The case of the early grade reading assessment in Nigeria
Pflepsen, A. A., Gove, A. K., Warrick, R. D., Yusuf, M. B., & Bello, B. I. (2016). Real life lessons in literacy assessment: The case of the early grade reading assessment in Nigeria. In Annual Review of Comparative and International Education 2016: International Perspectives on Education and Society (Vol. 30, pp. 129-145). Emerald Group Publishing Ltd.. https://doi.org/10.1108/S1479-367920160000030011
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.