Tag: quality improvement

education & learningevaluation

The Quality Conundrum in Evaluation

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One of the central pillars of evaluation is assessing the quality of something, often described as its merit. Along with worth (value) and significance (importance), assessing the merit of a program, product or service is one of the principal areas that evaluators focus their energy.

However, if you think that would be something that’s relatively simple to do, you would be wrong.

This was brought home clearly in a discussion I took part in as part of a session on quality and evaluation at the recent conference of the American Evaluation Association entitled: Who decides if it’s good? How? Balancing rigor, relevance, and power when measuring program quality. The conversation session was hosted by Madeline Brandt and Kim Leonard from the Oregon Community Foundation, who presented on some of their work in evaluating quality within the school system in that state.

In describing the context of their work in schools, I was struck by some of the situational variables that came into play such as high staff turnover (and a resulting shortage among those staff that remain) and the decision to operate some schools on a four-day workweek instead of five as a means of addressing shortfalls in funding. I’ve since learned that Oregon is not alone in adopting the 4-day school week; many states have begun experimenting with it to curb costs. The argument is, presumably, that schools can and must do more with less time.

This means that students are receiving up to one fifth less classroom time each week, yet expecting to perform at the same level as those with five days. What does that mean for quality? Like much of evaluation work, it all depends on the context.

Quality in context

The United States has a long history of standardized testing, which was instituted partly as a means of ensuring quality in education. The thinking was that, with such diversity in schools, school types, and populations there needed to be some means to compare the capabilities and achievement across these contexts. A standardized test was presumed to serve as a means of assessing these attributes by creating a benchmark (standard) to which student performance could be measured and compared.

While there is a certain logic to this, standardized testing has a series of flaws embedded in its core assumptions about how education works. For starters, it assumes a standard curriculum and model of instruction that is largely one-size-fits-all. Anyone who has been in a classroom knows this is simply not realistic or appropriate. Teachers may teach the same material, but the manner in which it is introduced and engaged with is meant to reflect the state of the classroom — it’s students, physical space, availability of materials, and place within the curriculum (among others).

If we put aside the ridiculous assumption that all students are alike in their ability and preparedness to learn each day for a minute and just focus on the classroom itself, we already see the problem with evaluating quality by looking back at the 4-day school week. Four-day weeks mean either that teachers are creating short-cuts in how they introduce subjects and are not teaching all of the material they have or they are teaching the same material in a compressed amount of time, giving students less opportunity to ask questions and engage with the content. This means the intervention (i.e., classroom instruction) is not consistent across settings and thus, how could one expect things like standardized tests to reflect a common attribute? What quality education means in this context is different than others.

And that’s just the variable of time. Consider the teachers themselves. If we have high staff turnover, it is likely an indicator that there are some fundamental problems with the job. It may be low pay, poor working conditions, unreasonable demands, insufficient support or recognition, or little opportunity for advancement to name a few. How motivated, supported, or prepared do you think these teachers are?

With all due respect to those teachers, they may be incompetent to facilitate high-quality education in this kind of classroom environment. By incompetent, I mean not being prepared to manage compressed schedules, lack of classroom resources, demands from standardized tests (and parents), high student-teacher ratios, individual student learning needs, plus fitting in the other social activities that teachers participate in around school such as clubs, sports, and the arts. Probably no teachers have the competency for that. Those teachers — at least the ones that don’t quit their job — do what they can with what they have.

Context in Quality

This situation then demands new thinking about what quality means in the context of teaching. Is a high-quality teaching performance one where teachers are better able to adapt, respond to the changes, and manage to simply get through the material without losing their students? It might be.

Exemplary teaching in the context of depleted or scarce resources (time, funding, materials, attention) might look far different than if conducted under conditions of plenty. The learning outcomes might also be considerably different, too. So the link between the quality of teaching and learning outcomes is highly dependent on many contextual variables that, if we fail to account for them, will misattribute causes and effects.

What does this mean for quality? Is it an objective standard or a negotiated, relative one? Can it be both?

This is the conundrum that we face when evaluating something like the education system and its outcomes. Are we ‘lowering the bar’ for our students and society by recognizing outstanding effort in the face of unreasonable constraints or showing quality can exist in even the most challenging of conditions? We risk accepting something that under many conditions is unacceptable with one definition and blaming others for outcomes they can’t possibly achieve with the other.

From the perspective of standardized tests, the entire system is flawed to the point where the measurement is designed to capture outcomes that schools aren’t equipped to generate (even if one assumes that standardized tests measure the ‘right’ things in the ‘right’ way, which is another argument for another day).

Speaking truth to power

This years’ AEA conference theme was speaking truth to power and this situation provides a strong illustration of that. While evaluators may not be able to resolve this conundrum, what they can do is illuminate the issue through their work. By drawing attention to the standards of quality, their application, and the conditions that are associated with their realization in practice, not just theory, evaluation can serve to point to areas where there are injustices, unreasonable demands, and areas for improvement.

Rather than assert blame or unfairly label something as good or bad, evaluation, when done with an eye to speaking truth to power, can play a role in fostering quality and promoting the kind of outcomes we desire, not just the ones we get. In this way, perhaps the real measure of quality is the degree to which our evaluations do this. That is a standard that, as a profession, we can live up to and that our clients — students, teachers, parents, and society — deserve.

Image credit:  Lex Sirikiat

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Systems Thinking Perspectives on CQI and Public Health

Mapping the system

Mapping the system

Systems thinking involves taking account of where you stand, what you’re doing, and where the bounds of your influence and influences are. By learning how to think about systems, we are better able to design strategies to ensure that our engagements are producing the most beneficial results for our efforts and when combined with design thinking we gain further opportunities to shape the systems closer to what we aspire them to be.

I recently was invited to speak to the first meeting to advance CQI (Continuous Quality Improvement) in public health in Ontario (Canada) on the topic of systems thinking. The one day workshop was aimed at bringing together members from nearly every public health unit in the province to meet and discuss issues related to quality improvement and public health.

In twenty minutes we did a whirlwind through some of the key features of systems that are relevant to quality improvement by looking at the nature of systems (chaotic, complex and ordered) and steps that can be taken to understand them in terms of setting the appropriate targets, methods and tools for defining and assessing quality within such systems.

Understanding systems

By understanding the nature of systems we can avoid the trap of using linear metrics for non-linear problems. Much of the literature on quality improvement has its roots in manufacturing, which are largely linear systems that seek to predict, control and emphasize efficiencies and the elimination of waste. Yet, public health is largely about complexity. In a complex system, what might be considered inefficiencies could be natural byproducts of the system itself and cannot be necessarily avoided. Further, such ‘noise’ could be sources of innovation or weak signals that indicate something significant is to come.

Public health operates in a tricky space because it deals with highly complex problems and systems and linear, straightforward ones simultaneously.

Below is a summary set of slides used to highlight the talk (the original slides were more visual, but those don’t help you out if you hadn’t been in the room).

(For those who read this blog through subscription, you may not see the above presentation in your feed so here is the link)

Building Quality Into Systems Design

One of the central points I made was that systems can be (partly) designed and that developmental design is a process that integral to optimal functioning in a complex system. By paying attention to what is going on and the relationships that form within the system the feedback is set to allow for intentional development of the system itself. This does not assure control, but it allows for positive influence rather than being solely reactive to whatever the system produces. This is necessary if one is to promote quality and ensure quality not just measure it as if it was a static object.

Whether one uses linear, quantitative measures or more non-linear, multi-method approaches to assessing the quality of a public health product or service, the key is knowing what kind of system you are operating in.

My takeaway points were:

•CQI depends on seeing quality as embedded in and a product of systems;
•Systems are defined by where you stand in relation to them and how variation operates within the system;
•Where you stand determines your metrics for quality;
•Your metrics feed your improvement and (re)define quality by influencing where you stand.
The process then repeats iteratively and in an ongoing manner just as one repeats the use of the strategies below:
•Pay attention / pay intention;
•Map your system to intentions, people, settings, contexts based on what you see;
•Collect relevant, timely, useful data based on the context of your operations and strategy (build on what you map);
•Engage in collective sense-making of the data;
•Design & redesign your programs.
By setting up the appropriate processes and structures to monitor, assess, sense-make, and design programs in congruence with the type of systems programs and services are operating in, not only with public health professionals be better equipped to assess quality, they will be producing it along the way (and creating a learning organization in the process).