Real-Time Mobile Assessment of Learning

Abstract

Real-time mobile assessment (RTMA) can function as assistive technology, since the anonymity of feedback promotes active participation in lessons without being exposed to criticism. This field experiment explored the impact of RTMA, beyond a whole-class technology, on academic achievement, students' perceived learning, academic self-efficacy, learning motivation, and self-esteem among middle school students. The participants were 80 ninth graders in the excellence, mainstream, and remedial tracks being taught by the same experienced language arts teacher. The experiment included nine double language lessons with a random assignment of the technological conditions and the counterbalance procedure of the topics studied. The findings suggested that students in the remedial track benefit from using RTMA in terms of achievement, perceived learning, self-efficacy, and motivation. Students in the excellence track benefit from RTMA in terms of intrinsic motivation, and students in the mainstream track in terms of self-esteem. Implication for educational research and practice are discussed.