One Page Brief on Group-Administered Literacy Assessment (GALA)

GALA is an assessment tool for measuring early literacy skills in a group setting. It consists of two main components: student booklets with multiple choice questions and a tool providing assessors with a complete protocol for test administration.

One Page Brief on Tangerine:Class

Tangerine:Class is easy-to-use software that assists teachers to systematically collect, analyze, and use students’ results from continuous curriculum-based assessments to inform instructional decisions on grouping, pacing, and materials use. It is optimized for Android devices and offline use.

One Page Brief on CurrantMobile


Indonesia 2014 EGRA and SSME Instruments

Indonesia 2014: The National Early Grade Reading Assessment (EGRA) and Snapshot of School Management Effectiveness (SSME) Survey Instruments

Assessment on Education of Students with Disabilities in Jordan: Final Report

Through the support of the United States Agency for International Development (USAID), Research Triangle Institute (RTI) is implementing the Early Grade Reading and Mathematics Initiative (RAMP) (2015–2019). The objective of RAMP is to improve the reading and mathematics skills of students in Jordan from Kindergarten 2 through grade 3 (K2–G3). The inclusion of students with disabilities is a crosscutting theme of this project. To address this theme, RTI engaged a team of international and local experts in special and inclusive education to conduct a situational assessment on the education of students with disabilities in Jordan. The assessment took place between December 2016 to May 2017. Findings from this assessment will help to compare the current situation in Jordan with international standards and best practices, determine gaps in services, strengthen RAMP’s inclusion efforts, and further enhance future efforts and initiatives conducted by the Ministry of Education (MoE).

Grade 1-3 Khmer Language Curriculum Review Report: Summary Report of Available Assessment Data, Teacher Survey and Curriculum Materials Review

This report, from the All Children Reading-Cambodia project, documents the results of the teacher survey, desk review and compilation of assessment data and communicates the implications of that research in the form of recommended updates to the syllabus, curriculum and materials for grades 1-2

IE Selected Publications (2015 - 2018)

This is a list of select peer-reviewed publications by International Education staff between 2015 and 2018. For some of the publications, links to information about the documents and related resources can be found on this websiate. Where possible, the DOI has been included in the attached brief.

Ghana Teacher Questionnaire

Under the USAID Partnership for Education: Testing activity, a teacher questionnaire was introduced to the 2015 national EGRA/EGMA survey in Ghana. This was in response to the 2013 EGRA/EGMA pupil data, which raised questions about how both pupils and their teachers experienced the language of instruction (LOI) policy, which stipulates that pupils should be taught in the Ghanaian language of the local area in the early grades and transition to English by P4. In an effort to learn more about how the LOI policy is implemented in schools, this teacher questionnaire was added in 2015 to collect more information about teacher preparation and instructional practices related to language use. The questionnaire was administered to 671 P2 teachers.

Tangerine: Evaluaciones Móbiles de Manera Sencilla

Tangerine overview in Spanish

ACR-Asia: Research Report: Investing in Early Grade Reading in Lower and Middle-income Countries in Asia

USAID/Washington, via the All Children Reading (ACR)—Asia task order, commissioned RTI International to conduct research on whether lower and middle-income countries in Asia should invest in early grade reading. To do so, we consider the relationship between increased literacy and employment and social outcomes. We also investigate evolving job opportunities in developing Asian economies, their literacy requirements, and the relationship of Asian growth to the US economy. We then examine data on the current literacy levels among school-going and young-adult populations in Asian countries to see if they meet the needs revealed by job market trends in Asia. The analyses presented in this report show conclusively that it continues to be important for lower and middle income countries in Asia to invest in improving the teaching and learning of literacy skills in early grades. Emphasis should be placed not only on foundational skills, but also on applied skills, such as reading for comprehension across subject areas and applying information gleaned through reading various types of text to understand and solve increasingly complex problems. Education systems therefore must address the full continuum of reading skills development, beginning in the early years and throughout primary school.