| Sumario: | Background: Mobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance. Objectives: This study aims to identify the determinants of student performance during students' use of a mobile‐based assessment application in a formative assessment activity as part of English as a Foreign Language courses in higher education. Methods: A structural model based on hypotheses will be validated using partial least squares‐structural equation modelling with data from the interaction of around 100 students of English as a Foreign Language (EFL) courses from the A1 and A2 levels of English that used a mobile‐based assessment system for a period of 4 weeks. Results and Conclusions: This registered report describes the related work, hypotheses development, methodology, and proposed analysis to validate the structural model based on hypotheses. No results or conclusions have been obtained yet. Lay Description: What is currently known about this topic: Mobile‐based assessment increase students' learning outcomes and motivation.Mobile‐based assessment provides some advantages with respect to other modes of assessment.The determinants of mobile‐based acceptance have been identified. What this paper adds: Determinants of student performance during students' use of mobile‐based assessment systems.An automatic data collection method included in the mobile‐based assessment application.A more longitudinal intervention to identify a real effect of mobile‐based assessment. Implications for practice and/or policy: Designers of mobile‐based assessment systems can be better informed to increase student performance.The learning process can be personalized based on the determinants identified.Suggestions for mechanisms to automatically detect changes in student performance.
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