UNDERSTANDING WHAT WORKS IN ORAL READING ASSESSMENTS

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Hart, B. and Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H Brookes Publishing. Save the Children Malawi (2013). Save the Children International Basic Education Program All Children Reading TIANA Project 2013 Endline Report. Blantyre: Malawi. Hess, R. D. and Holloway, S. D. (1984). “Family and School as Educational Institutions”. Review of Child Development Research, 7, 179–222. Snow, C. E., Burns, M. S. and Griffin, P. (1998). Preventing Reading Difficulties in Young Children. National Research Council. Kabarere, V., Muchee, T., Makewa, L. N., & Role, E. (2013). “Parental Involvement in High and Low Performing Schools in Gasabo District, Rwanda”. International Journal about Parents in Education, Vol. 7, No. 1, p.p. 30-42. Kalia, V. and Reese, E. (2009). “Relations Between Indian Children’s Home Literacy Environment and Their English Oral Language and Literacy Skills”. Scientific Studies of Reading, Vol. 13, No. 2, p.p. 122-145. http://www.tandfonline.com/doi/ abs/10.1080/10888430902769517 Mithani, S., Alam, I., Babar, J. A., Dowd, A. J., Hanson, J. and Ochoa, C. (2011). Literacy Boost Pakistan: Year 1 Report. Washington D.C.: Save the Children. Taylor, D. (1983). Family literacy: Young children learning to read and write. Portsmouth, NH: Heinemann. Tusiime, M., Friedlander, E. and Malik, M. (2014). Literacy Boost Rwanda: Literacy Ethnography Report. Save the Children, Stanford University and the Rwanda Education Board. Wagner, D. A. and Spratt, J. E. (1988). “Intergenerational Literacy: Effects of Parental Literacy and Attitudes on Children’s Reading Achievement in Morocco”. Human Development, Vol. 31, No. 6, p.p. 359-369. 29 ■ Home Literacy Environment Data Facilitate All Children Reading
Teacher Quality as a Mediator of Student Achievement NANCY CLARK-CHIARELLI AND NATHALIE LOUGE 1 Education Development Center ABBREVIATIONS 1 EDC NRP SCOPE- Literacy USAID 1. <strong>IN</strong>TRODUCTION Education Development Center National Reading Panel Standards Based Classroom Observation Protocol for Educators in Literacy United States Agency for International Development In recent years, standardised primary grade reading assessments have revealed disturbingly low levels of primary grade student achievement in reading and math in many countries around the world. As organizations and governments strive to improve primary grade learning outcomes, understanding which factors account most for the dramatic differences in student achievement will increase the likelihood of the success of interventions. Through sample-based national testing using the Early Grade Reading Assessment (EGRA) or other similar tools, we now know a lot about where students stand in relation to the competencies necessary for reading with comprehension. However, we still do not know enough about teachers who 1 This publication is made possible by the generous support of the American people through the United States Agency for International Development (USAID) under the Basa Pilipinas Project and the Philippines Department of Education. The contents of this publication are the sole responsibility of Education Development Center, Inc. (EDC), and do not necessarily reflect the views of USAID or the United States Government. are entrusted with ensuring that students attain the necessary reading and math skills by the end of the primary grades. Similarly, although more information is now available about primary school access, we still do not know what instruction looks like and what competencies are being taught. In addition, in the field of education research, reliable measurement of teacher quality is still at the “comparatively early stages of development” (Centre for Education Statistics and Evaluation, 2013). Efforts to address teacher skill gaps and improve the quality of teaching is likely to fail without information on teacher skills since any professional development programme is only successful if it builds on existing knowledge and skills. So far, only a limited number of attempts have been made in developing nations to investigate the teaching cadre and better understand the content of instructional practice in a systematic way. Without such information, student achievement data provides only half of the story—it identifies the problems, but not the opportunities for solutions that may lie in improving teaching quality. This paper addresses two key areas in literacy assessment that focuses on teacher quality: 1. How can we assess teacher quality in primary grade literacy instruction that goes beyond credentials or content knowledge? What tools help assess the quality of classroom literacy instruction? 30 ■ Teacher Quality as a Mediator of Student Achievement
Page 1 and 2: UNDERSTANDING WHAT WORKS IN ORAL RE
Page 3 and 4: UNESCO The constitution of the Unit
Page 5 and 6: Ministry of Education, Guatemala Mi
Page 7 and 8: Chapter 3. Translating Reading Asse
Page 9 and 10: Foreword With the new Sustainable D
Page 11 and 12: Abbreviations ACER AERA AET AMCHAM
Page 13 and 14: NER NGO NL NRP OECD ORF OSP PAL PAL
Page 15 and 16: Introduction With the Sustainable D
Page 17 and 18: Education 2030 and data on learning
Page 19 and 20: Overview of oral reading assessment
Page 21 and 22: assessments include the Initial Gra
Page 23 and 24: Home Literacy Environment Data Faci
Page 25 and 26: economic status, gender, repetition
Page 27 and 28: can illuminate challenges that migh
Page 29: 8. CONCLUSION Flora and Jolly atten
Page 33 and 34: Figure 1. Theory of change to produ
Page 35 and 36: Figure 2. SCOPE-LITERACY dimensions
Page 37 and 38: instruction” items of the SCOPE-L
Page 39 and 40: 5. IMPLICATIONS FOR BUILDING PROFES
Page 41 and 42: Hattie, J. (2009). Visible learning
Page 43 and 44: skills and language skills to readi
Page 45 and 46: TABLE 1 Description of EGRA subtask
Page 47 and 48: TABLE 2 Summary of concurrent valid
Page 49 and 50: 4. WHAT INFORMATION DO PRACTITIONER
Page 51 and 52: APPENDIX 1 Research supporting the
Page 53 and 54: Education Development Center, Inc.
Page 55 and 56: Muter, V., Hulme, C., Snowling, M.J
Page 57 and 58: RTI International and International
Page 59 and 60: What and How to Assess Reading Usin
Page 61 and 62: Figure 1. Example of the Uwezo oral
Page 63 and 64: Figure 3. Template for recording ch
Page 65 and 66: the assessment villages and trained
Page 67 and 68: Evaluating Early Learning from Age
Page 69 and 70: critical that they provide opportun
Page 71 and 72: © Lauren Pisani/Save the Children
Page 73 and 74: However, the reverse may not necess
Page 75 and 76: ecause their scores at baseline are
Page 77 and 78: comprehension can be difficult and
Page 79 and 80: Figure 8. Average number of letters
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Lonigan, C. J., Schatschneider, C.
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in Kajiado County could read at Gra
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© Hannah May Wilson, PAL Network d
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TABLE 3 Maa EGRA subtasks Subtask D
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As shown in Table 4, 12% of the pup
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6. FUTURE SUGGESTIONS © Dana Schmi
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Learning-by-Doing: The Early Litera
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mm mm Step 5: Reading practice Step
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shows the number of candidates asse
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Figure 3. ELNIL pupils’ performan
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Figure 6. Pupil performance on syll
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oth the EGRA and ELINL groups, ther
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In introducing NL programmes, there
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Using Literacy Boost to Inform a Gl
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© ASER Pakistan This type of compr
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three elements in the commonly acce
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Important to consider within the sc
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Figure 2. Readers with comprehensio
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with the awareness that although th
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A Longitudinal Study of Literacy De
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TABLE 2 LLANS data gathering schedu
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4.1 What were the findings of the s
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trajectory can be. This child began
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Assessing Young Children: Problems
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On the basis of research such as th
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content. This approach not only add
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Demetriou, A., Spanoudis, G. and Sh
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© Dana Schmidt/The William and Flo
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Key methodological considerations i
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2. BENEFITS OF ASSESSING CHILDREN A
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(see example in Box 2). Collecting
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Box 4: Excerpts from key informant
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TABLE 2 Possible solutions to commo
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REFERENCES Aslam, M. (2014). Citize
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THE EARLY GRADE READING ASSESSMENT:
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field of education can make for rel
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crucial to help assessors gain conf
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the school matches that of the asse
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pupil stimulus book). If tablet dev
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autonomous region of Puntland in th
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can remain high in Mogadishu even f
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The EGRA version used had been deve
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Within the same grades, scores at t
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ut that the majority of children in
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States, there were unavoidable dela
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Administering an EGRA in a Post- an
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TABLE 1 EGRA subtasks and correspon
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unwilling to interact with assessor
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to measure an individual child’s
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are shared with families, communiti
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assessment strategy is to go beyond
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The Jàngandoo Barometer is an arti
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such as the remediation guide, have
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years, policy and practice in India
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to building awareness, improving ac
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If a state decides to conduct the a
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process is crucial. At the same tim
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iv) Monitoring Monitoring refers to
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time-bound pace by the citizens of
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Is Simple, Quick and Cost-Effective
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used assessment of reading that has
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correlated with the RI Literacy ass
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assessment of literacy in the tradi
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South and South-East Asian Psycholi
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evidence obtained from their studen
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TABLE 1 Definition of the assessmen
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students who participated in this p
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correspond to the 20% of students w
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Spanish speakers. The training sess
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mm mm mm mm Despite the fact that i
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These multigrade schools are mainly
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2. The teacher must have taught an
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© Margarita Montealegre, Nicaragua
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The IPADE also created a baseline w
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mm mm mm mm mm mm mm mm Reading dif
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TABLE 1 Comparative results collect
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IEEPP (2012). Niños, niñas y adol
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Yemen has a rich history of learnin
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The Yemen Early Grade Reading Appro
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Figure 1. Total correct responses o
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1. Have student reading-related ski
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(68% versus 36%). Note that tests o
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tests. In some cases, parents are b
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difficulties teachers were having w
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Saiegh-Haddad, E. (2003). “Biling
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among them), other groups have only
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© María José del Valle Catalán,
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PAMI and LEE tests, specialised per
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mm mm mm mm Xje’lb’il u’jin k
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Dirección General de Evaluación e
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(ITA) that implements the Annual St
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TABLE 1 2014 citizen-led assessment
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Box 1. Sustainable Development Goal
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Box 2. Case study 1: The Right to E
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a 60-day participatory learning cam
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einforce action at the agenda setti
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Measuring inter-rater reliability i
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THE EARLY GRADE READING ASSESSMENT:
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Further, good planning for the firs
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language profile is just beginning.
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RECOMMENDATION 3: Emphasise the rel
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TABLE 1 Possible solutions to commo
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mm For example, if factors, such as
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RECOMMENDATION 6: Use the data to r
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students and has helped teachers ad
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304 ■ Understanding What Works in
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REFERENCES The primary references f
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UNESCO Institute for Statistics Cat
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Consonant letters and sounds. All l
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Morphology. The study of the struct
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Quality education and learning for
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UNDERSTANDING WHAT WORKS IN ORAL READING ASSESSMENTS

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