Welcome to Unit 9
The previous Unit concluded with you comparing the features of SEEQ and MALS, and also considering how tools like this could be used with a framework of quality education.
The main features of these tools are taken from psychology, mostly from something called Personal Construct Theory and Likert Scales if you want to Google them and read more.
So each tool has:
- Dimensions (eg. “Teaching Style”)
- Indicators (eg. “Children sit in groups”, “Teacher uses lesson plans”, “Children take part in discussions”)
- Likert Scales (eg. Agree Strongly, Agree, ……… Disagree Strongly)
But of course the Dimensions and the Indicators MUST come from the Quality Education Framework you are using as your vision, guide, objective, standard of quality you are trying to reach.
Therefore the SEEQ cannot be used to measure the Nepal Framework of Quality overall, but the MALS can be used for ANY framework because it relates to the student. What is needed is a tool or questionnaire relating to the key dimensions of the Framework converted into Indicators. Simple really!
Here is the Nepal Quality Education Framework again, which items (Dimensions) could possibly be converted into Indicators and then used by students age 8-11 to assess the quality of education they are receiving? Write them down now before moving forward.
We hope you have conducted your own choices, here are the ones we decided to use:
- Child Needs
- School Learning Environment
- School Physical Resources
- Pedagogy & Assessment
Did your choices coincide with ours?
You now need some indicators for each of these dimensions before they become observable or measurable, so look back at the SEEQ to help you, then try to create one or two items that could be measurable and related to the definition of each dimension from the framework. Write them down.
Now take a look at our Quality Education Perception Test (QEPT) below and compare our indication with your own and also if you feel they are measuring the right things.
This questionnaire, the QEPT, can give an individual score for a single student, a combined score for a class or year group, and …. a total score for a whole school. The whole school score we called the Quality Education Index (QEI), on a scale of 0-100 with school grades for development purposes classed as follows:
- Low Quality with QEI < 40
- Medium Quality with QEI 40-69
- High Quality with QEI 70-84
- Outstanding Quality with QEI 85+
In developing the QEI/QEPT we worked through 3 phases as follows:
- All children 8-11 years completed the QEPT in a batch of around 20 Kathmandu government schools and a QEI score was calculated. At the same time a set of Pedagogy observations were made using another objective instrument to assess the level of Child Centredness in the classroom.
- Each school now participated in Nepal Schools Aid’s School Development Programme (SDP), for about 4-6 months in which they received training courses, in-school coaching, community workshops, and leadership training for the school principal.
- The QEPT and Pedagogy measurements were repeated on the same children in each school and scores calculated.
Scores from a batch of schools is shown below with Column 1 indicating the first pre SDP scores for the QEI and the second column showing QEI scores after 6 months.
The results in the chart indicate that “something” is clearly happening in these schools to affect the student’s perceptions. But ….. what is it?
Obviously the QEI scores increasing in schools we subject to the SDP, and as a lead in to the next 2 Units take a look at the chart below.
The first column of results is the QEI score taken from a group random schools, some had been trained via SDP, some hadn’t.
The second column of results is a Pedagogy score based on how child centred was the school environment.
The graph then shows a plot of QEI vs Pedagogy. Can you explain it or what might be happening?
In the next 2 Units we will reveal specific details and some copies of tools we use as part of our School Development Programme (SDP).
Click here and enter Unit 10:Developing Quality Education in a School