Real life lessons in literacy assessment

Abstract

In November 2016, the Early Grade Reading Assessment (EGRA)
reached a milestone 10 years since it was first developed as a tool to
measure and report on student acquisition of foundational literacy skills,
particularly in low and middle income countries. Since then, a number of
observations have been raised with respect to the appropriateness of the
tool for diverse contexts, the process of instrument adaptation, data
collection logistics and their potential to affect the quality of the results,
and the utility of the assessment in leading to literacy improvement.
These issues are not often discussed in formal reports and published
articles. In this commentary, the authors address these observations by
reviewing the theoretical underpinnings and purpose of the EGRA, providing
guidance on key aspects of EGRA design and implementation, and
sharing their experience using EGRA in northern Nigeria for multiple data collections. This chapter is based on the direct involvement of the
authors in several EGRA exercises conducted in Nigeria, from instrument
conception to administration to results analysis.