Practical lessons for phone-based assessments of learning
Practical lessons for phone-based assessments of learning
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DOI：
10.1136/bmjgh-2020-003030
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发表时间：
2020-07-01
影响因子：
8.1
通讯作者：
Letsomo, Thato
中科院分区：
文献类型：
--
作者：
Angrist, Noam;Bergman, Peter;Letsomo, Thato
影响超过15亿儿童的学校关闭旨在防止COVID-19大流行造成的当前公共卫生风险的传播，但它们同时通过失去教育带来新的短期和长期健康风险。在真实的时间内测量这些影响对于有效的公共卫生应对措施至关重要，而基于远程电话的方法是存在极端社交距离的唯一可行选择之一。然而，健康和教育文献都很少有关于基于电话的评估的指导。在这篇文章中，我们借鉴了我们的试点测试的基于电话的评估在博茨瓦纳，沿着与现有的文献上的口头测试的阅读和数学，提出了一系列初步的实践经验教训，以指导研究人员和服务提供商，因为他们尝试基于电话的学习评估。我们提供的初步证据表明，基于电话的评估可以准确地捕捉基本的算术技能。我们提供指导，以帮助团队（1）确保儿童不处于危险之中，（2）测试基于电话的措施的可靠性和有效性，（3）使用简单的说明和练习项目，以确保评估集中在目标技能，而不是一般的语言和应试技能，（4）调整口头评估中最有效的项目，（5）保持评估简短，同时仍然收集有意义的学习数据，（6）使用有效的策略，鼓励受访者拿起电话，（7）与成年照顾者和青年受访者建立融洽的关系，（8）选择最具成本效益的媒介，（9）考虑样本中的潜在偏见。
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.