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Procedia Computer Science 00 (2020) 000–000
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ScienceDirect
Procedia Computer Science 176 (2020) 1523–1530

24th International Conference on Knowledge-Based and Intelligent Information & Engineering

24th International Conference on Knowledge-Based
Systems and Intelligent Information & Engineering
24th International Conference on Knowledge-Based
Systems and Intelligent Information & Engineering
Systems
Assessment of vocabulary knowledge through a mobile application
Assessment of vocabulary knowledge through a mobile application
Assessment of vocabulary knowledge
Petra Polákováa
, Blankathrough
Klímováb*a mobile application
Petra Polákováa, Blanka Klímováb*
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a
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Department of Language Pedagogy Poláková
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a Constantine the Philosopher
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Linguistics, Facultyand Intercultural
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University of HradecUniversity, 9490374Hradec
Králové, 500 Nitra, Králové,
Slovakia Czech
b
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of Language Facultyand
Pedagogy of Informatics and
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Republic
Studies, University
Constantine of HradecUniversity,
the Philosopher Králové, 500
9490374Hradec
Nitra, Králové,
Slovakia Czech
b Republic University of Hradec Králové, 500 03 Hradec Králové, Czech
Department of Applied Linguistics, Faculty of Informatics and Management,
Republic

Abstract
Abstract
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© 2019 The Author(s). Published by Elsevier B.V.
© 2019
This The
is an Author(s).
open Published
access article bythe
under Elsevier B.V.
CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/)
© 2020 The Authors. Published by Elsevier B.V.
This
© is an
2019 open
The
Peer-review access
Author(s).
under article under
Published
responsibility by
of the CC BY-NC-ND
Elsevier
KES B.V.
International. license (https://creativecommons.org/licenses/by-nc-nd/4.0/)
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review
This is an under
open responsibility
access article of
under KES
the CCInternational.
BY-NC-ND license
Peer-review under responsibility of the scientific committee of the(https://creativecommons.org/licenses/by-nc-nd/4.0/)
KES International.
Keywords: evaluation;
Peer-review under assessment;
responsibility of KEStesting; vocabulary knowledge; mobile learning application
International.
Keywords: evaluation; assessment; testing; vocabulary knowledge; mobile learning application
Keywords: evaluation; assessment; testing; vocabulary knowledge; mobile learning application
1. Introduction
1. Introduction
1. Introduction
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1877-0509 © 2019 The Author(s). Published by Elsevier B.V.
development of the students. Regarding the fact that
This is an open
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© 2019 The article underPublished
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by Elsevier license
B.V. (https://creativecommons.org/licenses/by-nc-nd/4.0/)
This is an open
Peer-review
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©under
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the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/)
*Peer-review under Tel.:
Blanka Klímová. responsibility of KES International.
+ 420 – 493332300 E-mail address: [email protected]
* Blanka Klímová. Tel.: + 420 – 493332300 E-mail address: [email protected]
* Blanka Klímová. Tel.: + 420 – 493332300 E-mail address: [email protected]

1877-0509 © 2020 The Authors. Published by Elsevier B.V.

This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of the KES International.
10.1016/j.procs.2020.09.163
1524 Petra Poláková et al. / Procedia Computer Science 176 (2020) 1523–1530
2 Petra Poláková, Blanka Klímová/ Procedia Computer Science 00 (2020) 000–000

educometrics deals with the relationship between teaching and learning, it appears to be a key area of knowledge for
better understanding of the collected data [1].
Educometrics can be understood as the basic statistical applications in educational contexts. Based on this, any
interrelational and measurable construct among teaching and learning might be considered as an input for
educometrics analysis. The examples of educometrics are evaluation and assessment which are linked to the collection
of data on students´ achievement. In other words, they bring the information about the knowledge gained by the
students in a given subject, and help teachers to understand the skills and competences learned by their students [2].
In spite of important differences between assessment and evaluation, they are often used interchangeably.
According to CEFR [3], evaluation is considered to be the most general, as it refers to a process of data collection and
analysis in its widest meaning. Therefore, evaluation is a broader term than assessment. The aim of this paper is to
provide the definitions and theoretical background of these terms and introduces the formative assessment of
vocabulary knowledge. As vocabulary learning is considered to be a boring and difficult process, it is beneficial to
transform it into an easy and pleasurable experience, which can be achieved by using technology. Recently, mobile
devices have become an essential part of our everyday life. Today´s students represent a generation that have been
surrounded by many digital tools, therefore, it is reasonable to incorporate them into the learning process, including
assessment. This paper emphasizes beneficial use of a vocabulary mobile learning application in the process of
assessment. It is considered an effective way of feedback and vocabulary learning which is expected to be used at a
time of technological progress.

2. The theoretical background of evaluation and assessment

Evaluation and assessment form part of everyday life since every decision is based on some judgement of a
situation. When defined within an educational context, evaluation and assessment are used in order to measure the
knowledge of the students. However, according to Le Grange and Reddy [4], it is necessary to maintain distinction
between these terms used in the educational setting.

2.1. Evaluation

According to Patton [5], evaluation is a process of program examination. It involves information collecting and
analysing of specific program activities, characteristics, and outcomes. Its purpose is to make the judgments about the
particular program, or to improve its effectiveness. This definition accords with Weiss [6] who claims that evaluation
refers to the systematic gathering of information whose purpose is to make a decision about something. Evaluation is
concerned with forming an idea of the curriculum and making a judgement about it. The judgement is based on some
criteria and evidence, and its purpose is to make decision about the instruction, course, and the worth of whole
curriculum. Thus, evaluation might include the analysis of all aspects of the educational system.
Evaluation allows a critical analysis of what is being evaluated, seeks to correct errors, or enhances correctness in
the process of education. The educational evaluation is based on a description of the educational process and its
results. As known, in the classroom, teachers continuously collect the information about the learners and their progress
which help them make a decision about the further teaching. An objective evaluation gives teachers the data necessary
for the assessment of the learners [1, 7].
While evaluation is a process of continuous judging of educational system, assessment, in contrast, is considered
to be a process of learning about students´ learning achievement. Both assessment and evaluation are important for
accurate learning to take place. Once a learner is assessed, the factors influencing his or her performance can be
evaluated in order to decide what further educational experiences should be developed for learner to help him or her
improve his or her learning performance [6, 4].

2.2. Assessment

For better understanding of differences between evaluation and assessment, Weiss [6] explains that one assesses
an individual but evaluates an educational system. In other words, evaluation is concerned with making the judgements
about instructions, curriculum, and whole educational system, and assessment, on the other hand, is focused on the
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Petra Poláková, Blanka Klímová / Procedia Computer Science 00 (2020) 000–000 3

students´ performance. It is a process of data collecting about the students so that teachers can form an idea about
what they know and what can be done with this knowledge.
Assessment gives values to an outcome-based education system and occurs when organizing information about
learners, and making judgements about their performance in order to make a decision about their further learning. It
can be said that assessment is a process of information collecting using different methods and tools such as tests,
quizzes, portfolios, presentations, observation, examinations, dialogues, projects, essays, etc. [4,7]. These methods
are used in order to assess the students for a variety of purposes, including the necessity to evaluate students´
educational needs, to diagnose students´ academic readiness, to measure their progress in a course, or to measure their
skill acquisition. Le Grange and Reddy [4] explain that if the learners have not achieved specified outcomes while
going through certain learning process, it is necessary to evaluate the learning process and reconsider the learning
activities in this process.
As explained in CEFR [3], the assessment process must meet requirements on validity and reliability. The
assessment process is considered to be valid when it can be demonstrated that what is assessed, should be assessed,
and the information gained is the accurate representation of the students´ proficiency level. In other words, a test is
considered to be valid if it produces similar results to some other measures [8]. Reliability, on the other hand, is the
extent to which the same rank ordering of students is reflected in two separate administrations of the same assessment.
If a test gives consistent results, it means it is reliable [3, 8]. However, more important than reliability is the accuracy
of decisions made in relation to a standard since accuracy of the decisions depends on the validity of the particular
standard.

2.2.1. Assessment types

As shown in CEFR [3], there is a number of different types of assessments such as achievement assessment,
proficiency assessment, continuous assessment, fixed assessment, holistic assessment, analytic assessment, and many
more. However, the current paper describes two basic types of assessments distinguished by Harmer [8].
On one hand, there is a formative assessment, also called as assessment for learning, or continuous assessment. It
is an ongoing process focused on monitoring of learning, the aim of which is to provide feedback in order to improve
the teachers´ methods of instruction and consequently improve the students´ learning performance. A formative
assessment happens when the teachers assess the everyday classroom activities [8].
On the other hand, summative assessment is product-oriented and is also called as assessment of learning. It is used
to assess the students´ learning progress and achievements at the end of the specific instructional period. It can be said
that summative assessment is a final part of judgement.
In addition, Reddy [9] describes alternative assessment also referred to as authentic assessment. According to her,
it is an alternative to the traditional assessment that relies on standardized tests and exams. Instead of measuring the
students´ knowledge, alternative assessment focuses on what can be done with their knowledge.
To summarize this part, evaluation and assessment, are the examples of educometrics. These terms are used
interchangeably in order to make a judgement about something, but it is important to keep the distinction between
them since evaluation is understood as the judgement of the whole education system, assessment is focused on the
gaining of information about the students, and testing is a product of measurements. Continuous assessment requires
to assess the learning process as well as the product of learning. Both are important in the development of skills and
knowledge. Fig. 1 below illustrates the key differences and similarities between both terms [10].
4 Petra Poláková, Blanka Klímová/ Procedia Computer Science 00 (2020) 000–000

1526 Petra Poláková et al. / Procedia Computer Science 176 (2020) 1523–1530

Fig. 1. The key differences and similarities between both the assessment and evaluation.

The following section deals with the information on formative vocabulary knowledge assessment and provides
an example of a vocabulary mobile learning application called 'Angličtina Today' [English Today] which is used in
order to measure students´ achievement, give feedback to them, and help them improve their vocabulary knowledge.

3. Vocabulary knowledge assessment

Words are the basic elements of a language. Therefore, without knowing vocabulary words one is not able to
communicate with others. Conderman et. al [11] state that vocabulary, or word knowledge, is critical for school
success as it is considered to be an essential language skill. If students do not know the meaning of the words, they
experience great difficulty with comprehension and fluency. This is in accordance with Wilkins [12] who claims that
without vocabulary nothing at all can be conveyed. Conderman et. al [11] also add that poor vocabulary knowledge
negatively affects the students´ ability to participate in the classroom conversations. The other reason for learning new
words is that vocabulary impact knowledge acquisition, therefore, students who know more words have more abstract
language to categorize new concepts. In contrast, students with poor vocabulary often lose ideas because they have a
lack of labels under which to file newly learned concepts. Regarding the importance of vocabulary knowledge,
students are required to master the new words in order to be able to achieve knowledge and to express themselves.
For various reasons, many students do not possess the extensive vocabulary knowledge. Therefore, the teachers
are required to assess their students´ achievements and consequently use the collecting data to understand the students´
specific needs [11]. Stahl and Bravo [13] also recommend the use of vocabulary assessment as they consider it as an
effective way of vocabulary learning. There are various informal types of assessment to assess the students´
vocabulary knowledge and growth, however, the current paper provides an example of vocabulary assessment through
the mobile vocabulary application called 'Angličtina Today'.

3.1. Mobile assessment application

In recent years, the improvement of mobile technology and its wide use among the students have created the
opportunities to shift the traditional educational environment to mobile learning. Rezaei et al. [14] consider mobile
technology as a suitable tool for communication and education, including assessment of the students´ learning
performance.
Kukulska-Hulme [15] argues that in order to help extending the vocabulary knowledge, mobile applications are
one of the most popular aids available to students. Students may use various mobile applications to access educational
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resources, to connect with the peers and teachers, as well as to generate evidences for the learning that occurs by
activating mobile assessment. Using the mobile learning applications in the process of education increases teachers´
accessibility to students´ achievement results and help teachers observe and assess their students in an authentic,
informative way. Additionally, the use of the mobile assessment applications engages students and provides enhanced
feedback anytime and anywhere. Regarding the fact that the mobile assessment is an ongoing process focused on
monitoring of learning, giving feedback, and consequent improvement of the students´ achievements, it could be
classified as the formative type of assessment [8, 14].
An example of the mobile assessment application is the one called 'Angličtina today'. It was developed in order to
help students improve their vocabulary knowledge, learning performance, motivation and learning attitudes, as well
as help teachers observe students´ achievements. This particular mobile application is divided into two parts: a mobile
platform for teachers and a server part for students. The server part, designed as a web interface for the teachers, is
responsible for storing information, authenticating users, collecting large data, processing, and distributing messages.
The advantage of the application is that each teacher can manage several classes and courses. Teachers are responsible
for uploading new vocabulary into individual classes, registration of the students, distribution of alerts through
notifications, and responding to students´ comments received by messages. As Klímová and Berger [16] claim, a key
element of the server part is the visualization of the students´ results. Based on this, it is possible for teachers to
evaluate the learning process, and assess and compare the students´ vocabulary knowledge (Fig. 2).

Fig. 2. An overview of the students´ results.

The second part of the application is presented as a mobile application for students. Students are assigned a mobile
application and consequently enrolled into a specific course offering the vocabulary based on the curriculum
requirements. This mobile vocabulary application gives students opportunity to test available words and phrases and
thus improve their vocabulary knowledge (Fig. 3). As the application enables communication with the teacher,
students can get immediate informal feedback on their learning. According to Black and Wiliam [17], students´
learning outcomes and satisfaction are affected by assessment feedback, which is an essential element of students´
experience. Another function of the application is the collection of data and its distribution to the server part.
Regarding this, it is possible to evaluate each student separately, and modify the study plan in order to help students´
improve their vocabulary knowledge and assessment [16].
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Fig. 3. An overview of the students´ application.

In order to prove the usefulness of 'Angličtina today' in the process of formative assessment, the pilot study was
conducted at the Secondary Vocational School of Gastronomy and Tourism in Slovakia. 21 students were enrolled in
the experimental group (using the mobile application) and the control group (without the mobile application) during
the period of three months. The results of the pre-test showed the same proficiency level of the students from the both
groups. On the other hand, post-test-results proved the mobile application to be useful and effective, since there was
18.7% difference in the results of experimental and control group. The results of the both tests are shown in Table 1
and 2 below, in which the student success rate is given in %.
The ubiquitous character of the mobile devices enabled an easy access to the learning materials and consequent
feedback. Therefore, it is assumed that these circumstances helped students reach better results in the vocabulary
achievement.

Table 1. Descriptive statistics of the experimental (E) and control groups (C) in the pre-test.
Group Mean Std. Deviation Median Minimum Maximum
E (n1=11) 60.91% 22.92% 57.0% 35.00% 96.00%
C (n2=10) 61.00% 21.83% 61.0% 18.00% 94.00%

Table 2. Descriptive statistics of the experimental (E) and control groups (C) in the post-test.
Group Mean Std. Deviation Median Minimum Maximum
E (n1=11) 82.00% 14.04% 88.0% 53.00% 98.00%
C (n2=10) 70.40% 13.47% 70.7% 47.00% 88.00%

The findings of the research studies conducted by Klímová [18] and Liu et al [19] also show that the corrective and
immediate feedback was useful for the participants of the study. Das et al. [20] claim that 78% of their students
reported that the formative assessment helped reduce their learning gaps. The findings of other research studies [21-
23] also indicate that formative assessment have an impact on higher academic achievement level since the post-test
result were significantly higher in comparison with the pre-test results.
In order to enhance vocabulary, we assume that students need the learning aids which help them do so. As nowadays
nearly all students own mobile devices with easy access to different vocabulary learning applications, it appears to be
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Petra Poláková, Blanka Klímová / Procedia Computer Science 00 (2020) 000–000 7

a suitable medium for delivering learning context, as well as for facilitating the delivery of assessment activities. Using
a mobile learning application in the process of vocabulary acquisition can enable to provide feedback and formative
assessment which aims to improve the students´ vocabulary and increase their motivation to study.

4. Conclusion

The currents paper provides the definitions and the theoretical backgrounds of the terms such as evaluation and
assessment. In spite of their different meanings, they are often used interchangeably, therefore, we have considered it
as important to provide basic differences between these terms. In the educational setting, each of the terms (evaluation
and assessment) is used to express the judgement but they are all used in a different context. We believe that the
understanding of their definitions may help readers better understand the terms and their roles in the process of
education.
Furthermore, the paper deals with the mobile assessment application allowing the formative assessment whose
purpose is to help students learn, to report on students´ progress, and to help teacher make decisions about their future
teaching. Angličtina Today, the mobile assessment application, helps monitor the learning process, increases teachers´
accessibility to students´ achievements, and helps make decisions about a further modification of the study plan in
order to help students improve their learning performance. Further studies are needed to confirm the potential of the
mobile assessment application in the classroom, however, regarding the already mentioned reasons, we find mobile
assessment useful and recommend its application into the process of language learning.

Acknowledgements

This paper includes research results gained as a part of project UGA V/14/2020 Prospešnosť mobilných aplikácií
vo vyučovaní anglického jayka so zameraním na rozvíjanie slovnej zásoby.
This article is also supported by the SPEV project 2020, run at the Faculty of Informatics and Management,
University of Hradec Kralove, Czech Republic. The authors thank Aleš Berger for his help with the data collection
and application development.

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