Resources

This presentation was part of a CIES 2022 panel on measuring learning through play and child SEL outcomes across humanitarian and LMIC contexts. The presentation focuses primarily on the...

Prior Early Grade Reading Assessments (EGRA) have been used to set reading fluency benchmarks in Tanzania for USAID report and for the Government of Tanzania (GoT). Since the EGRA requires...

Play has the potential to transform the global learning crisis. In infancy and early childhood, play builds a strong foundation for later learning by improving brain development and growth...

The Early Grade Reading and Mathematics Initiative (RAMP) has a great interest in the quality of the data related to the initiative’s activities, whether in term of the trainees’ data (teachers,...

Policy linking is a standard-setting methodology, long used in many countries, to set benchmarks (or cut scores) on learning assessments that allow those countries to determine what percentage of...

The CRLA was initially conceived as a 5-minute start-up reading assessment designed to help teachers quickly determine the reading profiles of their G1-G3 learners, and develop appropriate reading...

Due to increasing rates of COVID19 infection in Cambodia, primary schools were closed from March 2021 through the end of the school year. In Kampong Thom, Kampot, and Kep, the USAID-funded and...

The Early Grades Reading and Mathematics Initiative (RAMP) attaches great importance to the quality of data related to the initiative’s activities, both in terms of...
Relating to data of trainees...

The All Children Reading–Asia (ACR–Asia) Return to Learning Cambodia Case Study was designed to research the Cambodia Ministry of Education, Youth, and Sport’s (MoEYS’s) response to the disruption...

Most of the research that informs our understanding of children’s social-emotional learning (SEL) comes from Western, Educated, Industrialized, Rich, Democratic (WEIRD) societies where behavior is...