Evidence for Action: Translating Field Research into a Large Scale Assessment

Autor/inn/en	Byker, Erik Jon; Banerjee, Aditi
Titel	Evidence for Action: Translating Field Research into a Large Scale Assessment
Quelle	In: Current Issues in Comparative Education, 18 (2016) 1, S.42-53 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Foreign Countries; Field Studies; Annual Reports; Educational Assessment; Research Methodology; Volunteers; Case Studies; Educational Improvement; Young Adults; Data Collection; Rural Areas; Evidence Based Practice; Affordances; Surveys; Statistical Analysis; Qualitative Research; Questionnaires; Focus Groups; Semi Structured Interviews; Participant Observation; India + Suchen Sie Ihr Suchwort? Ausland; Praxisforschung; Annual report; Tätigkeitsbericht; Education; assessment; Bewertungssystem; Research method; Forschungsmethode; Freiwilliger; Case study; Fallstudie; Case Study; Teaching improvement; Unterrichtsentwicklung; Young adult; Junger Erwachsener; Data capture; Datensammlung; Rural area; Ländlicher Raum; Survey; Umfrage; Befragung; Statistische Analyse; Qualitative Forschung; Fragebogen; Teilnehmende Beobachtung; Indien
Abstract	For more than a decade, hundreds of thousands of India's young adults have volunteered to collect data for an annual household education related survey. The survey is called the Annual Status of Education Report or ASER, for short. The ASER survey is a unique methodology of citizen-led assessments. The purpose of this article is to describe and report about how the ASER methodology is implemented. This article examines a case study of ASER volunteers (n = 37) who are prepared to carry out the ASER methodology. This article also analyzes how the ASER methodology supports a conceptual framework about equipping everyday citizens, like the volunteers in the case study, to better understand and use data-driven evidence to take action to improve the education and schooling in their communities. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01