COVID-19 and Schooling: Evaluation, Assessment and Accountability in Times of Crises--Reacting Quickly to Explore Key Issues for Policy, Practice and Research with the School Barometer

Autor/inn/en	Huber, Stephan Gerhard; Helm, Christoph
Titel	COVID-19 and Schooling: Evaluation, Assessment and Accountability in Times of Crises--Reacting Quickly to Explore Key Issues for Policy, Practice and Research with the School Barometer
Quelle	In: Educational Assessment, Evaluation and Accountability, 32 (2020) 2, S.237-270 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-020-09322-y
Schlagwörter	Disease Control; School Closing; Educational Policy; Surveys; Data Collection; Research Methodology; Barriers; Hypothesis Testing; Test Reliability; Test Validity; Causal Models; Foreign Countries; Parents; Students; School Personnel; Administrators; Educational Practices; Educational Research; COVID-19; Pandemics; Germany; Austria; Switzerland + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Politics of education; Bildungspolitik; Survey; Umfrage; Befragung; Data capture; Datensammlung; Research method; Forschungsmethode; Hypothesenprüfung; Hypothesentest; Testreliabilität; Testvalidität; Kausalanalyse; Ausland; Eltern; Student; Schüler; Schülerin; Studentin; Schulpersonal; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Deutschland; Österreich; Schweiz
Abstract	The crisis caused by the COVID-19 virus has far-reaching effects in the field of education, as schools were closed in March 2020 in many countries around the world. In this article, we present and discuss the School Barometer, a fast survey (in terms of reaction time, time to answer and dissemination time) that was conducted in Germany, Austria and Switzerland during the early weeks of the school lockdown to assess and evaluate the current school situation caused by COVID-19. Later, the School Barometer was extended to an international survey, and some countries conducted the survey in their own languages. In Germany, Austria and Switzerland, 7116 persons participated in the German language version: 2222 parents, 2152 students, 1949 school staff, 655 school leaders, 58 school authority and 80 members of the school support system. The aim was to gather, analyse and present data in an exploratory way to inform policy, practice and further research. In this article, we present some exemplary first results and possible implications for policy, practice and research. Furthermore, we reflect on the strengths and limitations of the School Barometer and fast surveys as well as the methodological options for data collection and analysis when using a short monitoring survey approach. Specifically, we discuss the methodological challenges associated with survey data of this kind, including challenges related to hypothesis testing, the testing of causal effects and approaches to ensure reliability and validity. By doing this, we reflect on issues of assessment, evaluation and accountability in times of crisis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01