Based on the publication of the same name published in BMJ Global - - PowerPoint PPT Presentation

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Based on the publication of the same name published in BMJ Global - - PowerPoint PPT Presentation

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Based on the publication of the same name published in BMJ Global Health. David Evans | 22 July 2020 | @DaveEvansPhD At its height, more than 1.5 billion learners affected by school closures. Source: UNESCO, COVID-19 Impact on Education

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David Evans | 22 July 2020 | @DaveEvansPhD

Based on the publication of the same name published in BMJ Global Health.

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David Evans | 22 July 2020 | @DaveEvansPhD

  • At its height, more than

1.5 billion learners affected by school closures.

Source: UNESCO, “COVID-19 Impact on Education”

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David Evans | 22 July 2020 | @DaveEvansPhD

  • At its height, more than

1.5 billion learners affected by school closures.

  • Even now, more than 1

billion learners continue

  • ut of school.

Source: UNESCO, “COVID-19 Impact on Education”

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David Evans | 22 July 2020 | @DaveEvansPhD

Source: CGD COVID-19 Education Tracker

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David Evans | 22 July 2020 | @DaveEvansPhD

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David Evans | 22 July 2020 | @DaveEvansPhD

Phone-based learning assessments in Botswana showed a similar distribution of skills to face-to-face assessments a few months earlier.

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David Evans | 22 July 2020 | @DaveEvansPhD

Piloting phone- based assessments in Botswana Face-to-face

  • ral

assessments in Botswana, the Gambia, Kenya, Sierra Leone, etc. Household surveys in various countries

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David Evans | 22 July 2020 | @DaveEvansPhD

  • 1. Protect children.
  • 2. Test the reliability and validity of your

measures.

  • 3. Keep instructions simple and use

practice items to ensure that respondents understand the exercise.

  • 4. Some assessments will be more

conducive to phone assessment than

  • thers.
  • 5. Keep it short.
  • 6. Experiment with how to get people to

pick up the phone.

  • 7. Establish rapport with adult phone
  • wners and youth respondents.
  • 8. Choose the most cost-effective

approach.

  • 9. Account for sample bias.
  • 10. Learn and document
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David Evans | 22 July 2020 | @DaveEvansPhD

Lesson 1: Protect Children

  • Consent
  • Low stakes
  • Supervise

Lesson 2: Test measures

  • Item analysis
  • Ideally validate against

face-to-face measures

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David Evans | 22 July 2020 | @DaveEvansPhD

Lesson 3: Simple instructions

  • Phone assessments bundle

receptive language skills with whatever you want to test

  • Keep it simple
  • Practice

Lesson 4: Use what has the best chance of working

  • Word problems from EGMA

have only oral stimuli

  • Text something to students
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David Evans | 22 July 2020 | @DaveEvansPhD

Lesson 5: Keep it short

  • Early Grade Reading

Assessment: 15 minutes

  • Botswana: 15-20 minutes
  • Half of that is logistics

Lesson 6: Get people on the phone

  • Text, then call:

Botswana, India, Liberia

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David Evans | 22 July 2020 | @DaveEvansPhD

Lesson 7: Establish rapport

  • Advance call only with the

adult

  • Initial instructions through

caregiver

  • Dependent on age and

culture Lesson 8: Be cost-effective

  • Cheaper than face-to-face
  • Interactive voice response

calls (IVR)?

  • Rapport
  • Logistics
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David Evans | 22 July 2020 | @DaveEvansPhD

Lesson 9: Beware of sample bias

  • Document who responds
  • Find non-responders

creatively For the future: Learn and document

  • Many are trying phone-based

assessment

  • This will be a massive waste if

we don’t learn from it and document it

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David Evans | 22 July 2020 | @DaveEvansPhD

Available here Available here