Non-Formal Literacy Assessment (NFLA) - Early Grade Reading Assessment in Non-Formal Learning Centers
Session Number: 1265
Track: Needs Assessment
Session Type: Roundtable
Tags: Africa, Early grade reading, Education, education evaluation, evidence based decision making, Informal Education, Informal learning, mobile surveying, Needs Assessment, Survey Research
Session Facilitator: Innocent Chukwu, Monitoring and Evaluation [Assessment Specialist - Education Development Center (Nigeria NEI Plus Project)]
First Author or Discussion Group Leader: Innocent Chukwu, Monitoring and Evaluation [Assessment Specialist - Education Development Center (Nigeria NEI Plus Project)]
Workshop Lead Presenter: Innocent Chukwu, Monitoring and Evaluation [Assessment Specialist - Education Development Center (Nigeria NEI Plus Project)]
Time: Nov 10, 2017 (03:30 PM - 04:15 PM)
Theme: Learning from Others
Audience Level: Beginner, Intermediate
Session Abstract (150 words):
Non-Formal Literacy Assessment (NFLA), a sample based evaluation of early grade reading also known as early grade reading assessment in the non-formal learning centers, is designed to establish baseline and end-line data which when compared would indicate the outcome of basic literacy (Reading Program) intervention for a period of 9 months in the Non-Formal Learning Centers (NFLCs) which are part of the Northern Education Initiative Plus (NEI Plus) project in Nigeria funded by the United States Agency for International Development (USAID).
The NFLA sub-task measures—including syllable recognition, familiar word reading, word writing, oral reading fluency and comprehension—have been used to fulfill a diverse range of assessment needs, including screening, diagnostic, and progress-monitoring purposes. Learners are interview around issues affecting their education at home and in classroom.
Class observation tools—have been used to observe learning facilitators on the use of evidence based instructional approaches.
The purpose of NFLA is to document student performance on early grade reading skills and learning facilitator’s performance in classroom in order to inform ministries, agencies and donors regarding system needs for improving instruction.
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