Digital Assessment Tool Research Articles

Measuring Equine-Assisted Therapy: Validation and Confirmatory Factor Analysis of an ICF-Based Standardized Assessment-Tool.

The International Classification of Functioning, Disability, and Health (ICF) of the World Health Organization (WHO) was established as an international framework for monitoring rehabilitation outcomes and the impacts of health interventions since, as the term “functioning” implies, it emphasizes a person’s “lived health” in addition to their biological health status. Equine-assisted therapy (EAT) represents a holistic intervention approach that aims to improve both biomedical functioning and the patient’s lived health in relation to performing activities and participating in social situations. In this study, the psychometric properties of an ICF-based digital assessment tool for the measurement of the rehabilitation impacts of EAT were analyzed via simultaneous confirmatory factor analyses (CFA) and reliability and sensitivity tests. In total, 265 patients from equine-assisted therapy centers in Germany were included for CFA. Change sensitivity was assessed via multi-level analyses based on 876 repeated assessments by 30 therapists. Results show satisfactory model-fit statistics; McDonald’s omega (ML) showed excellent scores for the total scale (ω = 0.96) and three subscales (ω = 0.95; ω = 0.95, ω = 0.93). The tool proved itself to be change sensitive and reliable (change sensitivity p ≤ 0.001), retest r = 0.745 **, p ≤ 0.001). Overall, the developed assessment tool satisfactorily fulfills psychometric requirements and can be applied in therapeutic practice.

An Investigation into using Nearpod as an Interactive Tool to Aid Students’ Achievement and Motivation for Learning Educational Technology

Recently, the Department of Instructional and Learning Technology (ILT) at Sultan Qaboos University (SQU) has been using various interactive applications, such as Padlet, Nearpod, Wordwall, etc. The department has adopted and adapted its courses and teaching strategies to take better advantage of these advanced technologies in the teaching and assessment process. In this study, we selected Nearpod as an interactive tool for teaching an introductory course on Educational Technology (TECH3007). Nearpod is a web-based application that enhances students’ motivation with interactive content and serves as an excellent tool for increasing students’ achievement. The selection of this application is based on some of its features: it provides students with opportunities to interact and take effective control of their learning by offering immediate feedback and helping them draw on a map or diagram, respond to a poll question, post a note or image to a collaboration board or take a multiple-choice quiz. The purpose of this study was to explore the effectiveness of using the Nearpod web-based application as an interactive tool applied to students’ achievement and motivation. A mixed-method (quantitative and qualitative) research method was used. The data collection tools applied in this research were achievement test, motivation questionnaire and interview. The sample in this study included 27 students enrolled in the course “Introduction to Educational Technology” at the College of Education, Sultan Qaboos University. The results of the study showed that there was a significant difference in the mean scores of the pre- and post-tests (before and after treatment) in favour of the post-test. The results also showed that the students participated in the study were very satisfied with the use of the interactive applications such as Nearpod in teaching and learning process. Keywords: Nearpod, digital assessment tool, educational technology, motivation. DOI: 10.7176/RHSS/12-4-01 Publication date: February 28 th 2022

Performance of the Digital Dietary Assessment Tool MyFoodRepo.

Digital dietary assessment devices could help overcome the limitations of traditional tools to assess dietary intake in clinical and/or epidemiological studies. We evaluated the accuracy of the automated dietary app MyFoodRepo (MFR) against controlled reference values from weighted food diaries (WFD). MFR’s capability to identify, classify and analyze the content of 189 different records was assessed using Cohen and uniform kappa coefficients and linear regressions. MFR identified 98.0% ± 1.5 of all edible components and was not affected by increasing numbers of ingredients. Linear regression analysis showed wide limits of agreement between MFR and WFD methods to estimate energy, carbohydrates, fat, proteins, fiber and alcohol contents of all records and a constant overestimation of proteins, likely reflecting the overestimation of portion sizes for meat, fish and seafood. The MFR mean portion size error was 9.2% ± 48.1 with individual errors ranging between −88.5% and +242.5% compared to true values. Beverages were impacted by the app’s difficulty in correctly identifying the nature of liquids (41.9% ± 17.7 of composed beverages correctly classified). Fair estimations of portion size by MFR, along with its strong segmentation and classification capabilities, resulted in a generally good agreement between MFR and WFD which would be suited for the identification of dietary patterns, eating habits and regime types.

The Use of a Computerized Cognitive Assessment to Improve the Efficiency of Primary Care Referrals to Memory Services: Protocol for the Accelerating Dementia Pathway Technologies (ADePT) Study.

BackgroundExisting primary care cognitive assessment tools are crude or time-consuming screening instruments which can only detect cognitive impairment when it is well established. Due to the COVID-19 pandemic, memory services have adapted to the new environment by moving to remote patient assessments to continue meeting service user demand. However, the remote use of cognitive assessments has been variable while there has been scant evaluation of the outcome of such a change in clinical practice. Emerging research in remote memory clinics has highlighted computerized cognitive tests, such as the Integrated Cognitive Assessment (ICA), as prominent candidates for adoption in clinical practice both during the pandemic and for post-COVID-19 implementation as part of health care innovation.ObjectiveThe aim of the Accelerating Dementia Pathway Technologies (ADePT) study is to develop a real-world evidence basis to support the adoption of ICA as an inexpensive screening tool for the detection of cognitive impairment to improve the efficiency of the dementia care pathway.MethodsPatients who have been referred to a memory clinic by a general practitioner (GP) are recruited. Participants complete the ICA either at home or in the clinic along with medical history and usability questionnaires. The GP referral and ICA outcome are compared with the specialist diagnosis obtained at the memory clinic. The clinical outcomes as well as National Health Service reference costing data will be used to assess the potential health and economic benefits of the use of the ICA in the dementia diagnosis pathway.ResultsThe ADePT study was funded in January 2020 by Innovate UK (Project Number 105837). As of September 2021, 86 participants have been recruited in the study, with 23 participants also completing a retest visit. Initially, the study was designed for in-person visits at the memory clinic; however, in light of the COVID-19 pandemic, the study was amended to allow remote as well as face-to-face visits. The study was also expanded from a single site to 4 sites in the United Kingdom. We expect results to be published by the second quarter of 2022.ConclusionsThe ADePT study aims to improve the efficiency of the dementia care pathway at its very beginning and supports systems integration at the intersection between primary and secondary care. The introduction of a standardized, self-administered, digital assessment tool for the timely detection of neurodegeneration as part of a decision support system that can signpost accordingly can reduce unnecessary referrals, service backlog, and assessment variability.Trial RegistrationISRCTN 16596456; https://www.isrctn.com/ISRCTN16596456International Registered Report Identifier (IRRID)DERR1-10.2196/34475

Using Digital Technology in Transforming Assessment in Higher Education Institutions beyond COVID-19

Purpose: This paper explores the dominant practices by integrating the use of technology to enhance assessment practices to better respond to the learning needs of the 21st century and the imperatives of the 4th industrial revolution. Objectives: 1) To explore how digital assessment could support diagnostic assessment in post-COVID-19 assessment practices. 2) To develop a digital assessment tool that supports the uptake and appropriate use of diverse digital assessment techniques. 3) To strengthen lecturers’ awareness of Constructive Alignment and implement it in digital-assisted assessment to promote the integration of graduate attributes in students. Method: The paper adopted the three elements of criticality, reflexivity, and praxis to address the use of digital technology to transform assessment of and for student learning within an institutional context. Criticality was used to provide a constructive reflection aimed at transforming the context; reflexivity enabled introspection and self-awareness regarding assessment as a pedagogical component that enhances student learning, and praxis helped to relate theories, concepts, and ideas to practice. The three elements informed the development of the model for enhancing and transforming digital enhancement assessment at the University of Namibia. Findings: The main findings revealed that higher education institutions could benefit from the forced COVID-19 migration to digitally-enabled assessment. The paper also revealed that for the digitally enabled assessment to be enhanced it requires collaboration between various institutional stakeholders. Conclusion: The paper concluded that there are opportunities for further collaboration among different institutional departments such as the faculties, quality assurance, innovation in learning and teaching, and research units, towards investigating, improving, and implementing new ways of assessing that are forward-looking and more supportive of student learning beyond their university careers.

Remote Assessment of Depression Using Digital Biomarkers From Cognitive Tasks.

We describe the design and evaluation of a sub-clinical digital assessment tool that integrates digital biomarkers of depression. Based on three standard cognitive tasks (D2 Test of Attention, Delayed Matching to Sample Task, Spatial Working Memory Task) on which people with depression have been known to perform differently than a control group, we iteratively designed a digital assessment tool that could be deployed outside of laboratory contexts, in uncontrolled home environments on computer systems with widely varying system characteristics (e.g., displays resolution, input devices). We conducted two online studies, in which participants used the assessment tool in their own homes, and completed subjective questionnaires including the Patient Health Questionnaire (PHQ-9)—a standard self-report tool for assessing depression in clinical contexts. In a first study (n = 269), we demonstrate that each task can be used in isolation to significantly predict PHQ-9 scores. In a second study (n = 90), we replicate these results and further demonstrate that when used in combination, behavioral metrics from the three tasks significantly predicted PHQ-9 scores, even when taking into account demographic factors known to influence depression such as age and gender. A multiple regression model explained 34.4% of variance in PHQ-9 scores with behavioral metrics from each task providing unique and significant contributions to the prediction.

Digital Assessment Experiences in Mathematics under Modular Distance Learning

Modular distance learning is indispensable and using digital assessment as a method to measure students' progress is essential as the Philippines education system shifted from face to face classes to distance learning this time of pandemic. The main purpose of this study was to describe the lived experiences of the students about digital assessment in mathematics under modular distance learning. This study utilized Qualitative Research Design, Hermeneutic Phenomenological method which involved 15 students. There were four emerging categories and eventually formed nine major themes:(1) Educational Involvement (2) Learners Engagement (3) Support (4) Educational Tool Refinement. While the emerging major themes were 1) students experience digital assessment tool predicament in mathematics (2) difficulty grasping the topic through teachers’ instructional method (3) students have a proclivity to engage in academic dishonesty (4) procrastination and cramming are common among students during exams (5) learners have become passive to their own learning development (6) students' internet connections at home are inadequate (7) students are unable to focus during the exam as a result of the destructive environment (8) Digital Assessment tool commendation and new preference is evident among the students (9) Students have learned to appreciate the worth of their time and work. Keywords: Modular Distance Learning, Digital Assessment.

E-portfolio Implementation in Malaysian School: A Need Analysis

The uncertainty about assessing student learning outcomes is one of the concerns frequently discussed in education during the Covid-19 Pandemic. The use of technology in assessing student learning has become a new paradigm in transforming traditional assessment to digital assessment. The E-portfolio has been one of the tools that can be used to conduct digital assessments. However, E-portfolios are still uncommon among Malaysian teachers. As a reason, the purpose of this study is to identify the challenges of integrating ICT in classroom assessment, to examine current E-portfolio implementation practises among teachers, and to investigate teachers' perceptions of E-portfolio use as a digital assessment tool in teaching and learning. This is a quantitative approach that uses a set of questionnaires distributed online. The sample for this study is composed of 97 teachers who teach Asas Sains Komputer in Terengganu. The frequency, percentage, mean, and standard deviation of the data were analysed using the Statistical Package For Social Science (SPSS) version 25.0. Findings show that: i) Appropriate facilities and equipment are important in implementing ICT in classroom assessment; ii) Current practice of E-portfolio among teachers is low, and iii) Teachers have positive perceptions of using E-portfolio in assessing the Asas Sains Komputer subject. Hence, it is suggested that a module, model or guidelines be developed for teachers using E-portfolios in the classroom as a reference.

Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation

A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (α=.87) and Subtest II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers’ needs for standardized digital assessments in order to facilitate the tailoring of student reading support.

Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten

AbstractThe current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo‐KiGa, for use in Austrian kindergartens. Using a mixed‐methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets the required quality criteria and is comparable to the print version and (b) how instructors and children perceive its practicality and comprehensibility, as well as which version kindergarteners prefer. The results reveal that the digital assessment tool is both reliable (α = 0.85) and valid (convergent validity: r = 0.43; discriminant validity: r = 0.31). Results of the digital and print version were comparable (r = 0.83). Although children found both versions easy to use, most of them reported the digital version to be easier and also preferred. In light of the numerous benefits that digital assessments offer in terms of administration, evaluation, feedback and motivation, the digital version of GraWo‐KiGa has great potential in easing kindergarten teachers' assessment procedures. However, due to the limited availability of digital resources, the print version will remain highly relevant in the future. Practitioner notesWhat is already known about this topic Proper assessment is the basis of individualised support. Digital assessment procedures can ease the assessment process and motivate children, even in kindergarten. In German‐speaking countries, digitalisation has barely reached kindergarten. The print version of GraWo‐KiGa reliably and validly assesses receptive vocabulary in kindergarteners in their last year. What this paper adds GraWo‐KiGa digital meets the necessary quality criteria in terms of reliability and validity and is comparable to its print version. GraWo‐KiGa is practical in use for both children and kindergarten teachers. Most kindergarteners preferred the digital version over the print version. Teachers benefit from easy administration and evaluation, quick results, and a pleasant screening procedure for the kids. Implications for practice and/or policy Digital assessment tools in kindergarten have the potential to support kindergarten teachers in their regular assessment processes. In kindergarten, the use of GraWo‐KiGa digital allows children at risk of developing reading comprehension difficulties to be identified quickly and economically. Digital assessments enable rapid and targeted allocation of children to support programmes.

A digital dietary assessment tool may help identify malnutrition and nutritional deficiencies in hospitalized patients

Malnutrition is common among hospitalized patients and associated with longer hospital stays, higher rates of rehospitalization, and increased mortality. Validated questionnaires of varying sensitivity and specificity to help identify patients at risk of malnutrition have been developed, but none has been broadly adopted. Tools to identify patients at risk for malnutrition should be quick, inexpensive, easy to administer and use, not require specialized nutrition knowledge, and provide results which can be entered into an electronic medical record; ideally, the tool should be deployed within 24 hours of admission and repeated if warranted. We hypothesize that a novel digital nutrition assessment tool which uses the Diet Quality Photo Navigation (DQPN) method, can help triage hospitalized patients toward further evaluation of nutritional status. We further propose that micronutrient deficiencies may be identified at the same time as malnutrition and that the reimbursement and cost savings from DQPN will prove substantially greater than the combined costs of its use and triggered dietitian consult. Deploying DQPN upon admission will represent an addition to standard hospital intake procedure that is frictionless for patients and health professionals, and one which may be overseen by clerical rather than clinical staff. The digital format of DQPN, which can be integrated into electronic medical records, will facilitate easier tracking and management of nutritional status over the course of hospitalization and post-discharge. To evaluate the hypotheses, DQPN will be deployed in a hospital setting to a group of patients who will also be seen by a registered dietitian to assess the nutritional status of each patient. Receiver operating characteristic curves will determine the point, or criterion, at which maximal true positivity rate and least false positivity rate for a diagnosis of malnutrition and specific nutrient deficiencies align. The study cohort will also be compared to a matched historical cohort to compare total medical spend and reimbursement between the intervention cohort and matched control. Testing of these hypotheses will thus allow for insight into whether DQPN may be used to identify malnutrition and nutrient deficiencies in hospitalized patients and, in so doing, improve patient outcomes, reduce healthcare utilization, and bring financial benefit to hospitals.

ASHA Kirana: when digital technology empowered front-line health workers

This practice paper describes our experience of implementing accredited social health activists (ASHA) Kirana, a digital technology-enabled Maternal Clinical Assessment Tool (M-CAT) and how the ASHAs felt empowered in the...

Review on Montessori Educators’ Opinions Concerning the Digital Assessment Tool They Use in Terms of 21st-Century Skills

This study aimed to examine the opinions of Montessori educators on the digital assessment tool they use in terms of 21st-century teacher skills. The study sample covered 14 Montessori educators working in early childhood classes in public and private preschool educational institutions, located in Barcelona and Istanbul, where the Montessori educational approach is applied. In the study, the experiences of the Montessori educators with the digital assessment tool they use as the assessment tool were examined in terms of the identified 21st-century teacher skills. To this end, the research was designed with a phenomenological approach in the qualitative research method. The data were obtained through the personal information form and structured interview questions prepared for the digital assessment tool used by the Montessori educators. In the analysis of this data, the phenomenological study of Moustakas (1994) was introduced through the steps of the analysis. The perspectives of the Montessori educators concerning digital assessment, their application experiences regarding the digital assessment tool, and their views on their experiences were discussed in terms of utilization of the digital tool applications, as well as to use and evaluate information, their skills regarding collaborative work and communication, and finally their communication skills with the parents, which are among the 21st-century teacher skills. It was concluded that different factors influenced the opinions of the Montessori educators, where there were positive and negative expressions within the scope of these skills regarding the digital assessment tool.

The association of a novel digital tool for assessment of early childhood cognitive development, 'DEvelopmental assessment on an E-Platform (DEEP)', with growth in rural India: A proof of concept study.

BackgroundThere is an urgent need to fill the gap of scalable cognitive assessment tools for preschool children to enable identification of children at-risk of sub-optimal development and to support their timely referral into interventions. We present the associations between growth in early childhood, a well-established marker of cognitive development, and scores on a novel digital cognitive assessment tool called DEvelopmental Assessment on an E-Platform (DEEP) on a sample of 3-year old pre-schoolers from a rural region in north India.MethodsBetween February 2018 and March 2019, 1359 children from the Sustainable Programme Incorporating Nutrition and Games (SPRING) programme were followed up at 3-years age and data on DEEP, anthropometry and a clinical developmental assessment, the Bayley's Scale of Infant and Toddler Development, 3rd edition (BSID-III) was collected. DEEP data from 200 children was used to train a machine learning algorithm to predict their score on the cognitive domain of BSID-III. The DEEP score of the remaining 1159 children was then predicted using this algorithm to examine the cross-sectional and prospective association of growth with the DEEP score.FindingsThe magnitude of the concurrent positive association between height-for-age and cognitive z-scores in 3-year olds was similar when cognition was measured by BSID-III (0.20 standard deviations increase for every unit change in specifically age-adjusted height (HAZ), 95% CI = 0.06–0.35) and DEEP (0.26 CI, 0.11–0.41). A similar positive prospective relationship was found between growth at 18 (0.21 CI, 0.17–0.26) and 12-months (0.18 CI, 0.13–0.23) and DEEP score measured at 3-years. Additionally, the relationship between growth and cognitive development was found to be dependant on socioeconomic status (SES).InterpretationIn this study, we suggest the utility of DEEP, a scalable, digital cognitive assessment tool, to measure cognition in preschool children. Further validation in different and larger datasets is necessary to confirm our findings.FundingThe SPRING Programme was funded through a Wellcome Trust programme grant and the follow-up study by the Corporate Social Responsibility initiative grant from Madura Microfinance Ltd.

Artificial intelligence (AI)–powered pathologic response (PathR) assessment of resection specimens after neoadjuvant atezolizumab in patients with non-small cell lung cancer: Results from the LCMC3 study.

106 Background: PathR is an efficacy endpoint in Phase II and III neoadjuvant trials and is proposed as a surrogate for disease-free survival (DFS) and overall survival. Machine learning (ML)–based, automated approaches standardize quantification of areas of tumor bed and residual viable tumor. Here we show that automation may provide a scalable alternative to or complementary tool for manual assessment. Methods: We determined inter-reader variability for PathR among pathologists in the LCMC3 (NCT02927301) study and developed an AI-powered digital PathR assessment tool in line with manual consensus recommendations. Study cases were reviewed for PathR by a local site pathologist and 3 central expert pathologists (n = 127). When determined manually, major PathR (MPR) was defined as ≤10% viable tumor averaged per case. ML models were trained and validated by the PathAI research platform using digitized H&E-stained tumor sections. The digital PathR model predicted percent viable tumor for each case as the sum of the cancer epithelium area from each slide divided by the sum of tumor bed area for each slide. DFS (clinical cutoff: Oct 23, 2020) was reported for patients with manual and digital PathR assessment (n = 135). For digital MPR, we used a prevalence-matched cutoff that maintained the same proportion of patients as manual MPR. Results: Inter-reader agreement among 1 local and 3 central pathologists for manual PathR was good (n = 127; ICC = 0.87; 95% CI: 0.84-0.90). Agreement was 91% (κ = 0.82) on manual MPR and 98% (κ = 0.88) on pathologic complete response (pCR). 6 patients had unanimous pCR. Digital and manual PathR were strongly correlated (n = 135, Pearson r = 0.78) and digital PathR demonstrated an outstanding predictability for manual MPR (AUROC = 0.975). The range was 0%-60% for digital PathR and 0%-100% for manual PathR with a regression line slope < 1.0 (m = 0.303) indicating systematic differences between the methods, consistent with digital PathR using a high-resolution segmentation of cancer epithelium from stroma across each slide. Longer DFS was observed for MPR yes vs no with both digital and manual assessment (Table). Conclusions: This analysis showed good inter-reader agreement for manual and strong correlation of AI-powered digital and manual PathR. Comparable DFS rates for manual MPR and digital MPR are encouraging in the preliminary data. These data support further studies of digital PathR as a standardized and scalable tool to determine PathR. Clinical trial information: NCT02927301. [Table: see text]

The Role of Digital Maturity Assessment in Technology Interventions with Industrial Internet Playground

The use of digital technologies such as Internet of Things and advanced data analytics are central in digitally transforming manufacturing companies towards Industry 4.0. Success cases are frequently reported, and there is clear evidence of technology interventions conducted by industry. However, measuring the impact and effect of such interventions on digital maturity and on the organizational adoption can be challenging. Therefore, the research aim of this paper is to explore how the combination of the different methods of Industrial Internet Playground (IIP) pilots, Shadow Infrastructure (SI) and digital maturity assessment can assist in conducting and documenting the technical, as well as organisational, impact of digital interventions. Through an elaborate literature review of existing digital maturity assessment tools and key dimensions in digital transformation, we have developed a digital maturity assessment tool (DMAT), which is presented and applied in the paper to identify digital development areas and to evaluate and document the effects of digital interventions. Thus, the paper contributes with new knowledge of how the IIP pilot and SI combined with digital maturity assessment can support effective, transparent and documented digital transformation throughout an organisation, as explored through theory and a practice case.

Use of an interactive digital assessment tool in mathematics education for engineers

Basic courses in mathematics for engineers often have more than several hundred participants. To achieve the learning goals it is necessary that the students work actively on specific problems. While working on the problems, students require assistance. As a supplement to guidance by lecturers and teaching assistants, NTNU has piloted use of a digital assessment system STACK, that enables constructive feedback and is to some degree interactive.
 We will discuss how we integrate digital assessment into daily teaching practices, show examples of the problems and present some qualitative data collected from actual students.

Innovating pathology learning via Kahoot! game-based tool: a quantitative study of students` perceptions and academic performance

ABSTRACT Introduction: Pathology learning for medical undergraduate students is a challenging task. Kahoot! is a mobile game-based online digital formative assessment tool that can engage students in its learning. This study is the first to assess the effect of Kahoot! use on Pathology learning outside classroom using a comparative group with assessment done at the end of the course. Methods: The study was carried out on the first-year Pathology students at Helwan University, Faculty of Medicine, after ending a basic Pathology course. The study is a retrospective quasi-experimental quantitative study. Academic performance of students in Pathology was compared between Kahoot! and non-Kahoot! users (55 students each). In addition, an online survey was introduced to the 55 Kahoot! user students to investigate their perceptions on it. Survey and test score data were analyzed by appropriate tests using IBM-SPSS (Statistical Package for Social Sciences). The level of significance was P < 0.05. Results: Kahoot! enhanced Pathology understanding (83.6%), retaining knowledge (87.3%), made learning fun and motivating (89.1%). Other mentioned advantages of Kahoot! were practicing for exam (40%), simple and easy to use (36.4%), competitive (18.2%), self confidence booster (10.9%), forming a comprehensive image of the lecture (9%), quick (9%), and imagining skills booster (5.5%). Mentioned disadvantages included no explanation for the answers to questions (20%). A quarter of the students stated that the time limit for the questions was short (27.3%). Kahoot! use was significantly associated with better Pathology academic performance (P = 0.001), and it was not related to the general academic performance of the students (P = 0.06). Most users (85.4%) recommended its continuous future use. Conclusions: The study offers an endorsement to the use of Kahoot! for gamifying formative assessment of Pathology and can provide a basis for the design of an online Kahoot! -based continuous formative assessment plans implemented outside-classroom in the Pathology curricula.

Implementation of Kahoot as a Digital Assessment Tool in English Formative Test for Students of SMP Negeri 2 Temanggung in the Academic Year of 2019/2020

The paper aims to investigate the applicability of the Kahoot as a digital assessment tool. The participants of this study were 32 students of 8G at SMP Negeri Temanggung in the academic year 2019/2020. Kahoot was implemented in English formative test. This is a mixed method with survey technique to collect data and qualitative descriptive analysis to analyze the data. The results of the study indicated that the students thought that Kahoot was enjoyable, informative, useful, and fine. Those were analyzed in descriptive qualitative method. The finding reveals five results: Students good perception on using Kahoot in their English formative test. They can actively participate on the test and get the result directly from the teacher after all the students finished the test. The validity, reliability, and practicality of the test can be seen from the content that has been designed by the researcher, the practical usage of the application is also become the important aspect to be analyzed. Due to COVID -19 the students and teacher cannot do the test in the classroom setting whereas they do the test at home, the effectiveness of using this application compare to paper based is more effective that paper based. The students can enjoy doing the test at home and they didn’t need to come to school. The implications are not only good for teacher and students, but also for the school, stake holder that is really helped by the existence of the application during distance learning.Keywords: Kahoot, Digital assessment tool, and English formative test.

The Factors Affecting the level of Digital Entrepreneurial Competences of University Students

This paper represents an overview of the academic literature in regards to digital entrepreneurial competences and an effort to outline the research which will be focused on measuring the level of digital entrepreneurial competences of university students in Serbia. The paper proposes the creation of digital entrepreneurial competences assessment framework and the corresponding methodology which would serve as a basis for online digital entrepreneurial competence assessment tool development. The tool would enable the assessment of digital entrepreneurial competences of the university students in Serbia and the analysis of the factors underlying different levels of digital entrepreneurial competences. Factors ranging from personal characteristics of the students to contextual and socio-economic factors are taken into consideration.