; learning outcome; mathematical ability; member; panel study of income dynamics; peer; preference; prevent; programs; racial minority; reading ability; recruit; response; social; socioeconomics; standardize measure; suburb; success; urban area; verbal

Project Summary/Abstract This study evaluates remote video interviewing as a mode to administer standardized tests of math and reading achievement to children age 5-17 years in their homes. The goal is to determine whether remote video interviewing should be offered as an alternative mode of standardized test administration in the next wave of the Child Development Supplement (CDS) to the Panel Study of Income Dynamics and will provide evidence about whether this approach offers an equivalent alternative to costly in-person administration with geographically dispersed or otherwise hard-to-reach samples. Standardized tests of math and reading performance offer valid and reliable measurement of a critical dimension of child development and reveal socially patterned disparities in learning achievement. To date in CDS, these tests have been administered in- person during field interviewers’ visits to children’s homes. But in-person administration has become increasingly challenging due to high travel and staffing costs associated with these visits in the geographically dispersed sample, respondents’ selective resistance to home visits, and constraints on in-person data collection arising from COVID-19. This project implements and evaluates remote video interviewing as a method to administer subtests from the Woodcock-Johnson IV Tests of Achievement (WJ-IV) to children. Sample members will be recruited through local advertising in geographic clusters selected throughout the country and in different types of rural, suburban, and urban areas in proximity to where experienced interviewers reside. Remote video interviewing will be achieved by mailing (with a prepaid return shipping box) an electronic tablet enabled with a cellular data connection to children in sample families. During a scheduled interview, children will use the tablet to interact with their interviewer via a videoconferencing interface, and the interviewer will present test stimuli via a screenshare from their own computer to the child’s tablet. The interviewer will record the child’s responses to stimuli in a programmed scoresheet. This mode of administration will be compared to conventional in-person administration with the same children using distinct but equivalent versions of the WJ-IV tests. The study team will evaluate within-person equivalence of test scores derived from the two modes of administration and the operational feasibility and efficiency of remote video administration with regard to cost, time, and task complexity.

项目总结/摘要 本研究评估远程视频面试作为一种模式，管理标准化考试的数学和 为5-17岁的儿童在家中提供阅读成绩。我们的目标是确定远程视频 在下一波标准化考试中，面试应作为标准化考试管理的一种替代模式提供。 收入动态小组研究的儿童发展补充（CDS），并将提供证据 关于这种方法是否提供了一个等效的替代昂贵的亲自管理， 地理上分散或难以到达的样本。数学和阅读标准化考试 绩效为儿童发展的关键维度提供了有效且可靠的衡量标准，并揭示了 学习成绩的社会模式差异。到目前为止，在CDS中，这些测试已经在- 在实地访问员访问儿童之家时，但面对面的管理已经成为 由于这些访问在地理上的差旅费和人事费很高， 分散的样本，受访者对家访的选择性抵制，以及对亲自数据的限制 COVID-19引起的收款。该项目实施和评估远程视频面试作为一个 伍德科克-约翰逊IV成就测试（WJ-IV）的子测试管理方法。 样本成员将通过在整个区域选择的地理集群中的当地广告招募。 国家和不同类型的农村，郊区和城市地区附近的经验， 面试官住。远程视频访谈将通过邮寄方式实现（使用预付的退货运输箱） 一种电子平板电脑，通过蜂窝数据连接到样本家庭的孩子。在计划的 面试时，孩子们将使用平板电脑通过视频会议界面与面试官互动， 面试官将通过屏幕共享从他们自己的计算机到孩子的平板电脑呈现测试刺激。的 访问者将记录孩子对刺激的反应，在一个程序化的评分表。的该模式 施用将与使用不同的药物的相同儿童的常规亲自施用进行比较。 而是WJ-IV测试的等效版本。研究小组将评价试验的人内等效性 两种管理模式的得分，以及远程管理的运作可行性和效率。 视频管理的成本、时间和任务复杂性。