Evaluation

This study primarily provides USAID and the GDRC with information regarding the ability of Grade 3 children to read in three of the DRC’s national languages (Lingala, Kiswahili, and Tshiluba), those same pupils’ receptive and productive oral French skills, and Grade 5 children’s ability to read in F

This study primarily provides USAID and the GDRC with information regarding the ability of Grade 3 children to read in three of the DRC’s national languages (Lingala, Kiswahili, and Tshiluba), those same pupils’ receptive and productive oral French skills, and Grade 5 children’s ability to read in F

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.

In 2016, RTI International suggested piloting additional subtasks to enhance the Early Grade Reading Assessment instrument. Researchers from RTI collaborated with a team of researchers in Accra, Ghana, to adapt, refine and pilot four subtasks.

The EGRA has been a useful tool to understand students’ progress toward fluent reading. However, users are often left wanting additional information about reading comprehension, writing, and language.

The focus of this desk study is to provide information on the assessment of early numeracy learning outcomes as an integral part of efforts aimed at increasing education quality in low income countries.

The focus of this desk study is to provide information on the assessment of early numeracy learning outcomes as an integral part of efforts aimed at increasing education quality in low income countries.

Article published in the International Journal of Education in Math, Science and Technology, Volume 4, Number 3. (Open Access).

The EGMA Toolkit provides detailed information about the Early Grade Mathematics Assessment. The first chapter provides an introduction to the instrument and summarizes the purposes of the assessment.

From December 2014 to June 2015, the Nigeria Reading and Access Research Activity (RARA) evaluated the effectiveness of an instructional approach to improving Hausa early grade reading outcomes among Primary 2 pupils in the Northern Nigerian states of Bauchi and Sokoto.