Monitoring and Evaluation
The dot-EDU T4 project has implemented a comprehensive set of monitoring and evaluation activities to measure the effects of its strategies in education, across its target states. The main purpose of the M & E activities is to measure the impact on student learning as a result of exposure to one or more T4 interventions.
EDC has adopted multiple methods to gather data, both quantitative and qualitative. It is collected at regular intervals using appropriate tools and institutional mechanisms.
For quantitative assessment, both Formative as well as Summative evaluations are done for the respective programs. The Formative evaluations are done while introducing new programs/ innovative tools or technologies and summative ones for the ongoing programs.
Some of the tools that are used by EDC to collect data include, but not limited to:
- Student Profile – the profile of those students who have been administered with pre test and post test are gathered. This will help to analyse the data from a socio-economic perspective.
- Student Assessment Tool for pre and post test - reception, production, oral and written. The first two are mainly for the Basic English program to assess the comprehension and communication ability of the children and the others are with multiple choice questions.
- IRI Classroom Observation Format filled up by the data collector during the post test
- IRI Classroom Observation Format filled by the State Coordinators during their monitoring visits
- IRI Classroom Observation Format filled by the NGOs who have been assigned the work of monitoring the program in selected Districts of selected States
- Focus Group Discussions (FGDs) with various stakeholders - Head Masters, teachers, Block Resource Persons, Cluster Resource Persons, students, etc.
- Key Informant Interviews (KIIs) – with State levels officials, trainers, pedagogy experts, etc.
- Case study Documentation
Why to gather so much of data………
The data generated through various Monitoring and Evaluation activities will have the following relevance:
- To help the Governments to use available data for decision-making
- To build the capacity of the government officials in the development of M&E plans and budgets, data management, etc.
- To compare the data across states
- To capture the learning for up scaling and policy making
Some of the types of data that are collected:
- Percentage of schools adopting improvements in instructional methods or materials
- Qualitative changes in the classroom, including the organization of teaching, distribution of girls' and boys' participation, teacher planning and use of educational tools
- Student learning gains in Science, Mathematics, Social Studies and introductory English with an emphasis on gender factors
- Student attendance
- Outreach to communities
- Community engagement in the schools
- Support for vulnerable children
These data help measure pre-existing conditions in the classroom and how conditions change over time. They also allow EDC to gauge the effectiveness of its classroom interventions and to improve them as needed.
EDC’s focus for 2009 is development of a systematic monitoring and evaluation system and building State-level capacity to support and carry out Monitoring and Evaluation activities.
Project Status–2009
As of March 2009, the following activities have been completed in all existing project states except Delhi:
- District, block and school selection for IRI schools
- Limited control school selection in Karnataka & in Madhya Pradesh (Jhil Mil only)
- Selection and training of data collectors through local NGO’s
- Pre-test data collection
- Ensuring data integrity of all pre-test data
- Data entry of pre-test data in current project states
- Post test data collection
The post test data entry is in progress for all the states.