Contrôle de qualité
Tests préliminaires
L’EDU Q-card a été pré-testée dans 72 écoles de six pays différents : l’Ouganda, le Ghana, l’Inde, le Malawi, le Pérou et l’Éthiopie.
Une étude basée sur un groupe de discussion a été menée pour évaluer la validité du contenu de l’EDU Q-card. Les retours des groupes de discussion peuvent fournir des renseignements précieux sur la clarté et la pertinence d'un instrument, et donc sur la validité de la ressource elle-même. Le document de validation résultant du processus d'évaluation est disponible sur demande.
Afin d'assurer le développement de l’outil à une échelle appropriée et de garantir une pertinence continue, l’EDU Q-card continuera d'être évaluée par des juges experts, ainsi que par la population cible.
The extensive testing of the EDU Q-card confirmed that it has the potentional to be a valid and reliable tool. However, there is always room for further improvement and we work on further product development together with our country representatives. Nevertheless, school inspectors, school managers, teachers and all those that have been involved in the development of the EDU Q-card are justifiable pleased with its promise.
Study about validity and reliability
‘The validity and reliability of school assessments using ICT in Ethiopia and Suriname’.
A participatory approach for education quality improvement.
A study has been executed (2019) in order to look into the validity and reliability of school assesments using ICT in Ethiopia and Suriname. The following questions have been looked into:
- Does the EDU Q-card assessment support the intended partipatory approach?
- Is the EDU Q-card a valid tool in the cultural contexts of both countries?
‘When you are in an environment every day, you no longer see which things you should do differently. This really helped to set priorities regarding the points for improvement at the school and where to make my contribution first.’
All the insight gathered in two countries demonstrate that the profoundly valued domains of high-quality education overlap with EDU Q-card’s pillars to a great extent. Active learning, differentiated teaching and qualified teachers, good leadership and cooperation within schools which are addressed in pillar 2 (learning), pillar 3 (teaching), and pillar 4 (school management) respectively, are considered as of the most important domains.
Look into the infographic, listen to the voice-recording (3 minutes) and download the White paper.
Brochure
Sur cette page, découvrez de plus amples d’informations sur le concept, le contexte théorique et la validité de l’EDU Q-card.