Assessment

The Research for Effective Education Programming – Africa (REEP–A) Task Order, awarded in September 2016, is a five-year project within the United States Agency for International Development (USAID) Africa Bureau.

In 2020, LARA undertook an analytic research into the contextual factors impacting reading outcomes.

This study explores the extent to which mother-tongue-based multilingual education (MTB-MLE), as implemented at scale in the Philippines, is having an impact on students’ reading and writing skills in English and Filipino at the end of Grade 3.

LARA developed a set of qualitative tools to learn about the successes and challenges related to the implementation of Journeys and to understand what changes staff and pupils had observed since Journeys started in the program schools.

LARA developed action research tools to measure the level of fidelity of implementation of the EGR methods and generate lessons learned to inform adaptations in EGR programming. The action research tools gather both historical and real-time data at the school.

There are two sets of monitoring and support supervision (MSS) tools that the project has been using throughout the implementation period. These are; (i) the Lesson Observation Tools; and (ii) the Head teacher/CCT Coaching Tool.

The Early Grade Reading Assessment (EGRA) is a diagnostic instrument designed to quickly assess foundational skills for literacy acquisition of pupils in Early Grades of primary school.

This presentation was held by Carmen Strigel during the second webinar of the Basic Education Coalition EdTech working group on April 27, 2020. The presentation is about using Tangerine for student self-study and self-assessment as well as family outreach.

The presentation summarizes a paper by Tim Slade and Luis Crouch on the measurement of learning inequality before and after a successful reading project. The paper concludes that at least for the case studied, the project improved not only the averages but also reduced the inequality.