{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-b99b1e740f66f703","slug":"2020-11-03-a-disaggregated-analysis-of-emergency-remote-teaching","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2020-11-03","last_modified_date":"2020-11-03","title":"A disaggregated analysis of emergency remote teaching","summary":"Assesses evidence on a disaggregated analysis of emergency remote teaching, with particular attention to definitions, population coverage, comparability and uncertainty.","category":{"code":"DATA_RESEARCH","label":"Data Research"},"article_type":"Data and research analysis","publisher":"International Council for Education Quality Certification (ICEQC)","jurisdictional_scope":"International","historical_reference_basis":"Rapid system-wide shift to remote provision","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["The rapid system-wide shift to remote provision provides the immediate reference point for consideration of emergency remote teaching in 2020. Analysis of the comparison should state the unit of analysis, reference period, coverage, exclusions and treatment of missing information. Comparative findings should not conceal differences capable of changing their meaning. Data used for a disaggregated analysis of the comparison should be interpreted against stable definitions and an identifiable population. Reporting should identify a break in comparability before describing movement over time.","Consideration of the measure should retain the date and status of Rapid system-wide shift to remote provision. Later developments should not be read into the position available at publication. Replacement provision differs sharply in connectivity, devices, home conditions, accessibility and staff readiness. Measures should be treated as emergency responses, with documented authority and review. Continuity reporting should identify learners not reached and should not equate online activity with learning."]},{"heading":"Evidence base for a disaggregated analysis of emergency remote teaching","paragraphs":["The contemporaneous reference point for emergency remote teaching is Rapid system-wide shift to remote provision. Its status should be distinguished from the jurisdiction-specific evidence required for implementation. Decision-makers should state which matters are evidenced, which express policy and which require authorised judgement. Any indicator used in relation to a disaggregated analysis of the issue should distinguish description from causal explanation. The result should be accompanied by distributional information, uncertainty and limits on transfer to another setting.","In this case, the public interest is not confined to institutional compliance. Review of the comparison should include the experience of affected learners, particularly where aggregate reporting may conceal exclusion, delay or unequal treatment.","The assurance record for the measure should permit another competent reviewer to understand the evidence, method, judgement and treatment of material exceptions. Any indicator used in relation to the comparison should distinguish description from causal explanation. A decision concerning the issue should identify its basis, affected scope and responsible authority, together with any limitation requiring further review. In relation to a disaggregated analysis of emergency remote teaching, decision-makers should receive an intelligible account of how the result was reached and where it should not be applied.","Responsibility for the comparison should be visible at the point where consequential decisions are made. Any indicator used in relation to the measure should distinguish description from causal explanation. Data used for the issue should be interpreted against stable definitions and an identifiable population.","A reasoned conclusion on the comparison should reconcile the governing expectation, evidence of operation, learner outcomes and unresolved risk. A selected successful case is not sufficient. In the present context, professional learning disconnected from practice, workload that limits preparation and feedback and vacancies or turnover affecting continuity may produce acceptable aggregate reporting while individual learners remain exposed to material disadvantage.","Analysis of the analysis should state the unit of analysis, reference period, coverage, exclusions and treatment of missing information. This may require workload and allocation data, support and supervision records, retention and continuity indicators, and qualification and competence records, supported by workforce plans and vacancy information and induction and professional learning participation. Any indicator used in relation to the available evidence should distinguish description from causal explanation. A reported result should state how outcomes are distributed and where transfer beyond the observed setting is not supported."]},{"heading":"Coverage and comparability","paragraphs":["The review method for emergency remote teaching should be reproducible. In reviewing the available evidence, responsible bodies should examine results by relevant learner, programme, location and delivery characteristics; compare both levels and rates of change; and test whether observed gaps persist after differences in coverage and prior conditions are considered. In relation to a disaggregated analysis of emergency remote teaching, working papers should allow another competent reviewer to understand the evidence, judgement and treatment of material exceptions.","Any indicator used in relation to a disaggregated analysis of the available evidence should distinguish description from causal explanation. Interpretation should retain uncertainty, distributional differences and limits on generalisation.","Data used for a disaggregated analysis of the issue should be interpreted against stable definitions and an identifiable population. A decision concerning the measure should recognise that missing or delayed information may be patterned rather than random. Analysis of the available evidence should state the unit of analysis, reference period, coverage, exclusions and treatment of missing information. Data used for the analysis should be interpreted against stable definitions and an identifiable population. A revision or break in series should not be reported as a change in performance.","Accountability and effective correction both depend on the comparison record that can be followed from evidence to decision. In this case, the responsible body should be able to identify the evidence considered, the judgement made, the person or body authorised to make it and the action that followed.","Where the measure involves partners, suppliers or several public bodies, responsibility should be mapped across the complete service. Governance between participating bodies should make information duties and corrective authority explicit. Protection should operate across the complete service, irrespective of how delivery is divided.","The present development should inform review of the issue, with attention to the relationship between commitment, implementation and demonstrated outcome. Public confidence cannot be separated from an institution's ability to identify responsibility and substantiate its conclusions."]}],"word_count":856,"content_hash":"sha256-320c61132f2b8b830e61ac14ab389d121dd80babd15f3405208921b760fb0c7a","seo_keywords":["a disaggregated analysis of emergency remote teaching","international education data research","education quality","ICEQC"],"schema_type":"AnalysisNewsArticle"}