UNDERSTANDING WHAT WORKS IN ORAL READING ASSESSMENTS

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The UNESCO Institute for Statistics (UIS) led a collaborative project to formulate recommendations to guide practitioners when selecting, conducting and using oral reading assessments. The aim is to highlight basic principles that should be applied in the different stages of oral reading assessments—from planning and design to implementation and use of the resulting data. The recommendations are drawn from a collection of articles, which can be found online in the ebook, Understanding What Works in Oral Reading Assessments, at http://www.uis.unesco.org Suggested citation UNESCO Institute for Statistics (UIS) (2016). Understanding What Works in Oral Reading Assessments: Recommendations from Donors, Implementers and Practitioners. Montreal: UNESCO Institute for Statistics. Support for this initiative was generously provided by the Global Partnership for Education and the William and Flora Hewlett Foundation. Contributors Organization Australian Council for Educational Research (ACER) ASER Centre, Pratham India ASER Pakistan Concern Worldwide Concern Worldwide and University College Dublin Creative Associates Durham University Education Development Center Instituto para el Desarrollo de la Democracia (IPADE) Juarez and Associates, USAID Lifelong Learning Project Laboratoire de recherche sur les transformations économiques et sociales (LARTES), Jàngandoo Author Marion Meiers Juliette Mendelovits Rukmini Banerji Shaher Banu Vagh Savitri Bobde Sehar Saeed Karyn Beattie Aine Magee Homayoon Shirzad Jenny Hobbs Joy du Plessis Fathi El-Ashry Karen Tietjen Christine Merrell Peter Tymms Nancy Clark-Chiarelli Nathalie Louge Vanessa Castro Cardenal Cristina Perdomo Ana Lucía Morales Sierra Leslie Rosales de Véliz Fernando Rubio Binta Aw Sall Abdou Aziz Mbodj Diéry Ba Same Bousso Meissa Bèye Diadji Niang 3 ■ Understanding What Works in Oral Reading Assessments
Ministry of Education, Guatemala Ministry of Basic and Secondary Education, The Gambia RTI International Save the Children Twaweza East Africa UNICEF University College London, Institute of Education University of British Colombia University of Oregon University of Oxford The William and Flora Hewlett Foundation Women Educational Researchers of Kenya María José del Valle Catalán Momodou Jeng Keely Alexander Margaret M. Dubeck Amber Gove Emily Kochetkova Ivelina Borisova Amy Jo Dowd Elliott W. Friedlander Lauren Pisani Izel Jepchirchir Kipruto John Kabutha Mugo Mary Goretti Nakabugo Lydia Nakhone Nakhone Manuel Cardoso Monazza Aslam Linda Siegel Sylvia Linan-Thompson Pei-tseng Jenny Hsieh Patricia Scheid Dana Schmidt Joyce Kinyanjui 4 ■ Understanding What Works in Oral Reading Assessments
Page 1 and 2: UNDERSTANDING WHAT WORKS IN ORAL RE
Page 3: UNESCO The constitution of the Unit
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 and 30: 8. CONCLUSION Flora and Jolly atten
Page 31 and 32: Teacher Quality as a Mediator of St
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.
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Muter, V., Hulme, C., Snowling, M.J
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RTI International and International
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What and How to Assess Reading Usin
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Figure 1. Example of the Uwezo oral
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Figure 3. Template for recording ch
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the assessment villages and trained
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Evaluating Early Learning from Age
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critical that they provide opportun
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© Lauren Pisani/Save the Children
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However, the reverse may not necess
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ecause their scores at baseline are
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comprehension can be difficult and
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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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