New Delhi, Apr 7: The survey by Stanford University has presented a very inspiring picture about
the skill levels and gains of social disadvantaged students as compared to
advantaged students.
The survey, a joint initiative of All India Council for
Technical Education (AICTE) and Stanford University to assess and improve the
skills of engineering students in India, would help the Government to consider
targeted policies that reduce disparities and contribute to a more equitable,
prosperous society.
The survey report was shared by senior economist Tara Beteille, Education, World Bank.
The assessment, divided into three phases and started from February 2017, developed and used tests that are cross-culturally valid, equitable, and free from bias.
Approximately 5,000 students (1st, 2nd and 4th year), 600 faculty and 30 department heads were involved in the pilot survey which include the data from February to June 2017.
Clinical pilots were conducted with students in order to check for language ambiguity, formatting, relevance, difficulty etc. Based on the results of the expert evaluations and the small-scale pilot study, the instruments were prepared for the Phase 2 survey which included eight elite institutes and 42 non-elite institutes.
The Baseline Survey test (Phase-II), which was held between 23 Oct 2017 – 11 Nov 2017, included major two parts --Academic tests (Mathematics and Physics) and Higher order thinking tests (Critical thinking, Quantitative Literacy, Creativity and Test of Relational Reasoning.
In this survey, approximately 18,000 students (1st and 3rd year), 3500 faculty and 100 department heads were involved from AICTE approved Institutions. And in 118 TEQIP funded institutes approximately 27,453 students (1st and 3rd year), 4,300 faculty and 200 department heads were selected.
The outcome of the survey showed a different picture of India’s system of affirmative action (“reservations”) which is one of the most comprehensive in the world.
Disadvantaged students make significantly more gains than advantaged students in math, physics, and quantitative literacy from year 1 to year 3. In non-elite institutes, they start to catch up in math, physics and quantitative literacy by year 3.
However, these Disadvantaged students unsurprisingly start out (in year 1) substantially behind in all subjects.
Meanwhile, the survey also included different student sub-groups consisting of Female, SC/ST/OBC, Economically Disadvantaged, and Rural are considered for comparison in Elite and Non-elite institutions to help the Government to consider targeted policies that reduce disparities and contribute to a more equitable, prosperous society.
The assessment indicated that females are under-represented in STEM (Science, Technology, Engineering and Mathematics) fields in Elite institution but are well-represented in non-elite institutes.
Women students make considerable gains in college in elite and non-elite.
While, in Non-elite Institutions (nationally), Female students start out (in year one ) behind male students in quantitative literacy and very small students in amount in physics. However, female and male student differences are essentially the same in year 1 as year 3 (female students are still behind in physics, and a little behind in higher order thinking skills).
The Rural versus Urban Student differences depicted that in year one, rural students start out behind (in all skills) urban students in both the National and TEQIP samples.
While rural students remain behind urban students in Year 3, they sometimes make more gains than urban students (depending on the exam and institution type) and never fail to make at least equal gains.
The survey done in Economically Disadvantaged (Low Ses-Socio Economic Status) students group in elite institutions revealed that they unsurprisingly start out (in year 1) substantially behind in all subjects but make significantly more gains than High SES students in physics from year 1 to year 3 in both nationally and in TEQIP colleges. Students in TEQIP colleges also make significant gains in maths and quantitative literacy.
The purpose of the Program is to assess and improve the skills of engineering students in India. The MoU with Stanford University was signed on February 6, 2017. The program was intended to benefit Colleges and Students by improving the understanding of how much students are learning as well as how different institutional characteristics, faculty characteristics, teaching practices, and peer/student behaviours contribute to student learning.
The survey team developed an assessment framework to measure and compare skill levels and gains across technical programs. They developed and used tests that are cross-culturally valid, equitable, and free from bias. Also used tests developed by the Educational Testing Service (ETS). ETS develops tests through a rigorous process and is known to meet the highest standards for quality and fairness in the testing industry.
The Phase 3 timeline is from April 2018 to September 2019. UNI
The survey report was shared by senior economist Tara Beteille, Education, World Bank.
The assessment, divided into three phases and started from February 2017, developed and used tests that are cross-culturally valid, equitable, and free from bias.
Approximately 5,000 students (1st, 2nd and 4th year), 600 faculty and 30 department heads were involved in the pilot survey which include the data from February to June 2017.
Clinical pilots were conducted with students in order to check for language ambiguity, formatting, relevance, difficulty etc. Based on the results of the expert evaluations and the small-scale pilot study, the instruments were prepared for the Phase 2 survey which included eight elite institutes and 42 non-elite institutes.
The Baseline Survey test (Phase-II), which was held between 23 Oct 2017 – 11 Nov 2017, included major two parts --Academic tests (Mathematics and Physics) and Higher order thinking tests (Critical thinking, Quantitative Literacy, Creativity and Test of Relational Reasoning.
In this survey, approximately 18,000 students (1st and 3rd year), 3500 faculty and 100 department heads were involved from AICTE approved Institutions. And in 118 TEQIP funded institutes approximately 27,453 students (1st and 3rd year), 4,300 faculty and 200 department heads were selected.
The outcome of the survey showed a different picture of India’s system of affirmative action (“reservations”) which is one of the most comprehensive in the world.
Disadvantaged students make significantly more gains than advantaged students in math, physics, and quantitative literacy from year 1 to year 3. In non-elite institutes, they start to catch up in math, physics and quantitative literacy by year 3.
However, these Disadvantaged students unsurprisingly start out (in year 1) substantially behind in all subjects.
Meanwhile, the survey also included different student sub-groups consisting of Female, SC/ST/OBC, Economically Disadvantaged, and Rural are considered for comparison in Elite and Non-elite institutions to help the Government to consider targeted policies that reduce disparities and contribute to a more equitable, prosperous society.
The assessment indicated that females are under-represented in STEM (Science, Technology, Engineering and Mathematics) fields in Elite institution but are well-represented in non-elite institutes.
Women students make considerable gains in college in elite and non-elite.
While, in Non-elite Institutions (nationally), Female students start out (in year one ) behind male students in quantitative literacy and very small students in amount in physics. However, female and male student differences are essentially the same in year 1 as year 3 (female students are still behind in physics, and a little behind in higher order thinking skills).
The Rural versus Urban Student differences depicted that in year one, rural students start out behind (in all skills) urban students in both the National and TEQIP samples.
While rural students remain behind urban students in Year 3, they sometimes make more gains than urban students (depending on the exam and institution type) and never fail to make at least equal gains.
The survey done in Economically Disadvantaged (Low Ses-Socio Economic Status) students group in elite institutions revealed that they unsurprisingly start out (in year 1) substantially behind in all subjects but make significantly more gains than High SES students in physics from year 1 to year 3 in both nationally and in TEQIP colleges. Students in TEQIP colleges also make significant gains in maths and quantitative literacy.
The purpose of the Program is to assess and improve the skills of engineering students in India. The MoU with Stanford University was signed on February 6, 2017. The program was intended to benefit Colleges and Students by improving the understanding of how much students are learning as well as how different institutional characteristics, faculty characteristics, teaching practices, and peer/student behaviours contribute to student learning.
The survey team developed an assessment framework to measure and compare skill levels and gains across technical programs. They developed and used tests that are cross-culturally valid, equitable, and free from bias. Also used tests developed by the Educational Testing Service (ETS). ETS develops tests through a rigorous process and is known to meet the highest standards for quality and fairness in the testing industry.
The Phase 3 timeline is from April 2018 to September 2019. UNI
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