Beyond the Early Grade Mathematics Assessment: Informing Practice

Presentation delivered at CIES 2017 (Atlanta). The international education community agrees on the importance of measuring the level of student’s knowledge in the early grades (Learning Metrics Task Force, 2013). For mathematics, the EGMA has been widely used by governments, donors, and implementers in low- and middle-income countries. However, even though the EGMA was designed to provide a snapshot of student performance at a systems level, it is often interpreted as being representative of students’ overall mathematical ability. Left unmeasured by the EGMA is the mathematics that children use and develop as part of their everyday life, such as the strategies they use to solve simple arithmetical problems. The purpose of this paper is to explore an alternative methodology for measuring children’s mathematical knowledge that, together with the EGMA, can provide a more complete picture of children’s mathematical ability and inform next steps to improving instruction.