EARLY GRADE READING ASSESSMENT BASELINE REPORT

Early Grade Reading Assessment Baseline Report-Free PDF

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EARLY GRADE READING,ASSESSMENT BASELINE REPORT,GILGIT BALTISTAN. Contracted under Order No AID 391 C 13 00005,Monitoring and Evaluation Program MEP. DISCLAIMER, This study report is made possible by the support of the American people through the United States Agency for International. Development USAID The contents are the sole responsibility of Management Systems International and do not necessarily. reflect the views of USAID or the United States Government. ACKNOWLEDGEMENTS, We would like to thank the Education team of USAID Pakistan for their forward planning to be able to. collect baseline data before the roll out of the two important reading programs Their support and. responsiveness under a demanding timeline made this study possible We would also like to thank the. Government of Gilgit Baltistan Directorate of Education for their support of this activity Finally this effort. would not have been possible without the dedication of our field teams of quality control officers and our. local data collection partner the Institute for Social and Applied Policy Studies I SAPS. EARLY GRADE READING ASSESSMENT BASELINE GILGIT BALTISTAN i. Executive Summary 1,Chapter 1 Introduction 7,Chapter 2 Design and Methodology 9.
Chapter 3 Findings and Results 19,Chapter 4 Conclusions and Recommendations 31. Annexes 34,Annex 1 Complete Item Statistics by Grade 35. Annex 2 Box Plots for Phonics and Reading rate Fluency Tasks 36. Annex 3 Example of a Reading Fluency Score Threshold Calculation 39. Annex 4 Distribution of Reading Fluency and Comprehension Scores using Fixed Intervals 41. List of Tables and Figures, Table 1 Round 1 Timeline January 2013 to May 2014 11. Table 2 Sample Schools by District Gender and Location for Full Treatment 13. Table 3 Reliability Estimates 16,Table 4 EGRA Score Ranges and Calculations 17. Table 5 Example of EGRA Percent Correct and Summary Scores 18. Table 6 Example of EGRA Timed Task Scores 18, Table 7 Actual Student Sample by Grade and Gender 19.
Table 8 Task Statistics Full and Light Treatment Groups 20. Table 9 Percent Correct Scores by Grade and Task Full and Light Treatment Groups 16. Table 10 Scores by Grade Task and Group 16, Table 11 Scores by Grade Task and Gender Full and Light Treatment Groups 18. Table 12 Percent Correct Scores by Group Grade and Gender 19. Table 13 Baseline Maximum Scores on Fluency Timed Tasks Full and Light Treatment Groups 20. Table 14 Phonics and Reading Rate Fluency Task Means by Grade Full and Light Treatment Groups 21. Table 15 Timed Task Scores by Grade and Group 21, Table 16 Timed Task Scores by Grade and Gender Full and Light Treatment Groups 22. Table 17 Phonics and Reading Rate Fluency Task Means by Group Grade and Gender 22. Table 18 Summary Scores by Student Age 23, Table 19 Summary Scores by Reading the Quran at Home 23. Table 20 Summary Scores by the Presence of a Library at the School 24. Table 21 Summary Scores by the Presence of Newspapers at Home 24. Table 22 Summary Scores by the Presence of Magazines at Home 24. Table 23 Summary Scores by the Presence of Books at Home 25. Table 24 Summary Scores by Children Having Someone Read to Them at Home 25. Table 25 Summary Scores by Children Reading to Someone Else at Home 25. Table 26 Summary Scores by Children Reading Silently at Home 25. Table 27 Summary Scores by Teacher Academic Qualification 26. Table 28 Summary Scores by Teacher Professional Qualification 26. Table 29 Summary Scores by Teacher Age 26, EARLY GRADE READING ASSESSMENT BASELINE GILGIT BALTISTAN ii. Table 30 Summary Scores by Teacher Experience 27, Table 31 Summary Scores by Teacher In Service Training 27.
Table 32 Summary Scores by Head Teacher Academic Qualification 28. Table 33 Summary Scores by Head Teacher Professional Qualification 28. Table 34 Summary Scores by Head Teacher Experience 28. Table 35 Summary Scores by Head Teacher In Service Training 29. Table 36 Summary Scores by Head Teacher Support to Teachers in Reading 29. Table 37 Summary Scores by Head Teacher Training in Teaching Reading 29. Table 38 Summary Scores by School Gender 30,Table 39 Summary Scores by PTA SMC PTSMC PTC 30. Table 40 Summary Scores by Presence of a School Library 30. Table 41 Summary Scores by Infrastructure Drinking Water Electricity Toilets 30. Table A1 Complete Item Statistics by Grade 35, Table A2 Thresholds for CWPM with 80 Percent Comprehension 39. Table A3 Thresholds for CWPM with Fixed Intervals 40. Table A4 Grade 3 Reading Fluency and Comprehension 41. Table A5 Grade 5 Reading Fluency and Comprehension 42. Figure 1 Evaluation Design 9,Figure 2 Grade 3 Summary Scores 15. Figure 3 Grade 5 Summary Scores 15, Figure 4 Full Treatment Scores by Grade and Task 17. Figure 5 Light Treatment Scores by Grade and Task 17. Figure 6 Grade 3 Scores by Task and Gender Full and Light Treatment Groups 18. Figure 7 Grade 5 Scores by Task and Gender Full and Light Treatment Groups 19. Figure A1 Understanding Boxplots 36, Figure A2 Phonics and Reading Rate Fluency Box Plots for Grade 3 37.
Figure A3 Phonics and Reading Rate Fluency Box Plots for Grade 5 38. Figure A4 Grade 3 Reading Fluency and Comprehension 42. Figure A5 Grade 5 Reading Fluency and Comprehension 43. EARLY GRADE READING ASSESSMENT BASELINE GILGIT BALTISTAN iii. AJK Azad Jammu and Kashmir,B A Bachelor of Arts,B Sc Bachelor of Science. C T Certificate of Teaching Grade 12 plus FA FSC Certificate. DEO Data Entry Operators,EGRA Early Grade Reading Assessment. F A Intermediate College Grade 12 Certificate in Arts. FATA Federally Administered Tribal Areas, F Sc Intermediate College Grade 12 Certificate in Sciences. GB Gilgit Baltistan,ICT Islamabad Capital Territory. I SAPS Institute for Social and Applied Policy Studies. KP Khyber Pakhtunkhwa,M A Master of Arts, Matric Secondary School Grade 10 Certificate Matriculation.
M Ed Master of Education,MOE Ministry of Education. M Sc Master of Science,MSI Management Systems International. MT Master Trainers,NEAS National Education Assessment System. NEMIS National Education Management Information System. PRP Pakistan Reading Project,P T C Primary Teaching Grade 12 Certificate. QCO Quality Control Officer,SPSS Statistical Package for the Social Sciences.
SQL Structured Query Language,SRP Sindh Reading Project. STS School to School International,TTI Teacher Training Institute. USAID United States Agency for International Development. EARLY GRADE READING ASSESSMENT BASELINE GILGIT BALTISTAN iv. EXECUTIVE SUMMARY, In 2013 Management Systems International MSI and School to School International STS conducted a. baseline reading assessment for primary school children prior to the launching of two USAID funded. projects the Pakistan Reading Project PRP and the Sindh Reading Program SRP PRP is targeting. improved reading for 910 000 children in Azad Jammu and Kashmir AJK Balochistan the Federally. Administered Tribal Areas FATA Gilgit Baltistan GB the Islamabad Capital Territory ICT Khyber. Pakhtunkhwa KP and Sindh while the SRP is targeting improved reading and mathematics for 750 000. children in Sindh Targets will be achieved through support for 1 improved policies laws and guidelines for. teachers and administrators and 2 improved reading instruction for children in the primary grades. To measure results from PRP and SRP a rigorous external evaluation is being conducted This report covers. the baseline assessment in Gilgit Baltistan In May 2013 GB along with AJK and ICT was part of Round 1. of the baseline data collection data from Pakistan s other five provinces areas territories hereafter referred. to as provinces were collected in Rounds 2 and 3 in September and October 2013 respectively The. following activities were carried out for all of the provinces including GB 1 design 2 sampling 3. instrumentation 4 planning 5 training 6 implementation 7 analysis and 8 reporting. The external evaluation design which was developed prior to the baseline assessment was tailored to the. implementation of the PRP and SRP in each province In most of the provinces a quasi experimental design. will be used with two treatment groups full treatment and light treatment The full treatment group will. receive both the first and second kinds of support i e 1 policy laws and guidelines and 2 improved. instruction The light treatment group will only receive the first kind of support. In accordance with the USAID evaluation guidelines students at two selected grade levels grades 3 and 5. will be assessed at three time points baseline midline and endline An internationally accepted assessment. tool the Early Grade Reading Assessment EGRA will be individually administered to a target sample of. 33 600 children in over 1 120 schools throughout the country Over the course of the projects the evaluators. will compare the baseline results with those at the midline and endline to examine success in improving. children s reading levels in Pakistan The sampling was designed so that each province could be evaluated. independently, The long term goal of this evaluation is to compare each province s baseline results to its midline and endline. results rather than other province s results There are too many confounding variables languages curricula. administration dates etc that could render province to province comparisons meaningless Furthermore the. evaluation is designed to investigate reading performance of the full and light treatment groups across time. baseline midline and endline The differences between treatments will be fully investigated later given the. baseline data as the starting point for comparisons In depth comparisons between the full and light. treatment groups are not useful at this time such comparisons at baseline could add some bias by facilitating. competition between the two groups that could compromise the validity of the evaluation. For the baseline in GB all activities were completed by the end of September 2013 including a draft report. The EGRA baseline results were presented and discussed at a consultative meeting in Islamabad on. September 25 2013 Representatives from the provincial Ministry of Education USAID PRP and the. contractors MSI and STS attended the consultation Revisions were then made to this report based on the. discussions between the stakeholders, EARLY GRADE READING ASSESSMENT BASELINE GILGIT BALTISTAN 1.
Map of Sampled Districts, EARLY GRADE READING ASSESSMENT BASELINE GILGIT BALTISTAN 2. Key Points, Several key points from the EGRA baseline assessment in GB are highlighted below. Implementation, 1 The GB evaluation involves two kinds of comparisons 1 a comparison of full and light treatment. groups to determine the effects of full treatment above and beyond that of the light treatment and 2. a comparison of each group to itself at the baseline midline and endline Please see Figure 1 and the. accompanying text for a fuller description of the evaluation design. 2 Five districts of GB were selected for full treatment during the initial consultative meetings. between the DOE and USAID in January 2013 i e Gilgit Skardu Diamir Astor and Hunza. Nagar The other two districts were selected as light treatment Two of the five full treatment. districts i e Gilgit and Skardu were randomly sampled for the baseline assessment along with both. of the light treatment districts i e Ghanche and Ghizer. 3 Since the majority of the schools in GB are Urdu medium only EGRA in Urdu was used The. EGRA tools which have been administered in various forms in over 40 countries were successfully. adapted for use in Pakistan These included individually administered reading tests for students along. with questionnaires for students teachers and head teachers The Urdu version of the tools was. piloted in AJK ICT and KP, 4 A total of 140 schools with 70 schools from each group full and light treatment were randomly. selected for the baseline These schools were selected on a proportional basis from the two full. treatment sample districts and from the two light treatment sample districts. 5 The baseline data were collected in the schools in the four sampled districts in GB A random sample. of male and female schools was selected followed by a random sample of grades 3 and 5 students. within those schools, 6 The results from this representative sample are presented in this report as a generalized view of the.
reading levels for students in GB in Urdu Please note that district comparisons are not possible. because the districts were not evenly sampled the number of sampled schools varied by district and. the sample sizes are limited for each district Moreover the gap between the start of the school year. and the EGRA administration fluctuated by district thereby altering the amount of instructional time. students received and potentially affecting the reading performance levels students achieved across. the districts, 7 The EGRA testing window for GB was May 2013 All schools were reached during this time period. 8 The assessment tools were successfully administered in the schools in the zones as follows with a. percentage of the target reached in parentheses 140 schools 100 0 percent to 3 725 students 88 7. percent 225 teachers 80 3 percent with some teachers covering both grades 3 and 5 thus. reducing the total number of teachers in the survey and 140 head teachers 100 0 percent. EARLY GRADE READING ASSESSMENT BASELINE REPORT EARLY GRADE READING ASSESSMENT BASELINE will compare the baseline results with those at the midline and endline

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