Early Grade Reading Assessment (EGRA) National Baseline Assessment in Mali

The assessment aimed to evaluate the reading skills of students in the early grades of primary school in Mali. The EGRA instruments used in the assessment were developed in the Bamanankan language, which is one of the major languages spoken in Mali. The assessment consisted of two sections: Section 1, which evaluated the students' knowledge of graphemes (letters and groups of letters), and Section 2, which assessed their ability to read familiar words. In Section 1, students were presented with a series of graphemes and asked to pronounce them correctly. The responses were recorded and evaluated based on their accuracy. In Section 2, students were presented with a series of familiar words and asked to read them aloud. The responses were also recorded and evaluated based on their accuracy. The assessment was timed, and students were given one minute to complete each section. The results of the assessment were used to identify areas where students needed additional support and to inform the development of reading programs in Mali. The assessment was conducted in a standardized manner, with trained assessors administering the tests to students in a controlled environment. The assessors were instructed to establish a rapport with the students and to make the assessment process as engaging and enjoyable as possible. The assessors were also required to ensure that the students felt comfortable and at ease during the assessment. The assessment results showed that students in Mali had varying levels of proficiency in reading, with some students demonstrating strong reading skills and others struggling to read even simple words. The results also highlighted the need for additional support and resources to improve reading instruction and to address the reading challenges faced by students in Mali. The assessment was an important step in understanding the reading needs of students in Mali and in informing the development of effective reading programs. The results of the assessment have been used to inform the development of reading materials and to provide training for teachers on effective reading instruction. The assessment has also contributed to the development of a national reading strategy in Mali, which aims to improve reading outcomes for all students in the country. The assessment was conducted in partnership with the Ministry of Education in Mali and with the support of the United States Agency for International Development (USAID). The assessment was part of a larger effort to improve reading outcomes for students in Mali and to support the development of a more effective education system.