The EDU Q-card was pre-tested in 72 schools from six different countries: Uganda, Ghana, India, Malawi, Peru and Ethiopa.
A focus group study was carried out to assess the validity of the content of the EDU Q-card. Feedback given by focus groups can provide valuable insight into the clarity and relevance of an instrument, and therefore the validity of the resource itself. The validation document that resulted from the evaluation process is available on request.
The EDU Q-card will continue to be assessed by expert judges, as well as by the target population, to ensure appropriate scale development and continued relevance.
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.