Assessment

Presentation delivered at CIES2017 (Atlanta).

Measurement of learning is central to the Sustainable Development Goals for education, both in early primary (grade 2/3) and in early childhood (under the age of 5) (IAEG 2016).

This report presents key findings of a national, stratified random sample of classroom observations of Grade 3 reading instruction in Ministry of Education (MOE) schools.

The purpose of this pilot was two-fold: 1) examining the reliability of the group assessment tool to measure the construct of early grade reading; 2) determining whether or not the group assessment could be used as a partial replacement for the individual EGRA.

This is the inception report for the School Quality Assessment for Education and WASH in Three UNICEF-Supported Regions of Tanzania. The report outlines the approach to the study including the fundamental research questions and associated design to implementing the study.

This report summarizes main findings and lessons learned from the piloting of the lot quality assurance sampling (LQAS) methodology in the education sector in Ethiopia. It also suggests next steps for applying the LQAS methodology more broadly for education program monitoring.

The GALA was designed to maximize the benefits of a group-administered instrument, while also taking advantage of lessons learned from the individually administered Early Grade Reading Assessment (EGRA).

This manual was created at the request of the United States Agency for International Development (USAID). It is a tool to guide individuals who are implementing a pilot application in locations that have not previously tested it.

This report summarizes main findings and lessons learned from the piloting of lot quality assurance sampling (LQAS) in the education sector in Ghana. It also suggests next steps for applying LQAS more broadly for education program monitoring.

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