Abstract
<jats:p>Mobile applications can make assessment in school biology more frequent, timely, and instructionally useful, yet “digital quizzes” alone do not guarantee valid measurement or fair decisions about achievement. The approach combines evidence-centered design, formative feedback principles, and psychometric and learning-analytics procedures so that curriculum outcomes are explicitly linked to mobile tasks, scoring rules, and achievement-level decisions. Biology achievement is treated as a multi-component construct covering conceptual understanding, inquiry and experimentation, data interpretation, and scientific communication. Mobile applications deliver micro-assessments, scenario-based items, and virtual-lab tasks while capturing limited process indicators as secondary evidence. Achievement estimation is conducted through layered scoring: calibrated objective items (IRT where feasible), rubric-based scoring for explanations and performance tasks, and a composite achievement index used for mastery classification and growth monitoring. An illustrative synthetic dataset demonstrates reliability, alignment with an external criterion, and decision accuracy, and the paper discusses implementation constraints, equity, and data governance.</jats:p>