EGRA Powerpoint Final

EARLY GRADE READING
ASSESSMENT (EGRA)
Prepared by: Ria M. Santiago, Lpt

Subject: MATG307
Prof : Doc Mineth Infante Ignacio
Session Objectives
Know what EGRA is and what it

measures
Be aware of the research-based

rationale for EGRA content and design.
Understand different purposes of

EGRA and current usage
Read the following.
Hello/good day1. おなまえは 1. konnichiwa
2. こんにちは
What is your name? 2. o namae wa?
Excuse me/I'm 3. すみません

sorry 3. Sumimasen
May I ask you a4.question? 4. shitsumon o shite mo ii desu ka?

あのー、ちょっとすみません
5. station?
Where is the train 5. densha
電車の駅はどこですか ? no eki wa doko desu ka?
Why Do We
Why Assess
Need Early
Reading?
Why Assess
Grade
Early?
Reading
Assessments?
01
What Is EGRA?

EGRA stands for “Early Grade Reading
Assessment.”

The assessment is used to measure
children’s progress toward learning to read.

EGRA is administered orally by an assessor,
one –on -one with a child.
Purpose of EGRA
To diagnose strengths and
weaknesses in early reading.
To provide immediate feedback to the
educators.
To update educators and parents on
the status of reading of their children.
To provide information for teachers
upon which to base their planning.
The continuous cycle of improving
student learning
1.
IDENTIFY
3. 2.
MONITOR INTERVENE
EGRA Content
Key Components of Early Reading that EGRA Measures
> <
01. 02.
Alphabetic principle Phonemic awareness
> <
03. 04. 05.

Vocabulary Fluency Comprehension
<
The Assessment Tools: EGRA Subtasks
Orientation to knowledge on book and print Oral Reading ability to quickly and
Print materials Fluency accurately read
Passage and connected text on a
Letter Name ability to name letters of the Oral Reading page and answer
Knowledge alphabet Comprehension comprehension
questions about what
has been read
Letter Sound knowledge of the sound of
Knowledge each letter
Initial Sound ability to identify the first sound

Discrimination of each word Ability to listen and
understand a passage
Listening being read
Familiar Word ability to read familiar or high Comprehension ability to spell and
Reading frequency words Passage and follow mechanics of
Dictation print such as spacing
Non-Word ability to phonetically decode and direction of text,
Reading non-words or made up words capitalization, and
punctuation
Why these areas?
Can be improved
Predictive of later Reliably and easily
through effective
reading acquisition measured
instruction
How Can EGRA Results Be Used?
Examine gaps in reading competencies to raise awareness, improve
policy, curriculum, etc. (country or regional level)
Identify key skills, or areas of instruction, that need to be improved in
order to target interventions (teacher training, materials, etc.)
Inform education sector strategic planning, resource allocation and
budgeting
Identify changes over time
Evaluate outcomes of program designed to improve specific early grade
reading skills
Develop reading indicators and benchmarks
Limitations of EGRA and Its Results
 EGRA measures a specific set of critical early grade reading skills, not
necessarily all important literacy skills.
 Individual nature of assessment administration and size of a typical

sample means it is usually used to report results at a regional, national
or program level, not district, school, or student level.
 EGRA is not a high-stakes accountability tool.
 The assessment is not suited for direct cross-language comparisons, but

could be used to report on percentage of children meeting grade- level
expectations.
Test Administration
A. Baseline Data Gathering

-Baseline data gathering of Grade 1 students’ literacy and
numeracy skills was conducted at the beginning of SY.
B. Subsequent Data Collection

The current EGRA testing design tracks the same unit
(identified through sampling) across the grade levels.
Test Administration
C. Assessors
Only trained EGRA assessors can administer the said tools.
Assessors Responsibilities:
1. Administer the EGRA or EGMA instruments to students properly, following all test
administration guidelines.
2. Ensure that the information in all completed instruments is clear, complete and consistent.
3. Inform the supervisor or team leader of any problems or difficulties encountered during
administration and help identify appropriate solutions.
4. Bring needed materials to the school.
5. Strictly follow all instructions and protocols on selecting students.
6. Encode results of the assessment accurately, following the prescribed format set by BEA.
7. Submit data gathered to the Schools Division Supervisor and BEA focal person within a
month of data gathering.
Test Administration
Supervisor’s Responsibilities
 Ensure that the list of sampled or identified schools (with the replacement) in the schools divisions is
ready.
 Ensure that all assessors have specific assignment of schools in the schools division assigned.
 Oversee, plan, and organize fieldwork data collection prior to deployment
 Guarantee the team’s on time arrival at each school, with all the necessary materials.
 Introduce the team and explain the purpose of the visit to school authorities (i.e., school head or
principal).
 Guarantee that the sample of students is drawn following proper procedures for randomization.
 Supervise the work of assessors during the assessment period to guarantee friendly and professional
treatment of students as well as correct application of instructions for each subtask including use of
stopwatch or timer.
 Provide guidance to assessors to help them improve the quality of their work.
 Guarantee that every student instrument administered is collected in order and complete.
 Receive the data submission from the assessors ensuring the correct use of encoding template.
 Ensure the completeness of data submission from the assessors to the BEA focal person.
Data Submission and Processing
The trained assessors shall encode the assessment results immediately, and
submit the results to the focal person in BEA within a month.
Data Reporting and Dissemination

The independent service provider shall perform the analysis and technical report in close
coordination with BEA. A copy of the final report shall be given to the Bureau of
Curriculum Development (BCD), Bureau of Learning Delivery (BLD), and the participating
regions and schools divisions.
LEARNER ASSESSMENT TOOL
1. Every learner must have a copy of a learner assessment booklet
2. Learners’ names and grade must be written on the cover of the booklet
3. The booklet will be used from Grade 1-3 (2015) and from Grade 3-5
(2016-2017)
4. The cohort in Grade 1 will use the booklets up to Grade 3
5. Grade 2’s use it until Grade 4
6. Grade 3’s use it until Grade 5
The booklet contains the following:
1. Letter sounds – 3 charts
2. Word Reading – 3 charts
3. Passage Reading/Comprehension
4. 5 questions after the passage
EGRA MATERIALS
1. EGRA ASSESSMENT TOOL

2. STOPWATCH OR TIMER
3. PENCILS WITH ERASERS
4. CLIPBOARD
EGRA ENVIRONMENT:
1. All materials should be ready
2. Environment is free from noise and destructions.
3. The teacher and the student should be seated at a distance
where the other people are not able to hear or see the testing.
4. The arrangement should enable the teacher to hear the
people well while covering the scoring sheet from him or her.
5. Keep in mind the safety and well-being of the student is the
primary consideration at all times.
Assessment data utilization
A. Identifying teacher training needs

B. Monitoring MTB-MLE implementation.
C. Initiating and conducting research on MTB-MLE instructional
practices and learning environment provisions (i.e., instructional
materials) that impact student learning outcomes.
D. Formulating policies and plans
Monitoring and Evaluation (M&E)
These assessments are managed by the DepEd Central Office
(CO) under the Curriculum and Instruction strand. These
assessments may be discontinued once relevant system-level
evidence has been generated to inform policymaking and
adjustments in programming.
A. Assessors’ training
B. Data gathering
C. Data encoding and submission
“Once you Learn to Read, You
will be Forever Free.”
—Frederick Douglas
Conclusions
Assessments are important for measuring learning
and for knowing whether the education system is
producing the desired results for learners. Without
effective assessment it is impossible to know
whether learners are learning, as well as knowing if
the curriculum reviews are working. “Assessment
04
goes to the heart of what matters in education: not
just enrollment and completion rates, but the
ultimate goal of student learning”
VII. References
Brombacher, A. et al. (2015). National Assessment of Learning Achievement at Grade 2: Results
for Early Grade Reading and Mathematics in Zambia. Retrieved from
www.eddataglobal.org.
Department of Education Memo No. 127, s.2014, “Administration of School Year (SY) 2014-
2015 National Achievement Test (NAT) and Language Assessment for Primary Grades
(LAPG)”.
Pouezevara, S. et al. (2013). PhilEd Data: Strengthening Information for Education, Policy,
Planning and Management in the Philippines: Component 2: Early Grade Reading
Assessment Results (Grade 3 English and Filipino, Grade 1 Ilokano). Retrieved from
www.eddataglobal.org
UP NISMED. (2015). Results of the Field Validation of the Five Sets of the Early Grade
Mathematics Assessment Tools.
UP NISMED. (2015). Results of the Field Validation of the Early Grade Reading Assessment
Tools in Five Philippine Mother Tongues.

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EARLY GRADE READING

Prepared by: Ria M. Santiago, Lpt

Know what EGRA is and what it

Be aware of the research-based

Understand different purposes of

Excuse me/I'm 3. すみません

May I ask you a4.question? 4. shitsumon o shite mo ii desu ka?

03. 04. 05.

Initial Sound ability to identify the first sound

 Individual nature of assessment administration and size of a typical

 EGRA is not a high-stakes accountability tool.

 The assessment is not suited for direct cross-language comparisons, but

A. Baseline Data Gathering

B. Subsequent Data Collection

Data Reporting and Dissemination

1. EGRA ASSESSMENT TOOL

A. Identifying teacher training needs

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