Classroom-Up Policy Change: Early Reading and Math Assessments at Work

Resource type
Journal Article
Authors/contributors
Title
Classroom-Up Policy Change: Early Reading and Math Assessments at Work
Abstract
This article reviews the development of the Early Grade Reading and Mathematics Assessments (EGRA and EGMA), which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum. The history of the design and implementation of the tools, as well as case studies of their use in Egypt and Kenya, are a useful counterbalance to the experience of the more traditional international large-scale assessments (ILSAs) documented in this special issue--in particular for understanding the needs of countries struggling to transform "education for all" into "learning for all".
Publication
Classroom-Up Policy Change: Early Reading and Math Assessments at Work
Volume
8
Issue
3
Pages
373-386
Date
20130101
Language
eng
ISSN
1745-4999
Extra
an: EJ1018577; source: Research in Comparative and International Education; docTypes: Journal Articles ; Reports - Evaluative; pubTypes: Academic JournalReport;
Citation
Gove, A., Habib, S., Piper, B., & Ralaingita, W. (20130101). Classroom-Up Policy Change: Early Reading and Math Assessments at Work. Classroom-Up Policy Change: Early Reading and Math Assessments at Work, 8(3), 373–386. https://doi.org/10.2304/rcie.2013.8.3.373