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The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy, completeness, or currency of the data included in this work and does not assume responsibility for any errors, omissions, or discrepancies in the information, or liability with respect to the use of or failure to use the information, methods, processes, or conclusions set forth. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.  \nNothing herein shall constitute or be construed or considered to be a limitation upon or waiver of the privileges and immunitiesof The World Bank, all of which are specifically reserved.  \nRIGHTS AND PERMISSIONS  \nThis work is licensed under CC BY 4.0. To view a copy of this license, visit [https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/. Under the)[. Under the](https://creativecommons.org/licenses/by/4.0/. Under the)[ ](https://creativecommons.org/licenses/by/4.0/. Under the)Creative Commons Attribution license, you are free to copy, distribute, transmit, and adapt this work, including for commercial purposes, under the following conditions:  \nAttribution—Please cite the work as follows: Luna-Bazaldua, Diego, Victoria Levin, Julia Liberman, and Priyal Mukesh Gala. 2025. Classroom Assessment to Support Foundational Literacy. Washington, DC: World Bank. License: Creative Commons Attribution CC BY 4.0 . Assessments of Educational Achievement. National Assessments of Educational Achievement series. Washington, DC: World  \nTranslations—If you create a translation of this work, please add the following disclaimer along with the attribution: This translation was not created by The World Bank and should not be considered an official World Bank translation. The World Bank shall not be liable for any content or error in this translation.  \nAdaptations—If you create an adaptation of this work, please add the following disclaimer along with the attribution: This is an adaptation of an original work by The World Bank. Views and opinions expressed in the adaptation are the sole responsibility of the author or authors of the adaptation and are not endorsed by The World Bank.  \nThird-party content—The World Bank does not necessarily own each component of the content contained within the work.  \nThe World Bank therefore does not warrant that the use of any third-party-owned individual component or part contained in the work will not infringe on the rights of those third parties. The risk of claims resulting from such infringement rests solely with you. If you wish to reuse a component of the work, it is your responsibility to determine whether permission is needed for that reuse and to obtain permission from the copyright owner. Examples of components can include, but are not limited to, tables, figures, or images.  \nAll queries on rights and licenses should be addressed to World Bank Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; e-mail: [pubrights@worldbank.org](pubrights@worldbank.org).  \nCover and interior design: Ana Ofelia Yáñez, World Bank.  \nContents  \nSummary ..................................................................................................","cbCaif95jRxuPlSp","https://ap.wps.com/l/cbCaif95jRxuPlSp","pdf",1194064,57,"English","# Summary\n# Key highlights\n# Assessment and reading proficiency – Concepts and definitions\n## What is the role of assessment in the learning process?\n# Classroom assessment of Early Grade Reading Skills\n## Why is it important to conduct classroom assessments of early grade reading?\n# Mapping of assessment tools with respect to early grade reading skills\n## Overview table of existing tools\n# Supporting teachers in the effective practice of literacy classroom assessment\n## Teacher assessment competencies\n# Key issues in the development and use of EGR classroom assessment\n## Language of Instruction","[{\"question\":\"What is the role of assessment in the learning process?\",\"answer\":\"The document explains assessment’s role in supporting learning and building reading proficiency. It frames assessment as a tool that informs how instruction proceeds in the classroom.\"},{\"question\":\"How should classroom assessment results be used to improve learning?\",\"answer\":\"It specifies using assessment results to provide feedback and to adjust instruction. The focus is on translating results into actionable classroom decisions.\"},{\"question\":\"What key issues affect the development and use of EGR classroom assessments?\",\"answer\":\"Key issues include the language of instruction and alignment with the curriculum’s scope. The document also highlights other implementation considerations that influence effectiveness.\"}]","Classroom Assessment to Support Foundational Literacy | PDF",1792063810,144]