Reflections on International Comparative Education Survey Methodology: A Case Study of the European Survey on Language Competences

Autor/in	Ashton, Karen
Titel	Reflections on International Comparative Education Survey Methodology: A Case Study of the European Survey on Language Competences
Quelle	In: Compare: A Journal of Comparative and International Education, 46 (2016) 3, S.414-434 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2014.963512
Schlagwörter	Case Studies; Surveys; Comparative Education; Second Language Learning; Research Methodology; Second Language Instruction; Educational Policy; Language Proficiency; International Assessment; Achievement Tests; Secondary School Students; Foreign Countries; Guidelines; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Survey; Umfrage; Befragung; Vergleichende Erziehungswissenschaft; Zweitsprachenerwerb; Research method; Forschungsmethode; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Language skill; Language skills; Sprachkompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland; Richtlinien
Abstract	This paper reflects on the methodology used in international comparative education surveys by conducting a systematic review of the European Survey on Language Competences (ESLC). The ESLC was administered from February to March 2011, with final results released in June 2012. The survey tested approximately 55,000 students across 14 European countries with the goals of (1) providing comparative data on foreign language competence and (2) informing policy on language learning and teaching. The paper argues that there is a gap between the purpose of international comparative education surveys such as the ESLC and the methodology used, and thus also the ability of the data to feed into and inform policy. It is suggested that further methodological advances and improvements are needed if surveys are to produce data that give a clearer and more in-depth understanding of what actually goes on in classrooms and positively impact on learning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01