# A Framework for Mobile-Assisted Formative Assessment to Promote Students' Self-Determination
## 1 Introduction
### The Proposed Framework
#### 1.3.2 Layer 2: Pedagogies  
The following pedagogical methods have been integrated into the proposed framework. These pedagogical choices were selected based on the review of the literature on the different pedagogical methods that mobile devices can support due to their special features, such as bite-size content presentation, ubiquity and context-awareness, connectivity and sharing capabilities, and personalization and interactivity [2; 19; 21]. Micro-learning (c2.2), the delivery of micro-learning content (e.g., definitions, small paragraphs, flash cards, small quizzes) to learners' mobile devices, makes learning more learner-centric and accessible just-in-time anytime and anywhere [5] and has the potential to promote learners' competence levels [40]. Delivering learning in small manageable learning units makes learners capable of working on one competency at a time in order to master specific skills (competencies). The students' capacity to create and share learning content instead of just consume it refers to another innovative learning strategy called \"students as creators\" (p. 18) [41] (c2.1). Features of mobile devices, such as note-taking, recording, photos or videos capturing and sensing data, facilitate content creation and storage [42]. Students' almost effortless capability to generate, upload, and share learning content promotes their competence level [43]. The competency-based learning approach (ac2.4) not only enables students to master their skills at their own pace and strengthen their competency levels but it also promotes their learning autonomy as well [44]. Students can progress by demonstrating their competences and receiving automated or tutor feedback through their mobile devices. The provision of immediate interactive cognitive and/or affective feedback (ac2.3) can support learners in developing their knowledge and skills while offering more control over learning. Studies in mobile learning environments have highlighted the importance of immediate, informative, and elaborative feedback in promoting student competence and autonomy [5; 9; 33]. The interaction of the learners with their mobile devices, as being location and time independent, introduce a situated and authentic learning (ac2.2) approach. Situated learning can happen in authentic learning environments or in immersive artificial environments [45]. The introduction of the continuity of learning across different educational settings including formal and informal learning contexts, individual and social learning, and physical world and cyberspace offers a seamless learning (ac2.1) experience [46]. Situated and authentic learning are associated with strong implications for autonomy and competence support [10]. Learners have the opportunity to optimally perform and therefore experience higher autonomy and competence levels when they practice meaningful'real-world' learning scenarios in seamless, ubiquitous, contextualized, and authentic assessments that match their skills and contexts [8]. Students can learn by working in real-world scenarios, e.g., vocational training or scientific inquiries to solve open-ended meaningful problems following a problem-based learning (cr2.1) approach. Problem-based learning refers to the instructional approach that uses real and contextualized problems of practice to initiate content learning and skill development [47]. Scholars agree that problem-based learning fosters self-regulated learning [48]. Using mobile devices in problem-based learning is a promising approach to support students' learning and enhance their motivation [49]. All aforementioned learning activities can also be performed with the students to work together in peers or larger groups following a collaborative learning approach (r2.1). Collaborative learning has received great emphasis from educators and researchers not only because it promotes student engagement and learning achievement, but also because it is important for developing social experiences [50].