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In the links provided, I did not find a good general rubric for assessing  a mlearning unit or activity.   I think a good rubric can often be used on the front end to guide how to design a mlearning unit and serve as a checklist of the criteria required to be effective.  I did come across a framework and other article that discussed the affordances of Mlearning vs Elearning and so that information could serve as the categories or criteria for a rubric.
Some of the others have posted (Allison, others) some rubrics you can check out. I tend to lean towards assessing outcomes versus the mobile usage. -Scott

I did see more information about assessing (evaluating) or selecting mobile apps.

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I had the pleasure of attending a presentation from Richard Byrne. He was a paid speaker to a regional conference that I’m part of. His site was the first one linked.

Regarding assessment & mlearning I also found it difficult to find a quality resources. My wife uses ClassDojo and I’ve trained on how to use Flubaroo with Doctopus with assessments.

http://www.ipads4teaching.net/critical-eval-of-apps.html

https://chrome.google.com/webstore/detail/doctopus/ffhegaddkjpkfiemhhnphmnadfbkdhbf?hl=en

I did enjoy reading the article, “MOBILE LEARNING IN HIGHER EDUCATION: AN EMPIRICAL ASSESSMENT OF A NEW EDUCATIONAL TOOL”. Of particular interest I found this statement, “Students using the software demonstrated a higher level of knowledge of the subject matter covered in the course when compared to students choosing not to use the tools (p<.01). ><01).”

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Brian- Richard Byrne is a great resource, imagine he would be a great speaker to hear. There are typically two approaches (many more, but the most addressed) and that is 1.) assessing the mobile approach (does the use of an iPad...) and 2.) the outcome regardless and how mobile augmented that.  Thanks for sharing the resources. I have directed over 35 research projects with mobile and those are the two camps they generally fall in. In higher ed, most attention is given to assessment that demonstrates a more efficient of significant outcome. There is little tolerance for 'cuteness' or use of device just to put it in play. As in the article you referenced, the novelty factor needs to be controlled in research. However, there are distinct theories of learning that make use of devices  for performing tasks and efficiency in reading/studying that make mobile impossible to ignore in the higher ed scheme of learning and assessment.
Thanks for your post. -Scott

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Rubric for evaluation of a Twitter assessment:

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Rubric for evaluation of a Twitter assessment:

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http://www.educatorstechnology.com/2014/12/a-very-helpful-rubric-to-help-you.html
Nice. Here's another resource you might enjoy: http://www.adelinekoh.org/blog/2012/09/18/twitter-in-a-higher-education-classroom-an-assessment/

Rubric for instructor or student evaluation of a mobile app or instructional media tool (also linked in Workshop 3 content):
http://static.squarespace.com/static/50eca855e4b0939ae8bb12d9/50ecb58ee4b0b16f176a9e7d/50ecb595e4b0b16f176aaab8/1288148200553/AppRubric.pdf

Cool infographic for instructor use in considering the value of a mobile app:
https://www.scribd.com/doc/94980508/iPad-App-Evaluation-for-the-Classroom

Tips for developing  m-learning assessments:
https://elearningindustry.com/5-tips-develop-mobile-learning-assessments

During the reflection period I found that there is a wealth of information, research, and resources surrounding mobile learning evaluation. When sifting through articles I was reminded of how quickly mobile technology has advanced and became excited for what the future holds!
Here is a website/ resource to consider. We are transitioning to this right now. Most institutions (ours including) have too many apps and create appconfusion for students and it decreases usage. Check this out: http://oohlalamobile.com/
-Scott

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Assessing the non- content-related objectives

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Assessing the non- content-related objectives

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Something I'd very much be interested in assessing from my micro unit is how well it did its job in terms of the 'other' objectives I had for it. I'd want to find out how well it worked insofar as helping students 1) feel like they were part of the classroom community, 2) feel connected to their classmates, 3) find the assignment interesting / fun, and 4) be motivated to stay in the class.
Elana, I'd recommend a poll - maybe one in the middle and one at the end- asking them these very questions.  Will give you a good idea of how successful you have been with the 'other!'

Overall, online classes have a really high drop rate, and the college where I work is no exception. We got such good student feedback from our use of VoiceThread when we piloted it in some online classes last year, that I think tiny things such as making a class feel welcoming or making an assignment seem fun & cool can be the tipping point when it comes to a student deciding whether or not to stay in the class. The only real way to assess this, I'm thinking, would be via something like SurveyMonky (which is free for the basic plan: https://www.surveymonkey.com/pricing/details/)
Check out http://oohlalamobile.com/  It is a comprehensive mobile app for your campus. Mobile usage consolidation and analytics on retention. Worth a look. We are transitioning to it as we speak (you know what I mean! :-)

For some extra credit points, students could fill out a short survey about whether or not the FlipGrid activity made them feel connected to the class and/or their peers, and if it had any effect on their staying in the class. It wouldn't be the most  valid/scientific assessment, but I think it'd be good to get some idea of whether or not the FlipGrid helped that way I would hope it did.   Good idea.Make it simple > FlipGrid: Keep or Toss? Why or Why not?   -Scott

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Challenges in Evaluating Mobile Learning

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Challenges in Evaluating Mobile Learning

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Vavoula, G. N., & Sharples, M. (2008). Challenges in evaluating mobile learning: https://lra.le.ac.uk/bitstream/2381/8162/3/%5B14%5DVavoulaSharples-mlearn2008%5B1%5D.pdf. These authors offer a framework for evaluating mLearning. I think that this article is a "must-read" for understanding issues related to evaluation of mLearning. There are opportunities within this article for further research that I find interesting.
Sharples and I both contributed a chapter to a book on mobile learning. Got to know him through that, I read everything he does. Glad you shared this one. -Scott

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While searching for apps that allow for formative assessment I found this link: https://goformative.com/

Although it seems to be focused on a K-12 environment I like the concept.  It allows you to provide formative assessment in real-time.  I've got ideas buzzing in my head as to how this might work in a higher education environment.  At a minimum, for my courses, it could be simply a tool to expose my students to for assessing learning.

Most K-12 focused apps lend itself way to onboarding in higher ed.  Often other faculty or students will figure out how to use it, or not. Good observation. -Scott

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https://goo.gl/7Vr2Yf I read through a few research papers and enjoyed reading different authors perspectives of assessment and evaluation.
Both of these are good resources. There is a lot out there, especially in the k-12 vibe. Makes knowing the 'why' behind the assessment even more critical.  Sharples is a good read in mobile. Also, Quinn. Have worked with both and I tend to read whatever they publish.

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55 Digital Tools and Apps for Formative Assessment Success https://www.nwea.org/blog/2016/take-three-55-digital-tools-and-apps-for-formative-assessment-success/#sthash.J92RI3oy.dpuf