How do we communicate the learning progression of children from many contexts? An illustration using the Early Grade Reading Assessment (EGRA)

There is growing interest in producing learning metrics that yield data that is comparable across many contexts. The SDGs intensify this by setting goals for countries to report the proportion of children reaching minimum... [ view full abstract ]

There is growing interest in producing learning metrics that yield data that is comparable across many contexts. The SDGs intensify this by setting goals for countries to report the proportion of children reaching minimum proficiency benchmarks. This should not, however, restrict countries to using a limited set of international assessments in order to make valid comparisons or report against the SDGs.

This quick fire talk describes the methods used to develop and illustrate a continuum reading achievement that is valid across multiple contexts, including many language contexts. An illustration is given of how a country could use this continuum to locate its progress towards achieving SDG 4.1. In this case, EGRA is used as an illustration of how a national, or sub-national assessment program could be used to report against SDG 4.1.1 whilst still meeting the local contextual goals of a country implementing the assessment.