@article{angrist_practical_2020, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, volume = {5}, issn = {2059-7908}, url = {https://www.cgdev.org/sites/default/files/practical-lessons-phone-based-assessments-learning-revised-jul2020.pdf}, doi = {10.1136/bmjgh-2020-003030}, abstract = {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 education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. 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 principles to guide researchers and service providers as they try phone-based learning assessments. 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) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents.}, language = {en}, number = {7}, journal = {BMJ Global Health}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2339240:I378X6JW 2339240:P25HFKJM 2405685:38EVAGB5 2405685:ESLUMEE3 2405685:NTW7ML7H 2405685:ZEYIMGM6}, keywords = {\_\_\_working\_potential\_duplicate, health economics, health services research, public health, ⛔ No DOI found}, pages = {16}, } @techreport{angrist_practical_2020, address = {Washington D.C.}, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, language = {en}, institution = {Center for Global Development}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SIUERIEE 2486141:CRGPJ2XK}, pages = {16}, } @article{jukes_improving_2017, title = {Improving {Literacy} {Instruction} in {Kenya} {Through} {Teacher} {Professional} {Development} and {Text} {Messages} {Support}: {A} {Cluster} {Randomized} {Trial}}, volume = {10}, issn = {1934-5747, 1934-5739}, shorttitle = {Improving {Literacy} {Instruction} in {Kenya} {Through} {Teacher} {Professional} {Development} and {Text} {Messages} {Support}}, url = {https://www.tandfonline.com/doi/full/10.1080/19345747.2016.1221487}, doi = {10.1080/19345747.2016.1221487}, abstract = {We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3\% to 2.1\%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.}, language = {en}, number = {3}, urldate = {2020-05-16}, journal = {Journal of Research on Educational Effectiveness}, author = {Jukes, Matthew C. H. and Turner, Elizabeth L. and Dubeck, Margaret M. and Halliday, Katherine E. and Inyega, Hellen N. and Wolf, Sharon and Zuilkowski, Stephanie Simmons and Brooker, Simon J.}, month = jul, year = {2017}, note = {shortDOI: 10/gftrwn KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 10/gftrwn 2339240:BHTFCPZY 2339240:NZ4F4CI7 2339240:WQWT3F9T 2405685:8RA9QUBS 2405685:KF3AT824 2405685:L29LKK2H 2405685:NZMWQR53 2405685:ZPZ33ATM 2534378:5AX7B2XZ 2534378:69A797YC 2534378:6YQFC9JR 2534378:DNVP68DF 2534378:JCAY2TT6 2534378:LP5IEPIP 2534378:M4JQTSXE 2534378:NJKCAKUT}, keywords = {Africa, Classroom Observation Techniques, Dropout Rate, ERIC, Current Index to Journals in Education (CIJE), Early Childhood Education, Effect Size, Elementary Education, Elementary School Students, Elementary School Teachers, Faculty Development, Foreign Countries, Grade 1, Grade 2, Handheld Devices, Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs, Intelligence Tests, Intervention, Interviews, Kenya, Literacy Education, Maximum Likelihood Statistics, Pretests Posttests, Primary Education, Program Effectiveness, Promising Interventions Are Great, but Are They Enough?, Questionnaires, RCT, Randomized Controlled Trials, Raven Progressive Matrices, Rural Schools, Statistical Analysis, Teacher Improvement, Teaching Methods, Telecommunications, What We Are Learning About Early Education in Sub-Saharan Africa, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096051, \_\_\_working\_potential\_duplicate, \_\_finaldtb, early grade reading, literacy instruction}, pages = {449--481}, }