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This thesis presents a criterion-referenced assessment instrument to measure
literacy performance proficiencies of Eastern Tamang adult learners, which can be
adaptable for other indigenous language groups of Nepal. Following introduction of
Nepal, Tamang, and a brief history of Non-Formal Education in Nepal, chapter 2 reviews
various methods and models to establish a theoretical framework for developing literacy
assessment in Nepal. Chapter 3 proposes general guidelines for an assessment
development procedure, an operational definition of literacy, specific literacy skills and
test components selected, and minimum skill levels posited as criteria for success for the
Eastern Tamang adults. Chapter 4 describes the assessment instrument which mainly
consists of an entry point diagnostic, oral, and written tests with different test items for
different skill levels. Chapter 5 provides a broad methodological sketch of all the phases
of developing the assessment and finally chapter 6 summarizes the motivation and
justification of the literacy assessment.
In the interest of making this work available without further delay, we are posting it as it was accepted by the institution that granted the degree without further peer review.