Data Collection
Data Collection Dates
Data Collection Mode
Face-to-face [f2f]
Questionnaires
1991-2011 and 2011-2012:
Background questionnaires are filled by the person in charge of test administration to avoid missing or incomplete information.
-The student questionnaire includes personal information about them, their family environment, their previous schooling, personal study conditions and other information.
-The teacher questionnaire comprises information on teacher profiles, classroom characteristics, pedagogical organization, and instructional time at the teacher level and their perceptions.
-The school questionnaire includes the school headmaster's profile, school characteristics, instructional time at school level and perceptions of the school's principal. A background questionnaire with a response rate below 80% is not considered for the analysis.
Monitoring forms for each student assessed during the pre-test (first administration at the beginning of school year) must be completed monthly by their respective teachers in order to collect data on the student's presence, absence or drop-out and the reasons for absence or drop-out during the month. Students' performance during sequential school evaluations are also collected through this form. Monitoring forms for each teacher of a classroom where students have been assessed must also be filled monthly by the school principal, and includes data related to instructional time and effective presence of the teacher.
PASEC 2013 onwards:
Contextual data is collected from students, teachers, principals and education ministries. Linking these components with school results provide benchmarks on efficiency and equity to inform policy dialogue and guide educational reforms.
As part of the PASEC assessment, multilevel contextual data is gathered to allow a statistical analysis adapted to the school environment while taking into account the data's hierarchical structure. Three topics serve as guideline for the study: the family life; the school, the classroom and the local community; and the country, its education system and educational regions. For each of these topics, PASEC seeks to study the inputs (such as educational facilities, students' characteristics, etc.), the transformation process (such as teaching practices) and the outcomes and outputs of the system (such as students' skills levels in reading comprehension).
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