SUB-TOPIC
Assessment
Presentations | 4 May 2022
Right-fit EdTech: Leveraging Loquat and other (machine) learning to support foundational learning in LMICs [CIES Presentation]
Title: Right-fit EdTech: Leveraging Loquat and other (machine) learning to support foundational learning in LMICs
Abstract
The COVID-19 pandemic has severely disrupted global education systems: according to the Global Education Monitoring Team, over 1.6 billion students have lost significant instru
Presentations | 4 May 2022
Comprehensive Rapid Literacy Assessment [CIES Presentation]
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 instructional strategies.
Presentations | 4 May 2022
Nepal: Assessing Early Grade Reading Outcomes the Cost-effective Way [CIES 2022 Presentation]
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 students in their country are meeting minimum proficiency requirements for key skills such as reading an
Presentations | 28 April 2022
Measuring the impact of play on social and emotional learning across countries [CIES Presentation]
This presentation was part of a CIES 2022 panel on measuring learning through play and child SEL outcomes across humanitarian and LMIC contexts.
Presentations | 28 April 2022
Linking EGRA and GALA for Sustainable Benchmarking [CIES Presentation]
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).
Presentations | 28 April 2022
PLAY overview CIES (Dubeck et al., 2022)
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 (Goldstein, 2012).
Presentations | 1 February 2022
How data informs the journey: History and the next steps of Early Grade Reading
On January 18, 2022, the USAID’s Bureau for Asia collaborated with RTI International to reflect on the journey of early grade reading around the globe.
The first presenter, Rosalina J. Villaneza, gave an introduction of national-scale early grade literacy assessments in the Philippines.
Reports | 29 November 2021
Online Training on Formative Assessment for Early Language, Literacy, and Numeracy (ELLN) in the Philippines
This report describes findings and lessons learned from an online teacher training course in the Philippines.
Toolkits and Manuals | 12 November 2021
Manual para la evaluación inicial de la lectura en niños de educación primaria (EGRA Toolkit in Spanish)
Este manual es el producto de una colaboración en curso entre una gran comunidad de
académicos, profesionales, funcionarios gubernamentales y profesionales del desarrollo
educativo, para promover la causa de una temprana evaluación y adquisición de la lectura
entre los niños de la escuela primaria e
Presentations | 14 May 2021
Learning to Thrive: Education, opportunity and foundational skills in El Salvador [CIES 2021]
The El Salvador Early Grade Reading Assessment (EGRA) was conducted in 2018 in late June and early July 2018 (toward the end of the El Salvador school year, which runs from January to October).