EdData: Education Data for Decision Making
EdData is a mechanism the primary role of which is to improve the accuracy, timeliness, accessibility, and use of data for education policy and program planning. This goal is accomplished by collecting primary data to increase individual and institutional capacity for education data collection, analysis, and dissemination.
The following are examples of activities that are within the scope of EdData:
Since 2006, the EdData II project has promoted assessments that are easy to use, have a scientific underpinning, and have a "common-sense" meaning to parents. As a result, several instruments have been developed under EdData II to capture essential, reliable, and valid education data, while limiting study complexity and cost.
The Early Grade Reading Assessment (EGRA) is a one-on-one oral assessment requiring about 15 minutes per child. It is a simple diagnostic of individual student progress in reading. The EGRA instrument typically is adapted for use in a particular country and language. A primary use of EGRA is to establish national or regional reading performance measures. The results then can feed into policy dialogue activities to inform education stakeholders of the current status of students' reading performance and to raise awareness about the importance of reading in the early grades.
The Early Grade Mathematics Assessment (EGMA) is the math equivalent of EGRA. This assessment tool measures students' foundational skills in numeracy and mathematics, including number identification, quantity discrimination (larger and smaller), missing-number identification, word problem solving, addition and subtraction, shape recognition, and pattern extension. The skills EGMA assesses assist in building the math foundation that students need in order to accomplish further tasks, such as retrieving information from graphs or measuring. By assessing children earlier than third or fourth grade, EGMA can help ensure that children obtain the understanding they will need for success in subsequent grades.
The Snapshot of School Management Effectiveness (SSME) paints a multifaceted picture of school management practice. Management data collected by the SSME include pedagogical approach; time on task; interactions among students, teachers, administrators, district officials, and parents; record keeping; discipline; availability and condition of school infrastructure; availability of pedagogical materials; and safety. Data are collected via direct classroom and school observation; student assessment; and interviews with teachers, principals, and parents. By collecting information on just the most crucial school effectiveness factors and by applying innovative and simple data-collection methodologies, the SSME produces a rich data set at a low cost. One trained individual can assess a school in just one day. Although the basic SSME methodology can be applied in any school system, the SSME is designed to be adapted to reflect the issues and the structures unique to each country.
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