A Synthesis Report on Piloting of Remote Phone-Based Formative Assessment Solutions in Ghana, Nepal, and Pakistan
School closures related to Coronavirus disease 2019 (COVID-19) not only disrupted education but also impacted teachers’ ability to know whether and what their students were learning. This information gap was most challenging in contexts with...
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| Language: | English |
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World Bank, Washington, DC
2022
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| Online Access: | http://documents.worldbank.org/curated/en/099410005022217418/P1742520a76d300510b22a04cb27b098fbf http://hdl.handle.net/10986/37566 |
| Summary: | School closures related to
Coronavirus disease 2019 (COVID-19) not only disrupted
education but also impacted teachers’ ability to know
whether and what their students were learning. This
information gap was most challenging in contexts with
limited internet connectivity and low access to smart
digital devices. In such circumstances, conducting formative
assessments remotely using basic phones was seen as a means
to provide timely information to teachers, parents, and
students and support learning continuity outside the
classroom. As students return to school, the same solutions
can be used to complement in-person instruction to
accelerate learning recovery, expand the use of formative
assessment in hard-to-reach schools, and improve the
resilience of education systems when confronted by future
shocks. This report describes the three pilot studies that
aimed to test the logistical and technological feasibility
of using short message service (SMS), interactive voice
recording (IVR), and live phone calls (LPC) to conduct
formative assessment of foundational math and literacy
skills for primary-grade students. These pilot studies were
conducted in Ghana, Nepal, and Pakistan between October 2020
and January 2022. |
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