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AFRICAN VIRTUAL UNIVERSITY
MOBILE LEARNING WORKSHOP
Harnessing the Power and Promise of Mobile Technologies to Make Literacy Data Collection and
Management Easy and Fun
May 1, 2023
By: Evans W Mahaya
Crowne Plaza, Nairobi
The workshop will provide opportunity for participants to:Outline their expectations about mobile learning.Acquire knowledge and practical skills about developing data collection tools.Administer surveys/assessments accurately and precisely with confidence using hand-held devices.Demonstrate mastery in navigating the tablet to conduct mock assessments.
Specific Objectives of the Workshop
Participants will listen to “student” responses and code them simultaneously.
Assessments are administered following specific rules and procedures.
Participants will score student responses in the same manner to ensure the data consistently reflects actual levels in terms of reading abilities, rather than scorer’s personal evaluation of the reader’s skills.
Training Approach
EGRA – Early Grade Reading AssessmentDiagnostic tool designed to assess foundation skills for reading in lower grades.Tools used to determine proportion of learners achieving grade level competencies in reading.EGRA is used to measure pupils’ progress towards fluent reading with comprehension.
What is EGRA?
As national reading diagnostic tools.
To gauge the effectiveness of a program.
For contiunous assessment of pupils by teachers.
To investigate the language-of-instruction policy at
National, County, District or regional level.
Other Uses of EGRA
To determine the level of pupils’ foundational reading skills proven to predict later reading abilities (skills essential for learning to read).
To determine the effect of new/refined instructional approaches e.g. How effective is the intervention?
Develop high quality instructional materials and resources.
Provide richer data for policy formulation.
Why do we Assess?
When pupils fail to learn to read early, they struggle throughout their learning lives.
Early success in acquiring reading skills leads to later success in reading as pupils grow.
“The rich get richer and the poor get poorer”
When pupils need to “Read to Learn” (RtL), their reading inefficiency creates difficulty in learning. (Stanovich,1986).
Implications:Matthew Effect (Contd.)
A shift in focus from improving access to improving quality of educational opportunities.
The need for richer data to report on foundations of student learning.
The need to provide a basis for continuous assessment of students’ learning outcomes.
The need to transfer approaches across domains and scale-up for greater impact/wider dissemination.
The need to locate, capture and fix deficiencies in the education system.
Why Early Grade Reading Assessments?
At a national level: To determine children’s current reading levels. If and where there are gaps in the curriculum. To determine instructional areas that need to be
strengthened by teacher professional development.
To determine and set appropriate goals for change.
During an impact evaluation: To determine effect of the intervention on
children’s learning outcomes.
When to Administer EGRA
By assessing a variety of literacy skills across domains that are predictive of reading skills e.g. letter sound knowledge, decoding non-words, fluency.
By assessing domains that are easily measured. By assessing skills that can be changed through
instruction and as a result, improve reading.
How do we get Information?
EGRA provides data to be able to : Intervene early and strategically during the critical
window of a child’s early reading development. Develop and promote a comprehensive system of
instruction. Identify need, allocate resources, design and modify
instruction. Review the language policy. Oral reading fluency
measures are language specific. Word length and orthographic complexity vary from one language to another.
Implications of Early Grades Reading Assessments
Languages differ in their phonological and morphological structures and their orthographies.Phonological System
Representation of sounds used in the oral and writing system of a language.
Morphological SystemRepresentation of meaningful units in the oral and written system of a language.
Orthographic SystemRepresentation of the visual symbols used in the writing system of a language and the mapping of these symbols onto speech and meaning.
Overview of Language and Literacy
Phonemic Awareness
Alphabetic Principle
Vocabulary
Accuracy and Fluency with connected text
Comprehension (Including listening comprehension)
Scope of Early Grades Reading Assessment
As children map sounds to print, they also access the words in their vocabularies. This knowledge is used to support them in identifying the word they are reading.
Fluency measures assess the child’s knowledge and how they integrate the knowledge and process the information automatically in different contexts.
To be successful readers, children’s basic reading competencies have to be automatic.
Achieving Automaticity
Limited early literacy experiences and lack of instruction / practice.
Failure to develop phonemic awareness
Failure to develop the alphabetic knowledge
Failure to master basic decoding skills
Accuracy in word reading but no Automaticity
Why Pupils Fail to Learn to Read
To address the reading difficulties and successes from a school-wide, systematic perspective.
Reading measure are necessary improve instruction at a national level and in the classroom.
To be effective, these measures must assess skills that have an impact on learning.
Why do we Measure Reading?
A review of the procedures; including establishing rapport and seeking verbal consent.
Completing the school and student information. Detailed coverage of tasks and sub-tasks. Mechanism of administration, prompts and stop
rules. Plenary, Individual and Small group guided practice.
Detailed Coverage of EGRA Tools
Administrative Details
Capture the school data and all student data This is critical during data entry and data analysis It provides an easy way to cross-reference data sets
Letter Sound Knowledge
Invented Words
Oral Passage Reading
Reading Comprehension (timed)
Reading Comprehension (untimed)
Pupil Context Interview
EGRA Tasks and Sub-tasks
Letter Sound Knowledge Read instructions
and practice letter name examples with the pupil
Start timer when child says the first letter (or after 3 sec. have elapsed)
If child hesitates or stops at item for 3 seconds, provide the letter name, and say “Please go on”
Mark the provided letter name as incorrect.
Practice example words with pupil.
Start timer when child reads the first word (or after 3 seconds elapse)
If the child does not read a word after 3 seconds, provide the word and say “Please go on”
Mark the provided word as incorrect
Invented Words
Stop after 60 sec. and put a bracket.
If the child finishes the entire sheet in under 60 sec, stop the timer and write the no. of seconds remaining in the box
Early stop rule: If the child does not get any word correct in first line with no auto-corrections, say “Thank you” Check the box to indicate early stop.
Rules: Invented Words
Practice examples with child, giving clear instructions. Start timer when child reads first word. If the child stops at a
word or hesitates for 3 seconds, Point to the next word and prompt the child. Say, “Please go on”.
Early stop rule: If all words are incorrect in the first line. Mark incorrect responses by slashing through If child skips entire line, strike through with a straight line.
nog pid lef rix sed Mark self-corrections as correct ker If child finishes before 60 seconds, record seconds remaining
in the appropriate box
Rules: Invented Words (Contd.)
Timed to 60 sec. Start the timer after child reads the first word
Observe the 3 second prompts.
Early stop rule: If all responses
in the first line are incorrect
If child finishes before 60 sec.
Record remaining seconds .
Oral Passage Reading
REMOVE the PASSAGE from in front of the child
Allow pupil 15 sec to respond
Read the questions up to the bracket where the child stopped reading.
Tick appropriate box as per the child’s answer.
Questions: Reading Comprehension
Accept responses with the same meaning as those provided. Be careful not to read the answers below the questions to the child
General Instructions on Assessment
How to hold Your Clipboard, Pen and Stopwatch
Place your pen in your dominant hand.
Slant your clipboard such that is points toward the student’s forehead.
Practice turning your stopwatch on and off while holding clipboard, stopwatch and pen.
Hold your clipboard, with your stopwatch in your non-dominant hand.
Start the timer when the child reads the first letter or word.
If the child hesitates for 3 seconds, provide the name of the letter or the word, point to the next letter or word and say “Please go on”
If the pupil gives you the letters sound, rather than the name, provide name of the letter and say; “Please tell me the NAME of the letter”. This prompt can only be given once!
Summary of Procedures
Incorrect answers and omissions: Put a slash through incorrect answers and non-responses. fen Q
Self –corrections: Circle the item already slashed through if the pupil self-corrects within 3 seconds, and count as correct.
tew W
Skipped lines: Strike a line through any row of words or letters that are skipped by the pupil.
nog pid lef rix sed
Summary: EGRA Scoring
Early stop rule: If you have slashed/marked as incorrect all of the letters or invented words on the first line, say “Thank you!” Discontinue the exercise, check the box at the bottom and go on to the next exercise.
After 60 seconds: Say, “Stop” Mark the last letter or word read with a square bracket ( ] ).
Summary: EGRA Stop Rules
Develop a soft copy of the tool based on the purpose of the research
Register in Tangerine Central (Creating an administrator i.e the PI’s User Account).
Tangerine: The tool development platform. Create or join a group in Tangerine Central. Create a survey or assessment on the remote server in
Tangerine Central (Or other open source software such as Survey CTO, Survey Monkey e.t.c.)
Refer to the User Manual for a step-by-step outline of developing survey tool and troubleshooting.
Using Hand-held Gadgets/Tablets
Perform a test run and revise the survey accordingly. Generate the Android Package (APK) file and save it
on desktop or dropbox. Turn on WiFi on the hand-held device/tablet. Install the Tangerine Application onto the Tablets by
“double clicking” the APK file in dropbox. Place the icon on the home page for easy access. Click on the Tangerine icon to launch the application. Create a simple user name preferably the surname. Create a simple password such as 1234 or abcd
Using Hand-held…
Sign in to launch the application. Form groups of 4 participants each to role-play. Simulate a data collection session. Click on the
play button to begin the survey/assessment. At the end of the assessment/survey, click the
“Save Results” button to save the assessment. To conduct another assessment /survey, click
“Perform Another Assessment”. Upload the assessments by clicking “Universal
upload” button on the tangerine main menu.
Using Hand-held…
Look out the message: “Results Synched Successfully”
The administrator will be able to access the Uploaded/Synched results on the remote server (Cloud computing).
NOTE: The Help button in Tangerine an be used to avail additional information and important hints / reminders to the enumerator for quick reference.
Using Hand-held…
Capacitive touch screen Android OS [v. 2.3 or higher] - Except Lollipop v.
5.0 HTML 5-capable browser Wi-Fi (b/g/n) 4GB HDD 512MB Memory 1GHz dual-core processor 7 hours battery life (without Internet turned on) Ability to install third-party Android applications
General Specifications
3G connectivity Flash 10 capability GPRS Mini-/USB port 7 inch screen (Surveys are optimized for 7’’
screen) Ideally below 1 lb. in weight (About 450g)
General Specs…
A range of tablets or eReaders that meet the minimum requirements: Archos 70 Huawei Ideos 7 Samsung Galaxy Tab 4 and Tab 7 Cherry Tablet 2 Original Kindle Fire Google/Asus Nexus 7Kindle Fire HD (7 inch and larger screens) Nexus 7 (USD199, USD227 including tax).
Supported Devices
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