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.

项目摘要/摘要 这项研究评估了远程视频面试作为一种管理标准化数学考试和 在家中为5-17岁的儿童阅读成就。目标是确定远程视频是否 面试应该作为标准化考试管理的一种替代模式在下一波 儿童发展补助金(CDS)--收入动态小组研究报告，并将提供证据 关于此方法是否提供了与昂贵的面对面管理同等的替代方案 地理上分散的或其他难以到达的样品。数学和阅读的标准化考试 绩效为儿童发展的关键方面提供了有效和可靠的衡量标准，并揭示了 学习成绩方面的社会模式差异。到目前为止，CDS中的这些测试已经在- 在实地面谈人员走访儿童之家期间。但面对面的管理已经成为 由于与地理上的这些访问相关的高昂的差旅和人员配置成本，日益具有挑战性 分散的样本，受访者对家访的选择性抵制，以及面对面数据的限制 来自新冠肺炎的收藏。该项目将远程视频采访作为一种 方法对儿童进行Woodcock-Johnson IV成绩测验(WJ-IV)中的分测验。 样本会员将通过在全国各地选定的地理集群中的本地广告招募 国家和不同类型的农村、郊区和城市地区，靠近经验丰富的地方 面试官留下来。远程视频采访将通过邮寄方式实现(带有预付费的回程运货箱) 一种能够与样本家庭中的儿童进行蜂窝数据连接的电子平板电脑。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将测试刺激从他们自己的计算机呈现到孩子的平板电脑上。这个 面试官将在程序记分表中记录孩子对刺激的反应。这种模式 管理将与具有相同孩子的传统面对面管理进行比较，使用不同的 但相当于WJ-IV测试的版本。研究小组将评估测试的人内等效性 从两种管理模式得出的分数以及Remote的操作可行性和效率 在成本、时间和任务复杂性方面进行视频管理。