Integrating Mobile Learning Assessment Tools in High School Science

Mobile assessment tools such as smartphones and tablets are not only used in communication and entertainment but are also useful in the assessment and instructional purposes. These device functionalities are enhanced by their capability to connect to the internet and support visual displays, text input, voice controls, and hardware and software controls such as keypads, which were traditionally limited to desktops computers. These assemblies have been customized through downloadable applications to display, monitor, self-evaluate, and track information, factors which offer significant parameters that are useful in promoting and evaluating learning. This study analyzed a variety of literature reviews on the impacts and challenges of using mobile devices in high school science and the methodologies that were employed in these studies. It also scrutinized some policies from various countries, states, and school districts on the use of mobile devices in science learning. Sources on policy collected from different institutions and countries provided a formidable and universal plan that may be useful in formulating strategies and studies on mobile assessment tools in education. Some studies revealed that cross-sectional and localized research studies that are limited to the relationship of specific variables such as student's sex, age, and grade level and mobile assessment tools might generate a concise image of the effectiveness of mobile devices and policy interventions