Abstract
This paper aims to explore the discrepancy between self-reported and test-based literacy estimates in Bangladesh. It uses the Education Watch national literacy survey data of 2002, during which the literacy status of a nationally representative sample was identified using the two methods referred to above. The findings revealed that the literacy rate generated through a literacy test was significantly lower than that found when the self-report method was used. The level of discrepancy varied from one population group to another, indicating that literacy assessment using the self-report method cannot be equally appropriate for all population groups. Those with a few years of schooling were at a particular risk of over-estimating their status. The paper makes a case for a written literacy assessment rather than an oral evaluation.
Zusammenfassung
DISKREPANZEN ZWISCHEN SELBSTEINSCHÄTZUNG UND TESTERGEBNISSEN: ERGEBNISSE EINER STAATLICHEN UMFRAGE ZUR ALPHABETISIERUNG IN BANGLADESCH – Dieser Beitrag erforscht den Alphabetisierungsgrad in Bangladesch und untersucht die Diskrepanz zwischen SelbsteinschÄtzung und testgestützten Ergebnissen. Hierfür werden die Daten der staatlichen Education-Watch-Umfrage zur Alphabetisierung 2002 genutzt, in welcher die beiden genannten Methoden dazu dienten, den Aphabetisierungsgrad eines für das Land reprÄsentativen Samples zu bestimmen. Im Ergebnis stellte sich heraus, dass die testgestützt erhobene Alphabetisierungsrate signifikant niedriger lag als die durch SelbsteinschÄtzung der Befragten erhobene. Der Grad der Diskrepanz variierte zwischen den einzelnen Bevölkerungsgruppen, wodurch deutlich wurde, dass die SelbsteinschÄtzungsmethode bei Alphabetisierungsprüfungen nicht in gleicher Weise auf alle Bevölkerungsgruppen angewendet werden kann. Ein besonderes Risiko zur SelbstüberschÄtzung bestand bei denjenigen, die einige Jahre Schulbildung genossen hatten. Der Beitrag plÄdiert dafür, bei Alphabetisierungserhebungen eher auf schriftliche Tests als auf mündliche Aussagen zu setzen.
Résumé
DIVERGENCE ENTRE LE COMPTE-RENDU SUR SOI-MÊME ET LE CONTRÔLE: LA PREUVE Á PARTIR D’UNE ENQUÊTE NATIONALE SUR L’ALPHABÉTISATION AU BANGLADESH – Cet article vise à explorer la divergence subsistant au Bangladesh entre l’alphabÉtisation rendant compte d’elle-mÊme et celle basÉe sur le contrÔle. Il utilise les donnÉes de l’enquÊte nationale sur l’alphabÉtisation d’Education Watch de 2002, au cours de laquelle le rang d’alphabÉtisation d’un Échantillon nationalement reprÉsentatif a ÉtÉ identifiÉ avec l’utilisation des deux mÉthodes mentionnÉes ci-dessus. Les rÉsultats ont indiquÉ que le taux d’alphabÉtisation produit par un contrÔle d’alphabÉtisation Était sensiblement infÉrieur à celui constatÉ lorsque la mÉthode du compte-rendu sur soi-mÊme Était employÉe. Le niveau de divergence changeait d’un groupe de population à l’autre, indiquant que l’Évaluation de l’alphabÉtisation utilisant la mÉthode du compte-rendu sur soi-mÊme ne peut pas Être Également adaptÉe à tous les groupes de population. Ceux en particulier avec quelques annÉes d’alphabÉtisation risquaient de surestimer leur rang. L’article s’engage pour une Évaluation Écrite de l’alphabÉtisation plutÔt que pour une Évaluation orale.
Resumen
DISCREPANCIA ENTRE UNA AUTOEVALUACIÓN Y LOS RESULTADOS DE TESTS, DEMOSTRADA CON UNA ENCUESTA NACIONAL REALIZADA SOBRE LA ALFABETIZACIÓN EN BANGLADESH – Este trabajo se ha realizado para explorar la discrepancia que existe entre una autoevaluaciÓn y los resultados que arrojan los tests sobre el grado de alfabetizaciÓn en Bangladesh. Se basa en los datos arrojados por una encuesta estatal de “Education Watch” sobre alfabetizaciÓn en 2002, donde se habían utilizado ambos métodos para determinar el grado de alfabetizaciÓn de una muestra representativa para todo el país. Los resultados revelaron que la cuota de alfabetizaciÓn comprobada mediante un test era marcadamente inferior a la que se había estimado mediante la autoevaluaciÓn. El nivel de discrepancia variaba entre los diferentes grupos de poblaciÓn. Esto indica que la autoevaluaciÓn no se puede usar de la misma manera con todos los grupos de poblaciÓn para comprobar el grado de alfabetizaciÓn. Aquellas personas que habían asistido a la escuela durante algunos años presentaron el mayor riesgo de sobreestimar sus propias facultades. Como conclusiÓn, en el trabajo se aboga por los tests escritos, más que por las declaraciones verbales, para verificar niveles de alfabetizaciÓn.
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Acknowledgements
Data used for this paper came from Education Watch 2002. Campaign for Popular Education (CAMPE) is the secretariat of Education Watch, BRAC Research and Evaluation Division conducted the fieldwork of the research and Royal Netherlands Embassy (RNE) provided financial assistance. The members of the Education Watch groups contributed at various stages of the work. They all deserve acknowledgements including the research assistants, the respondents of the household survey and the participants in literacy test. Thanks are due to Dr. Imran Matin for commenting on an earlier version of this paper and to Mr. Hasan Shareef Ahmed for editorial assistance.
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Nath, S.R. Self-Reporting and Test Discrepancy: Evidence from a National Literacy Survey in Bangladesh. Int Rev Educ 53, 119–133 (2007). https://doi.org/10.1007/s11159-007-9037-0
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DOI: https://doi.org/10.1007/s11159-007-9037-0