Teachers’ use of EGRA for continuous assessment: The case of EGRA Plus

Citation

Davidson, M., Korda Poole, M., & White Collins, O. (2011). Teachers’ use of EGRA for continuous assessment: The case of EGRA Plus. In A. Gove, & A. Wetterberg (Eds.), The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy (pp. 113-138). Research Triangle Park, NC: RTI Press. DOI: 10.3768/rtipress.2011.bk.0007.1109

Abstract

In this chapter, we address the importance and use of continuous assessment in the primary grades at the classroom level, using reading instruction as our curriculum example. Our context is the EGRA Plus: Liberia project, a randomized controlled trial that was conducted in 180 schools in grades 2 and 3 between 2008 and 2010.1 We provide examples of continuous assessment and highlight links to student learning, accountability, and parent and community involvement.