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Gala, Priyal Mukesh

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Last updated: March 21, 2025
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Priyal Mukesh Gala is a consultant with the Education Global Practice and the South Asia Education team at the World Bank. She specializes in primary and secondary education, teacher education, technical and vocational skills education, program management, and the Global South. Her work focuses on the Foundational Learning Compact trust fund in primary and secondary education. She also works on technical and vocational education and training and skills for employment with a focus on countries in South Asia. She has supported research on assessments in early grade reading and assessing digital connectivity and the impact of school closures during the COVID-19 (coronavirus) pandemic. Before joining the World Bank, she worked with the Wikimedia Foundation, Global School Leaders, World Learning, and Teach for India. She holds a graduate degree in international education and human development from the George Washington University.

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    Classroom Assessment to Support Foundational Literacy
    (Washington, DC: World Bank, 2025-03-21) Luna-Bazaldua, Diego; Levin, Victoria; Liberman, Julia; Gala, Priyal Mukesh
    This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.
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    Engendering Access to STEM Education and Careers in South Asia
    (Washington, DC: World Bank, 2023-06-20) Sosale, Shobhana; Harrison, Graham Mark; Tognatta, Namrata; Nakata, Shiro; Gala, Priyal Mukesh; Brown, Sherrie; Holtz, Paul
    Building a skilled and diverse science, technology, engineering, and mathematics (STEM) workforce is crucial for economic development, cross-border trade, and social inclusion in South Asia. However, underrepresentation of girls and women in STEM education and careers remains a persistent issue. What kinds of macro and micro socioeconomic interventions are needed to increase girls’ and women’s access to and participation in STEM education and careers in South Asia?