Publication:
Classroom Assessment to Support Foundational Literacy

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dc.contributor.authorLuna-Bazaldua, Diego
dc.contributor.authorLevin, Victoria
dc.contributor.authorLiberman, Julia
dc.contributor.authorGala, Priyal Mukesh
dc.date.accessioned2025-03-21T20:02:04Z
dc.date.available2025-03-21T20:02:04Z
dc.date.issued2025-03-21
dc.description.abstractThis 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.en
dc.identifierhttp://documents.worldbank.org/curated/en/099020525214547897
dc.identifier.doi10.1596/42975
dc.identifier.doihttps://doi.org/10.1596/42975
dc.identifier.urihttps://hdl.handle.net/10986/42975
dc.languageEnglish
dc.language.isoen_US
dc.publisherWashington, DC: World Bank
dc.rightsCC BY 4.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/igo
dc.subjectQUALITY EDUCATION
dc.subjectCLASSROOM ASSESSMENT ACTIVITIES
dc.subjectLITERACY SKILLS MEASUREMENT
dc.subjectEARLY CHILDHOOD EDUCATION
dc.subjectTEACHER TRAINING AND PROFESSONAL DEVELOPMENT
dc.titleClassroom Assessment to Support Foundational Literacyen
dc.typeReport
dspace.entity.typePublication
okr.date.disclosure2025-03-21
okr.date.doiregistration2025-04-14T11:49:12.682998Z
okr.date.lastmodified2025-02-09T23:04:48Zen
okr.doctypeEconomic & Sector Work::Other Education Study
okr.doctypeEconomic & Sector Work
okr.docurlhttp://documents.worldbank.org/curated/en/099020525214547897
okr.guid099020525214547897
okr.identifier.docmidP500384-1db9a0fc-6d96-410f-a45e-569c43a4a8dc
okr.identifier.externaldocumentum34453450
okr.identifier.internaldocumentum34453450
okr.identifier.report197071
okr.import.id6926
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttps://documents.worldbank.org/curated/en/099020525214547897/pdf/P500384-1db9a0fc-6d96-410f-a45e-569c43a4a8dc.pdfen
okr.region.geographicalWorld
okr.topicEducation::Early Childhood Development
okr.topicEducation::Education Indicators and Statistics
okr.topicEducation::Effective Schools and Teachers
okr.topicSocial Protections and Labor::Skills Development and Labor Force Training
okr.unitPeople - Education Global (HEDGE)
relation.isAuthorOfPublication30ccc353-8822-5530-884e-c1d0de3d2b8a
relation.isAuthorOfPublicationa22b5dbd-49a2-4047-9b86-99a1b17bc6e1
relation.isAuthorOfPublication.latestForDiscovery30ccc353-8822-5530-884e-c1d0de3d2b8a
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