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

基本信息

批准号：
10451037
负责人：
PAULA W FOMBY
金额：
$ 23.4万
依托单位：
UNIVERSITY OF MICHIGAN AT ANN ARBOR
依托单位国家：
美国
项目类别：
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/10451037
关键词：
Adopted Advertising Age COVID-19 COVID-19 pandemic Charge Child Child Development Child Welfare Complex Computers Country Data Data Collection Dimensions Elderly Employment Evaluation Exhibits Family Fostering Geography Goals Health Home Home visitation Income Interview Interviewer Learning Life Location Mathematics Measurement Measures Methods Neighborhoods Parents Participant Pathway interactions Pattern Performance Personal Satisfaction Persons Population Poverty Privacy Quantitative Reasoning Reading Research Research Support Resistance Resources Respondent Risk Running Rural Sampling Schedule Schools Shipping Social Distance Social Policies Standardization Stimulus Stress Sum Surveys Tablets Technology Testing Time Training Travel Validity and Reliability Variant Videoconferencing Visit Work achievement test cognitive skill cohort cost cost efficient data infrastructure design ethnic minority experience falls improved innovation intervention program learning ability learning outcome mathematical ability member panel study of income dynamics peer preference prevent racial and ethnic racial minority reading ability recruit response social socioeconomics standardize measure suburb success urban area

项目摘要

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.

项目概要/摘要这项研究评估了远程视频面试作为管理数学和数学标准化测试的模式。目标是确定 5-17 岁儿童在家中的阅读成绩是否为远程视频。面试应该作为下一波标准化考试管理的替代模式收入动态小组研究的儿童发展补充（CDS）并将提供证据关于这种方法是否提供了与昂贵的面对面管理等效的替代方案地理上分散或难以到达的样本数学和阅读的标准化测试。表现提供了对儿童发展的关键维度的有效和可靠的衡量，并揭示了迄今为止，CDS 中的学习成绩存在社会模式差异。但面对面的管理已成为现场采访员访问儿童之家的过程。由于这些访问在不同地区的旅行和人员成本高昂，因此越来越具有挑战性样本分散、受访者对家访的选择性抵制以及面对面数据的限制该项目将远程视频访谈作为一种方法进行实施和评估。对儿童进行 Woodcock-Johnson IV 成就测试 (WJ-IV) 子测试的方法。样本成员将通过在整个地区选择的地理集群中的本地广告来招募国家以及经验丰富的地区附近的不同类型的农村、郊区和城市地区面试官驻地。远程视频面试将通过邮寄方式实现（带有预付费回邮箱）。在预定时间内与样本家庭的儿童建立蜂窝数据连接的电子平板电脑。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，并且面试官将通过屏幕共享从自己的计算机向孩子的平板电脑呈现测试刺激。访谈者会将孩子对刺激的反应记录在程序化的记分表中。将使用不同的方法将给药与对相同儿童进行的传统面对面给药进行比较但 WJ-IV 测试的等效版本研究团队将评估测试的人内等效性。根据两种管理模式以及远程操作的可行性和效率得出的分数视频管理涉及成本、时间和任务复杂性。