The Early Grade Reading Assessment: From Design to Dissemination

An infographic describing the key steps and timeline involved in conducting an Early Grade Reading Assessment (EGRA).

Student Performance in Reading and Mathematics, Pedagogic Practice, and School Management in Jordan [Arabic version]

وفيما يتعلق بالأدوات التي تم استخدامها في هذا المشروع – مشروع المسح الوطني لتقييم القراءة والحساب للصفوف الأولى)إيجرا وإيجما( في الأردن – فقد تمت مواءمتها بشكل خاص لكي تتلاءم مع المنهاج الأردني، وذلك من خلال ورشة مواءمة ضمت متخصصين تربويين من وزارة التربية والتعليم ومن معهد تراينجل للأبحاث )أر.تي.آي إنترناشيونال() RTI )International الذين عملوا جنباً إلى جنب مع خبراء التعليم الأساسي ومعلمي القراءة والحساب المحليين ) الأردنيين( وذلك من اجل الخروج بتصاميم )نماذج( مختصرة لتقييم القراءة وتقييم الحساب في الصفوف الأولى، )إيجرا وإيجما( باستخدام مواد مناهج الصف الثاني والثالث. إضافة إلى تقديم تقييمات شفوية فردية للطلبة. وقد قام معهد أر.تي.أي إنترناشيونال ) RTI International( بالتعاون مع شريكه، دجاني للاستشارات، بإرسال فرق بحث لمقابلة مدراء المدارس والمعلمين، وكذلك لإجراء جرد لمصادر التعلم في المدارس والصفوف، ولملاحظة دروس الحساب والقراءة كجزء من المسح القائم لوصف مدى فعالية الإدارة المدرسية. في آذار 2012، بعد أسبوع من التدريب، قامت فرق البحث، والمكونة من فريق عمل شركة الدجاني للاستشارات والمتعاقدين وكذلك أفراد من العاملين في وزارة التربية والتعليم، بزيارة ما مجمله 156 من المدارس الابتدائية حول الأردن. وقد تم اختيار معلم للصف الثاني وآخر للصف الثالث بشكل عشوائي من كل مدرسة، وقد تم أيضا اختيار 10 طلبة بشكل عشوائي من هذه الصفوف لإجراء تقييم مهارات القراءة والحساب للصفوف الأولى )إيجرا وإيجما(، وكذلك إجراء مقابلات معهم للحديث حول تجربتهم في المدرسة. وقد تم اختيار 3120 طالباً للمشاركة في التقييمات والمقابلات. وبالفعل، تم مقابلة المعلمين الذين تم اختيارهم، كما قام أحد كبار المعلمين، في وجود أحد الباحثين، برصد أداء معلم الصف الثاني أثناء تقديمه لدرس القراءة ودرس الحساب. وقد قام الباحثون بعمل جرد لساحات المدرسة والغرف الصفية المختارة. وقد تم الانتهاء من جمع البيانات في نهاية أيار 2012.

Student Performance in Reading and Mathematics, Pedagogic Practice, and School Management in Jordan [English version]

To gain insight into both student facility with foundational skills and to better understand characteristics among Jordanian schools associated with this performance, USAID/Jordan, in partnership with the Jordan Ministry of Education (MOE), contracted with RTI International under the Education Data for Decision Making (EdData II) project to conduct the SSME, including the EGRA and EGMA, in a sample of primary schools in Jordan. The hope is that evidence-based information resulting from the survey can inform future education policy decisions, as needed. The instruments used in this project—the National Early Grade Literacy and Numeracy Survey in Jordan—were adapted specifically for the Jordanian context during an adaptation workshop with the Ministry of Education. RTI’s education specialists worked together with local Jordanian reading, math, and primary school experts and officials to design abbreviated versions of the Early Grade Reading Assessment (EGRA) and the Early Grade Mathematics Assessment (EGMA), using curriculum materials for grades 2 and 3. In addition to administering individual oral assessments of students, RTI and its local partner, Dajani Consulting, sent research teams to interview School Principals and teachers, conduct inventories of school and classroom resources, and observe reading and math lessons as part of the SSME survey.

Iraq Education Surveys–MAHARAT Task 1: Analysis of Student Performance in Reading and Mathematics, Pedagogic Practice, and School Management (English version)

This analysis report was written to gain insight into both student facility with foundational skills and to better understand characteristics among Iraqi schools associated with this performance. In 2012, USAID/Iraq, in partnership with the Ministry of Education (MoED), contracted with RTI International under the Education Data for Decision Making (EdData II) project to conduct an EGRA, EGMA, and SSME in a sample of primary schools in Iraq.

Student Performance in Reading and Mathematics, Pedagogic Practice, and School Management in Doukkala Abda, Morocco

Assessments of student learning in the primary grades, such as the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), offer an opportunity to determine whether children are developing the fundamental skills upon which all other literacy and mathematical skills build, and, if not, where efforts might be best directed. To answer these questions about learning and the factors influencing it in Morocco, a study was carried out in a sample of schools in the Doukkala Abda region. The study investigated early grade reading and math skills and the learning environments that support them. It was completed as part of the Education Data for Decision Making (EdData II) project, funded by the U.S. Agency for International Development (USAID), in partnership with USAID/Morocco and with the national and regional (AREF Doukkala Abda) levels of Morocco’s Ministry of Education (MOE). Student assessment and school survey protocols developed under the EdData II project were tailored to the Moroccan context during an adaptation workshop with national and regional MOE staff. Reading and math assessments (EGRA/EGMA) were administered to a total of 773 grade 2 and grade 3 students randomly selected from within 40 schools. The 40 participating schools had been randomly selected from within the 1400 schools located in the Doukkala Abda region. In addition to student assessments, researchers interviewed Headteachers, teachers, students, and parents; conducted classroom and school inventories; and observed reading and math lessons. The fieldwork was carried out by MOE data collection teams under the supervision of RTI’s partner ETM in May 2011.