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Classroom Assessment to Support Foundational Literacy

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Bibliographic Details
Title: Classroom Assessment to Support Foundational Literacy
Language: English
Authors: Diego Luna Bazaldua, Victoria Levin, Julia Liberman, Priyal Mukesh Gala, World Bank
Source: World Bank. 2025.
Availability: World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Peer Reviewed: N
Page Count: 57
Publication Date: 2025
Document Type: Reports - Descriptive
Education Level: Elementary Education
Descriptors: Literacy, Student Evaluation, Evaluation Methods, Skill Development, Elementary School Students, Teacher Education, Faculty Development, Reading Skills, Learning Trajectories, Reading Fluency, Reading Comprehension, Reading Achievement
Abstract: This document focuses primarily on how classroom assessment activities can measure students' literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts. [The initial development of this note was sponsored by the Russia Education Aid for Development (READ) Trust Fund. This note was finalized with the support of the Foundational Learning Compact (FLC) Trust Fund.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679763
Database: ERIC
Description
Abstract:This document focuses primarily on how classroom assessment activities can measure students' literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts. [The initial development of this note was sponsored by the Russia Education Aid for Development (READ) Trust Fund. This note was finalized with the support of the Foundational Learning Compact (FLC) Trust Fund.]