| Country or Region | Nepal |
| Year | 2014 |
| Producer(s) | Ministry of Education - Government |
| Metadata |
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Created on
Oct 19, 2015
Last modified
Oct 19, 2015
Overview
Identification
Summary
Abstract
The Early Grade Reading Assessment (EGRA) was administered in 2014 to grade 2 (ISCED 1) and grade 3 (ISCED 1) students, by the Ministry of Education (MOE), in collaboration with Research Triangle Institute International and New ERA, a Nepalese non-profit organization. The EGRA was administered to 5083 students (2570 in grade 2 and 2513 in grade 3) in 273 public schools of 30 districts. Nine private schools, selected based on their convenient location (in three urban districts), were also included in the study. However, the low number of private schools included and the method used to select them do not make their results generalizable to any population of private schools in Nepal.
The EGRA is a low-stake assessment. It is an oral assessment, administered face-to-face. The same instruments are administered to all test-takers.
The EGRA serves the following purposes:
- supporting teachers (training, relevant materials, etc.)
- sub-national level monitoring of learning outcomes
- monitoring education quality levels
- planning education policy reforms
Kind of Data
Random sampleUnits of Analysis
Results are reported at the sub-national (disctrict level) and national levels. Results are published in reports, which are available in print and online. A database is also accessible online.
Scope
Notes
The EGRA is administered in Nepali language, and comprises six constructs: - Letter Knowledge
- Syllable Reading
- Non-Word Decoding
- Oral passage Reading
- Reading Comprehension
- Listening Comprehension
All tests, except the Listening Comprehension test, are timed and last one minute each.
Students are asked to read letters, syllables, nonwords (words that follow usual spelling patterns in Nepali but has no meaning in the language), short passages and texts aloud. Students are also asked to read as much of an assigned passage as they can in one minute, and to respond to questions about that passage. Questions are in the form of multiple choice questions and questions requiring open-ended short constructed reponses.
Reporting metrics: Student performance is reported by raw numbers.The assessment does not have a minimum standard or benchmark. The proficiency in constructs assessed in timed tests are measured in letters/words per minute. The range of possible scores for each construct is listed below:
- Letter Knowledge: 0-100
- Syllable Knowledge: 0-100
- Non-Word Reading: 0-50
- Oral Reading Comprehension: 0-6
- Oral Reading Fluency: 0- 61
- Listening Comprehension: 0-3
Coverage
Geographic Coverage
NationalUniverse
Students enrolled in grade 2 (ISCED 1) and grade 3 (ISCED 1) in public and private schools.Producers and Sponsors
Primary Investigator(s)
| Name | Affiliation |
|---|---|
| Ministry of Education | Government |
Other Producer(s)
| Name | Affiliation | Role |
|---|---|---|
| Ministry of Education | Programme development; data dissemination | |
| Research Triangle Institute International | Test development and administration; data processing and analysis | |
| New ERA | Test development and administration; data processing and analysis | |
| United States Agency for International Development | Funding |
Metadata Production
Metadata Produced By
| Name | Abbreviation | Affiliation | Role |
|---|---|---|---|
| Ministry of Education | MOE | Government | Data collection |
| UNESCO Institute for Statistics | UIS | United Nations | Questionnaire design, metadata collection, review and publication |
Date of Metadata Production
2015DDI Document ID
NPL-EGRA-2014