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Classroom Assessment to Support Foundational Literacy

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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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED679763
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PubType: Report
PubTypeId: report
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Classroom Assessment to Support Foundational Literacy
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Diego+Luna+Bazaldua%22">Diego Luna Bazaldua</searchLink><br /><searchLink fieldCode="AR" term="%22Victoria+Levin%22">Victoria Levin</searchLink><br /><searchLink fieldCode="AR" term="%22Julia+Liberman%22">Julia Liberman</searchLink><br /><searchLink fieldCode="AR" term="%22Priyal+Mukesh+Gala%22">Priyal Mukesh Gala</searchLink><br /><searchLink fieldCode="AR" term="%22World+Bank%22">World Bank</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22World+Bank%22"><i>World Bank</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 57
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Trajectories%22">Learning Trajectories</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.]
– Name: AbstractInfo
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  Data: As Provided
– Name: DateEntry
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  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED679763
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679763
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 57
    Subjects:
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Learning Trajectories
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
    Titles:
      – TitleFull: Classroom Assessment to Support Foundational Literacy
        Type: main
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            NameFull: World Bank
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            NameFull: Diego Luna Bazaldua
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            NameFull: Victoria Levin
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            NameFull: Julia Liberman
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            NameFull: Priyal Mukesh Gala
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            – D: 01
              M: 01
              Type: published
              Y: 2025
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