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“Drowning in Data”: Results from Mapping Education Measurement, Data, and Evaluation Systems in Peru
Wed, March 13, 8:00 to 9:30am, Hyatt Regency Miami, Floor: Third Level, Johnson 1Proposal
Background: While the Peruvian education system has made strides in increasing access to education over the past three decades, there have not been commensurate gains in educational quality. In response, Peru went through an education reform process driven by an “obsession” with improving learning (Saavedra & Gutierrez, 2020). Reforms focused on four main pillars, one of which aimed to improve the management of the school and education system through the use of learning assessment data for school planning. However, challenges persist due to political instability - there have been seven presidents in the past six years - and the influx of 1.5 million Venezuelan refugees and migrants since 2015 alongside the COVID-19 pandemic (UNHCR, 2023). The turmoil potentially creates misalignments across time and stakeholders in the goals for holistic learning as well as in the perceived value of information to assess progress towards those goals.
Aims: We conducted a mixed-methods study to map the Colombian education measurement, data, and evaluation system, with the following objectives:
Identify types of information on holistic learning outcomes generated, used, and shared by education authorities, organizations, front-line service providers, and researchers, along with barriers and enablers to this process.
Evaluate the alignment between the information on holistic learning outcomes and the prioritized skills as well as the availability of professional development resources and supports, as perceived by the above stakeholders.
Sample: We recruited 39 survey and interview respondents: staff from MINEDU/DRELM at national/sub-national offices; staff at NGO and multilateral institutions providing services to Venezuelan refugee and migrant children; staff at Peruvian research institutions; and teachers and principals from schools in Lima, serving a significant number of Venezuelan refugee children. Participants were selected through a desk review and recommendations from our Steering Committee.
Design, Method, and Analytic Process: We used an explanatory quant+qual sequential study design (Creswell and Plano Clark, 2018) with two main points of integration. We sequentially developed four sets of adaptive, open-source quantitative surveys and semi-structured qualitative interview protocols in English and Spanish tailored to different stakeholders. Participants filled out the surveys electronically, and interviews were conducted based on survey responses. Quantitative descriptive and social network analysis were performed using R. Interview audio recordings were transcribed, and coding was conducted using a framework described in Abstract 1. Inter-rater reliability for qualitative coding exceeded .75. Preliminary results were triangulated and shared with the steering committee for interpretation.
Preliminary Results: Peru has undertaken significant efforts to develop and implement valid, reliable, and fair measures for assessing children's holistic learning outcomes and related factors. Researchers and policymakers (n=16) identified 21 different tools assessing academic, social and emotional skills, instructional practices, and teacher well-being. However, participants reported challenges in utilizing the data effectively, citing limited awareness of its existence and lack of background in measurement, sampling, and statistics. Ensuring equitable assessment and support for marginalized groups, including children with disabilities, remains a priority. Findings will be discussed using the framework presented in Abstract 1.