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      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

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          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.

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          Most cited references41

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          ENACTED SENSEMAKING IN CRISIS SITUATIONS[1]

          Karl Weick (1988)
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            Is Open Access

            The grit effect: predicting retention in the military, the workplace, school and marriage

            Remaining committed to goals is necessary (albeit not sufficient) to attaining them, but very little is known about domain-general individual differences that contribute to sustained goal commitment. The current investigation examines the association between grit, defined as passion and perseverance for long-term goals, other individual difference variables, and retention in four different contexts: the military, workplace sales, high school, and marriage. Grit predicted retention over and beyond established context-specific predictors of retention (e.g., intelligence, physical aptitude, Big Five personality traits, job tenure) and demographic variables in each setting. Grittier soldiers were more likely to complete an Army Special Operations Forces (ARSOF) selection course, grittier sales employees were more likely to keep their jobs, grittier students were more likely to graduate from high school, and grittier men were more likely to stay married. The relative predictive validity of grit compared to other traditional predictors of retention is examined in each of the four studies. These findings suggest that in addition to domain-specific influences, there may be domain-general individual differences which influence commitment to diverse life goals over time.
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              The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types

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                Author and article information

                Contributors
                stephan.huber@phzg.ch
                Journal
                Educ Assess Eval Account
                Educ Assess Eval Account
                Educational Assessment, Evaluation and Accountability
                Springer Netherlands (Dordrecht )
                1874-8597
                1874-8600
                10 June 2020
                : 1-34
                Affiliations
                GRID grid.466274.5, ISNI 0000 0004 0449 2225, Institute for the Management and Economics of Education, , University of Teacher Education Zug, ; Zug, Switzerland
                Article
                9322
                10.1007/s11092-020-09322-y
                7286213
                32837626
                3f396bdd-2b2b-44ef-9af1-82dd8fd39cf6
                © Springer Nature B.V. 2020

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

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                covid-19 crises,responsible science,barometer survey,survey methodology,information for policy,school situation

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