preschool assessment tool...1 preschool assessment tool description of the tool objectives − track...

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Preschool Assessment Tool

Description of the tool

Objectives

− Track impact of good pedagogy (e.g. Activity Based Learning) in preschool by measuring change in the classroom environment and child learning outcomes

− Track sustainability of good pedagogy by measuring administrator, teacher and parent engagement

Design of the tool This tool contains a total of 46 questions within two sections and six sub-sections

1. Impact of good pedagogy – (a) Effective classroom environment (b) Improved learning outcomes – End of Sr. KG (c) Improved learning outcomes – End of Grade 2

2. Sustainability of the impact of good pedagogy – (a) Engaged administrator (b) Capable teacher (c) Supportive home environment

Planning your visit to a school to use the tool (this is only a recommendation and can be modified per

convenience)

A. Plan for half a day (~4 hours) for the purposes of using the tool: ~3.5 hours to complete the tool and ~30 minutes for unforeseen delays

B. Visit the school one hour before the lunch break − Observe a Sr. KG classroom for at least one hour prior to the lunch break − Speak with the administrator (e.g. principal) during the lunch break − Interview one Sr. KG teacher (ideally of the classroom observed) at the end of the lunch break − Assess 5 Sr. KG (end of Sr. KG) children after the lunch break − Assess 5 Grade 2 children (end of Grade 2) after the lunch break − Interview 5 parents of Sr. KG children towards the end of the day.

C. Confirm your visit with the school administrator or coordinator at least 1 week before the planned visit. Share agenda of the visit: − Interview the administrator for 30 minutes − Interview 1 senior KG teacher for 15 minutes − Observe 1 senior KG classroom for 60 minutes − Interview 5 parents of 5 senior KG children for 30 minutes in total − Conduct a 5 minute assessment, each, of 5 children from the senior KG class − Conduct a 5 minute assessment, each, of 5 children from the Grade 2 class

D. Re-confirm your visit and agenda with the school one day prior to the scheduled date E. Print a few copies of the tool before your visit should you like to visit more classrooms (the performance of

the school, however, will be evaluated based on assessment areas identified in point B) F. Read the tool at least once before scheduled visit date to familiarize yourself with the questions G. You may ask questions in whichever language interviewees are most comfortable with H. You may change the order of assessment; however, ensure all questions are completed with the

recommended number of stakeholders

Instructions for completing the tool 1. Impact of good pedagogy

1A. Completing the sub-section - Effective classroom environment – 60 minutes

− Spend an entire hour in the Sr. KG classroom, irrespective of the subject being taught

− Ask teacher for the lesson plan and take a picture of the plan for the day (or retain the plan if teacher doesn’t require the plan)

− In case there is more than 1 adult inside the class being observed, please mark observations that account for both adults (e.g. if the administrator of the APS is in the class with the teacher and is harsh with children, account for the administrator’s behavior)

2

− Move to the following column only if all criteria are met in each column (beginning from column 0 on the left hand side)

o A rating of 0 must be given if any indicator under 0 is scored “Yes” o A rating of 1 is given when all indicators under 0 are scored “No” and all indicators under 1

are scored “Yes” o A rating of 2 is given when all indicators under 0 are scored “No”, and all indicators under 1

and 2 are scored “Yes” o A rating of 3 is given when all indicators under 0 are scored “No”, and all indicators under

1,2 and 3 are scored “Yes” − Make notes of what you observe - do not make inferences or assumptions

− Circle the appropriate description of the classroom environment at the end of the hour

− Fill in the score at the end of the session

1B. Completing the sub-section – Improved learning outcomes- End of Sr. KG– 40 minutes

− Select 5 Sr. KG children, randomly, from the attendance register (e.g. pick every third child. If there are less than 15 children, pick every second child) – don’t ask teachers to select children

− Do not change the phrasing of the question. Repeat each question only once

− Ask each child all questions in the section and note down the response

− In case less than 5 children are assessed, leave the respective column blank

1C. Completing the sub-section – Improved learning outcomes-End of Grade 2 – 40 minutes

− Select 5 Grade 2 children, randomly, from the attendance register (e.g. pick every third child. If there are less than 15 children, pick every second child) – don’t ask teachers to select children

− Do not change the phrasing of the question. Repeat each question only once

− Ask each child both the questions and tick the highest level each child can reach

− In case less than 5 children are assessed, leave the respective column blank

2. Sustainability of impact of activity based learning

The stakeholder sections contain two forms: (a) Input form (b) Stakeholder scoring form

1. During the assessment at the school, use the Input form to mark classroom observations, student learning scores, and tick off stakeholder responses

2. After the assessment at the school, review the Input form and update stakeholder scores on the Stakeholder scoring form (2. Appendix on page 21)

2A. Completing the sub-sections – Engaged administrator

− Meet the administrator and ask all the questions in the section

− Tick all responses heard in the check boxes provided on the Input form

− After the interview is complete, use ‘2. Appendix: Stakeholder scoring form’ to assign a score to each question

2B. Completing the sub-sections – Capable teacher – 30 minutes

− Meet the Sr. KG teacher (ideally of the classroom observed/planned to observe) and ask all questions in the section



2C. Completing the sub-section - Supportive home environment – 30 minutes

− Interview 5 parents of 5 Sr. KG children – in case less than 5 parents are interviewed, please leave the respective column blank. Ask each parent all questions in this section



3

1A. Effective classroom environment

# Topic 0 1 2 3

[Ask teacher for a lesson plan and take a photo of the plan]

1

Le

ss

on

pla

nn

ing

No plan available (or) Time table available

Plan available without detailed steps and/or materials required (e.g. “phonics for A-E”, “counting 11-15”)

Plan available with -Steps to follow -Materials required (and) Teacher follows plan

Teacher articulates learning objectives (or) Teacher checks for learning outcomes in at least one way

2

Ro

om

arr

an

ge

men

t

Most of the classroom area is so crowded that learning activities cannot be conducted (and) There are no alternate spaces available to conduct activities

The class/ alternate space is crowded but at least one area has been organized where at least one learning activity can be conducted (e.g. benches moved slightly to make room in the front)

The class/ alternate space is organized such that two or more learning activities can be conducted (and) The teacher can supervise most children

Children are observed using the space for more than one activity

3

Dis

pla

ys There are no relevant

displays (e.g. alphabets, numbers, weather charts, shapes, posters about transport, my body) on the classroom walls

Relevant materials are displayed on the classroom wall

Relevant materials are displayed on the classroom wall and referred to at least twice (by teacher or children)

Children’s artwork displayed on the wall

4

Ex

pa

nd

vo

ca

bu

lary

Teacher may use new words but does not introduce them with an explanation

Teacher introduces 1-2 new words with minimal explanation (e.g. for the word “nib”; the teacher states “the pen has a nib”)

Teacher introduces 1-2 new words and correctly explains their meanings (e.g. for the word “nib”, the teacher (i) shows a pen, (ii) points to the nib; (iii) provides explanation about the object)

Teacher exposes children to language by (any of the below):

− Using adjectives or descriptions

− Using multiple scenarios or examples to explain something

− Telling stories/ anecdotes

5

En

co

ura

ge u

se

of

lan

gu

ag

e

Majority of questions are rote based (i.e. have specific one or two word responses) or yes/ no answers (and) Talking among children or with staff is not encouraged

Staff asks at least two open-ended questions during the observation (e.g. questions that begin with how, what if, why, tell me about)

Staff responds positively to children’s communication and encourages them to talk more

Staff child conversations go beyond classroom activities and materials (e.g. social talk about home and family life, activities in the community, feelings, other non-school topics)

6

Ma

th in

da

ily

eve

nts

No reference to Math in daily events (e.g. “counting down”, “You have 5 minutes to clean up”, “There are 3 days remaining in the week”, “We have 5 more minutes left in this period”) (or) Conducts only formal Math lessons

One reference to Math in daily events during conversations or transitions (and) Doesn’t solicit response from students

Two or more references to Math in daily events during conversations or transitions (and) Doesn’t solicit response from students

Asks children questions to connect Math concepts to daily events (e.g. “How many papers will we need for this art activity?” “How many cups will fill up this bucket?” “How many days till the weekend?”)

7

Sta

ff-c

hil

d

inte

rac

tio

n

Staff* is unresponsive or interacts negatively with children *Staff refers to all adults observed in classroom

Whole class interactions between staff and children are positive

Staff interacts positively with some children individually by providing positive feedback/ reinforcement

Staff gives a message of warmth through actions like:

− appropriate physical contact

− respectful tone − showing sensitivity to

children’s needs

4

# Topic 0 1 2 3

8

Ma

teri

als

an

d a

cti

vit

ies

No appropriate materials (e.g. flashcards) are used by teacher/ children or Teacher uses materials/ conducts activities incorrectly (e.g. adopts rote approach when using flashcards)

At least one material is appropriately used by teachers to teach a concept

One material is appropriately used by children (individually, in pairs or small/large groups) to learn a concept (and) Staff asks children questions to test understanding or stimulate reasoning about that material/ activity/ concept

More than one material is appropriately used by children (individually, in pairs or small/large groups) to learn a concept (and) Staff asks children questions to test understanding or stimulate reasoning about more than one material/ activity/ concept

9

Pe

er

inte

rac

tio

n

There is no planned peer interaction* for children *Peer interaction refers to children engaging with each other in pairs and small/large groups

Peer interaction is observed for less than 5 minutes

Peer interaction is observed for a total of at least 10 minutes

Peer interaction is observed for a total of at least 20 minutes (and) Staff guides children on positive interaction (e.g. sets tone like share materials, encourages use of social cues like say please, thank you)

#

10

Dis

cip

lin

e

Class is poorly managed with no norms, routines or expectations made visible or used (or) Severe forms of discipline are used (e.g. yelling, threatening)

Teachers use appropriate rules to manage class (e.g. Raise hands to ask or answer questions) (and) Staff does not hurt or intimidate children (and) One use of a norm/ routine is observed (e.g. Calling out “1-2-3” “Eyes on me”)

Children appear to be aware of class rules and expectations (e.g. children clean up after activity is done) (and) Expectations are reinforced gently and positively (and) 2 different norms/ routines are observed

Staff tries to involve children in solving their conflicts and problems

11

Stu

de

nt

en

ga

gem

en

t

Half the children are disengaged for most of the time (or) Children are only participating in rote or whole group recitation/ repetition

At least 75% of the children are on task and paying attention for most of the time

Children participate in small group (3-6 children) activities (and) Teacher observes when children are disengaged and attempts to bring them back on task

Some children ask questions in class

12

Tra

ns

itio

ns

Transitions* are chaotic or abrupt (e.g. staff not prepared, materials not ready, children required to wait) *Transition: A period of time when children are moving from one activity/ lesson to the next

Transitions involve a wind-down or closure of the previous activity (and) an introduction to the next activity (and) Teacher takes more than 3 minutes to organize

Transitions involve a wind-down or closure of the previous activity (and) an introduction to the next activity (and) Teacher takes less than 3 minutes to organize

Teachers actively engage children during transitions

Total (max 36)^

* 0 * 1 * 2 * 3

# If staff guidance is not observed, but peer interaction is positive, give credit for this item | ^For example, if an assessor identified three questions under 0, three under 1, three under 2 and one under 3, the score would be (3*0)+(3*1)+(3*2)+(1*3) or 12

5

1B. Improved learning outcomes - End of Sr. KG Please tick (✓) when a child responds correctly to the stated question or cross (x) when a child responds incorrectly to the stated question

# Question Child

1 2 3 4 5

What is your age? (Fill in age of child)

1 Can you read “pin”? (Refer to visual in 1B. Appendix on pg. 15) “pen” “pun” etc. are acceptable responses

2 Which is the biggest number? (Refer to visual in 1B. Appendix on pg. 15)

3 Can you give me 12 sticks (or chalks)? (Place 20 sticks on the desk/ floor. Hold open your palm. Don’t close your palm till child indicates s/he has completed counting)

4 Now I will show you a picture. Can you tell me what is happening in the picture in English? (Refer to visual in 1B. Appendix on pg. 16) Child must construct a simple sentence consisting of one noun and one verb (e.g. “child playing” “girl jumping”)

5 Name as many animals as you know (Prompt “any more” only once) Child must provide at least 6 names; names of animals in the local language are acceptable responses

6 Can you put these pieces together? (Print out two puzzles from 1B. Appendix on pg. 17. Cut one into four equal pieces. Place the whole picture and the four pieces in front of the child. Give child two minutes to solve the puzzle) Children must solve entire puzzle correctly to get a tick

7 There are 3 apples. If I add 2 more how many will I have? (Refer to visual in 1B. Appendix on pg. 18. Do not indicate numbers with fingers)

8 Can you point to something circle-shaped in this room? (If there is nothing circle-shaped in the environment, ask child “Can you think of something circle-shaped that you know?”)

Total score (1 tick = 1, max 40) =

6

1C. Improved learning outcomes- End of Grade 2 Please tick (✓) the column with the highest level the child can reach

S1 no

Question 0 1 2 3

1 Ask child to read question on pg. 19 (1C. Appendix). Mark the child at the highest level he/she can reach

Child cannot read at least 5 words

Child can read 5 words

Child can read all 4 sentences

Child can read entire story

Child 1

Child 2

Child 3

Child 4

Child 5

2 Ask child to solve questions on pg. 20 (1C. Appendix). Mark the child at the highest level he/she can reach

Child cannot identify at least 4 numbers

Child can identify at least 4 numbers

Child can complete both simple subtraction problems

Child can complete both carry forward subtraction problems

Child 1

Child 2

Child 3

Child 4

Child 5

Total score (1 tick = 1, max 30) =

7

2A. Engaged administrator: Input form Please tick (✓) all responses that you hear from the interviewee. If interviewee does not provide a relevant

response to the question, repeat the question. Score this section on 2C. Appendix – Stakeholder scoring form.

S1 no

Question A B C

[Warm up] How have you been doing?

[Warm up] How is the school doing?

[Warm up] We are interested in talking about Sr. KG

1 According to you, how does a good teacher teach counting? Can you give examples?

(Prompt “any more” once)

Ask child to: Repeat (e.g.

rhymes, numbers, songs)

Write (numbers, names)

Unsure/ unaware

Flashcards Draw and count on

blackboard Demo by teacher

using materials/ students

Use smartboard

Students use materials (e.g. sticks, beans, pencils, beads, abacus)

Play games (e.g. snakes and ladder)

2 According to you, how does a good teacher teach reading? Can you give examples?


Write Memorize word

spellings Unsure/ unaware

TLMs (e.g. flashcards, word-wheel, posters)

Family words (e.g. ‘ad’, ‘og’, ‘at’, ‘in’)

Sight words

Ask child to: Read stories in

class Read simple words

from newspaper/ story book

Phonics Blending, segmenting

[Transition] I am keen to discuss what a good teacher does

3

How does a good teacher know if a child is learning Math?

(Prompt “Can you suggest more ways to check” once)

Ask child to: Recite1-100 Write

numbers Write number

names Check test

scores/report card Unaware

Ask child to: Identify numbers

at random Identify shapes Count using

objects (e.g. beads, fruits, vegetables)

Add or subtract Recite tables

Ask child to: Fill missing

numbers Identify 'before-

after' numbers Compare quantities/

numbers (e.g. bigger/ smaller, less/ more than, largest/ smallest)

8

S1 no

Question A B C

4 How does a good teacher know if a child is learning English?


Ask child to: Recite A-Z Recite rhymes Repeat after

teacher Write

alphabets Check test

scores/report card Unsure/ unaware

Ask child to: Identify letters at

random Match sounds with

letters Write dictated

alphabets/ words/ spellings

Respond to simple questions (e.g. “What is your name?”)

Use every day phrases like “good morning,” “please,” “thank you”

Read familiar words taught in class (cat, bat, apple)

Speak in English

Ask child to: Describe a picture in

English/ Narrate a story/ event

Read new words (e.g. in newspaper, story book, billboard)

Match the word to the picture

Follow instructions in English

Name objects starting with a letter

Phonics Blending of sounds

[Transition] Moving to parents, what kinds of jobs do the parents who send their children to your school do?

5 What do you tell them about how they can check learning in Math?

(Prompt “any more ways to check” once)

(Prompt “Give examples of homework” if the response is “Ensure homework is completed”)

Check if child can: Recite 1-100 Recite tables Copy numbers

Check report cards

Ensure homework is completed

Do nothing

Check if child can: Identify numbers at

random Identify shapes Count using

objects (e.g. beads)

Add or subtract

Check if child can: Fill missing numbers Identify 'before-after'

numbers Compare quantities/

numbers (e.g. bigger/ smaller, less/ more than, largest/ smallest)

6

What do you tell them about how they can check learning in English?



Check if child can: Recite A-Z Recite poems

Check report cards

Ensure homework is completed

Do nothing

Check if child can: Read words in the

textbook Identify letters Identify colours/

animals/ vehicles Speak in English

Check if child can: Read “new” words Describe a picture/

event/ story with some English

Match sounds with letters

Identify sounds/ phonics

Respond in English to new questions (e.g. “What did you learn in school?”)

7 What do you tell them about how they can help their child learn Math at home?


(Prompt “Give examples of homework” if the

Ask child to: Recite

numbers Copy numbers

Check report cards

Send to tuitions Ensure homework

is completed Do nothing

Ask child to: Count objects Identify shapes Revise lesson

taught at school Add or subtract

Ask child to: Arrange currency in

order of value Solve word problems

for addition/ subtraction

Play simple games (e.g. snakes and ladders)

Sort (e.g. shapes,

9

S1 no

Question A B C

response is “Ensure homework is completed”)

size, colour) Transact using real

money Read numbers at

random (e.g. mobile and bus numbers)

8 What do you tell them about how they can help their child learn English at home?



Ask child to: Recite poems Recite A-Z

Send to tuitions Check exam

results Attend PTM Ensure homework


Ask child to: Read words taught

in school Identify letters at

random Identify colours/

animals/ vehicles Practice writing

alphabets Name objects

starting with a letter

Encourage conversations in English

Ask child to: Read “new” words Describe their

routine/ picture/ event/ TV show etc.


Tell/ Read stories together in English

Show English stories/ cartoons on YouTube, TV (or similar media)

Speak in English Follow simple

instructions (e.g. “Go carefully”)

9 How many times have you engaged with parents in the past year to tell them about how you are teaching well?


0 times (or)

Non-academic events (fancy dress) (or)

Just report card distribution

One time Two times

More than two times

2B. Capable teacher: Input form

Please tick (✓) all responses that you hear from the interviewee. If interviewee does not provide a relevant

response to the question, repeat the question. Score this section on 2C. Appendix – Stakeholder scoring form.

S1 no

Question A B C

[Warm up] How have you been doing?

Warm up] What classes do you teach?

[Warm up] We are interested in talking about Sr. KG

1 How would you teach the numbers 11-20 to your class?


Ask child to: Repeat (e.g.

rhymes, numbers, songs)

Write (numbers, names)

Unsure/ unaware

Flashcards Draw and count on

blackboard Demo by teacher

using materials/ students

Use smartboard

Students use materials (e.g. sticks, beans, pencils, beads, abacus)

Play games (e.g. snakes and ladder)

2 How would you teach ‘addition’ to your class?


Write numbers/ addition on board

Make children copy from board

Dictation

Draw items on the board

Objects for demonstration (e.g. beads, blocks,

Children use materials like beads, beans. sticks, stones., abacus, etc.

10

S1 no

Question A B C

Unsure/ unaware magnets, sticks, pencils)

Practice worksheets Use smartboard

Children draw, colour or count pictures to add

Play games (e.g. with dice, cards)

Word problems

3 How do you teach your class to read three-letter words?


Write Memorize word

spellings Unsure/ unaware

TLMs (e.g. flashcards, word-wheel, posters)

Family words (e.g. ‘ad’, ‘og’, ‘at’, ‘in’)

Sight words

Ask child to: Read stories in

class Read simple

words from newspaper/ story book

Phonics Blending,

segmenting

[Transition] I am keen to know how you assess children. Let’s take a scenario.

4 Let’s say you have a niece or nephew who is in Sr. KG. How will you check what he/she knows in Math?


Ask child to: Recite1-100 Write numbers Write number

names Check test

scores/report card Unaware

Ask child to: Identify

numbers at random

Identify shapes Count using

objects (e.g. beads, fruits, vegetables)

Add or subtract Recite tables

Ask child to: Fill missing


after' numbers Compare

quantities/ numbers (e.g. bigger/ smaller, less/ more than, largest/ smallest)

5 And how will you check what your niece/nephew knows in English?


Ask child to: Recite A-Z Recite rhymes Repeat after

teacher Write alphabets

Check test scores/report card

Unsure/ unaware

Ask child to: Identify letters at

random Match sounds

with letters Write dictated

alphabets/ words/ spellings

Respond to simple questions (e.g. “What is your name?”)

Use every day phrases like “good morning,” “please,” “thank you”

Read familiar words taught in class (cat, bat, apple)

Speak in English

Ask child to: Describe a

picture in English/ Narrate a story/ event

Read new words (e.g. in newspaper, story book, billboard)

Match the word to the picture

Follow instructions in English


Phonics Blending of sounds

11

S1 no

Question A B C

[Transition] Moving to parents, what kinds of jobs do the parents who send their children to your school do?

6 What do you tell them about how they can check learning in Math?



Check if child can: Recite 1-100 Recite tables Copy numbers

Check report cards Ensure homework


Check if child can: Identify

numbers at random

Identify shapes Count using

objects (e.g. beads)

Add or subtract

Check if child can: Fill missing


after' numbers Compare

quantities/ numbers (e.g. bigger/ smaller, less/ more than, largest/ smallest)

7

What do you tell them about how they can check learning in English?



Check if child can: Recite A-Z Recite poems

Check report cards Ensure homework


Check if child can: Read words in

the textbook Identify letters Identify colours/

animals/ vehicles

Speak in English

Check if child can: Read “new”

words Describe a

picture/ event/ story with some English

Match sounds with letters


Respond in English to new questions (e.g. “What did you learn in school?”)

12

S1 no

Question A B C

8 What do you tell them about how they can help their child learn Math at home?



Ask child to: Recite numbers Copy numbers

Check report cards Send to tuitions Ensure homework


Ask child to: Count objects Identify shapes Revise lesson

taught at school Add or subtract

Ask child to: Arrange

currency in order of value

Solve word problems for addition/ subtraction

Play simple games (e.g. snakes and ladders)

Sort (e.g. shapes, size, colour)

Transact using real money

Read numbers at random (e.g. mobile and bus numbers)

9 What do you tell them about how they can help their child learn English at home?



Ask child to: Recite poems Recite A-Z

Send to tuitions Check exam results Attend PTM Ensure homework


Ask child to: Read words

taught in school Identify letters at

random Identify colours/

animals/ vehicles

Practice writing alphabets


Encourage conversations in English

Ask child to: Read “new”

words Describe their

routine/ picture/ event/ TV show etc.


Tell/ Read stories together in English

Show English stories/ cartoons on YouTube, TV (or similar media)

Speak in English

Follow simple instructions (e.g. “Go carefully”)

13

2C. Supportive Home Environment: Input form

Please tick (✓) all responses that you hear from the interviewee. Score this section on 2C. Appendix – Stakeholder scoring form.

S no

Question A B C

[Warm up] What is your child’s name?

[Warm up] What class does your child study in?

We wanted to talk a little about what all you do with your child at home

P1 P2 P3 P4 P5 P1 P2 P3 P4 P5 P1 P2 P3 P4

1 What do you do to check if your child is learning Math?



Send to tuitions Ask child to: Ask child to Send to school Count items

(fruits/vegetables)

Transact with money

Check exam results/ progress report

Identify numbers at random

Play games involving cards/ dice

Recite numbers Identify currency value

Identify missing number before/ after

Write numbers/ number names

Recite tables Identify missing number before/ after

Don’t do anything Identify shapes Add/ subtract/ divide

Unsure Check homework/ notebook

2 What do you do at home to help your child learn Math? (Prompt “any more” once) (Prompt “Give examples of homework” if the response is “Ensure homework

Send to tuitions Ask child to: Ask child to: Send to school Count items

(fruits/vegetables)

Transact with money

Recite numbers Write number names

Identify largest numbers

Write numbers/ number names

Recite tables Identify missing number before/ after

Rhymes on numbers Do sums in notebook

Identify shapes in the environment

Don’t do anything Revise what’s Do word

14

S no

Question A B C

is completed”) taught at school problems Unsure Identify shapes Play games

involving cards/ dice

Help with homework Sort (e.g. by colour, shape)

Ask tuition/ school teacher

P1 P2 P3 P4 P5 P1 P2 P3 P4 P5 P1 P2 P3 P4 P5

3 At the end of Sr. KG/ this grade what should your child know in Math? [Show visual aid on pg. 26 (2C. Appendix)]

Recite numbers Identify greatest number

Write number names Do abstract addition and subtraction

Write numbers

Recite rhymes on numbers

4 What do you do to check if your child is learning to read English?



Recite A-Z Ask child to: Ask child to: Send tuitions Identify letters at

random

Read new words

Send to school Read words/ alphabets in school/ tuition book

Match sounds and letters

Check exam results/ progress report

Check spellings Identify sounds/ phonics

Recite nursery rhymes

Homework Match words and picture of the word

Attend parent teacher meeting

Read simple stories

Don’t do anything Unsure

15

S no

Question A B C

P1 P2 P3 P4 P5 P1 P2 P3 P4 P5 P1 P2 P3 P4 P5

5 What do you do at home to help your child learn English?



Send to tuitions Ask child to: Ask child to: Send to school Identify letters at

random

Read new words

Recite nursery rhymes

Read words/ alphabets in school/ tuition book

Show simple English cartoon/ stories on YouTube (or similar media)

Spouse/ sibling helps Have simple conversations in English

Read out English stories

Recite A-Z Follow simple instructions given in English

Practice cursive writing

I speak to my child in English

Don’t do anything

Unsure

6 At the end of Sr. KG/ this grade what should your child know in English? [Show visual aid on pg. 27 (2C. Appendix)]

Practice cursive writing

Read 3 letter new words

Write letters Match initial sounds with words

Recite alphabets

Recite poems

16

1B. Appendix: Improved learning outcomes - End of Sr. KG Question 1: Can you read this word?

pin Question 2: Which is the largest number?

17

Question 4: Can you tell me what is happening in this picture?

18

Question 6: Can you put these pieces together?

19

Question 7: There are 3 apples. If I add 2 more how many will I have?

20

1C. Appendix: Improved learning outcomes- End of Grade 2

Question 11

1: Question is based on ASER Centre: Test Samples

http://img.asercentre.org/docs/Bottom%20Panel/Key%20Docs/vrcenglishfinal.pdf

21

Question 21

.

Ask the child to read this tool. Mark the child at the highest level he/she can reach.

Ask the child to recognise any 5

numbers. At least 4 must be

correct.

Ask the child to do 1 one-digit and

1 two-digit problem. Both must be

correct.

Ask the child to do any 2

subtraction problems. Both must

be correct.

65

29

56

47

92

38

11

87

72

23

51

– 35

67

– 48

74

– 56

84

– 49

73

– 36

47

– 29

56

– 37

31

– 13

41

– 15

45

– 18

43

– 24

36

– 18

9

– 6

7

– 2

5

– 3

6

– 4

8

– 5

4

– 3

55

– 32

34

– 11

86

– 42

43

– 11

49

– 24

77

– 65

1: Question is based on ASER Centre: Test Samples

http://img.asercentre.org/docs/Bottom%20Panel/Key%20Docs/vrcenglishfinal.pdf

22

2. Appendix: Stakeholder scoring form Instructions for Administrator, Teacher and Supportive home environment sections: For each

question, look at the total number of ticks in column A, B, C and D on the ‘Input form’. Then, look

below at the scoring criteria to get a 0, 1, 2 and 3 (e.g. you need “One or more ticks in A AND Zero

ticks in B & C” to get a “0” for administrator interview Q1). Accordingly, circle your score for each

question.

2A. Engaged administrator: scoring form

S1 no Question 0 1 2 3

1 According to you, how does a good teacher teach counting?

One or more ticks in A

AND

Zero ticks in B & C

One or more ticks in B

AND

Zero ticks in C

One tick in C

Two or more ticks in C

2 According to you, how does a good teacher teach reading?


AND

Zero ticks in B & C

One tick in B

AND Zero ticks in C

Two or more ticks in B

OR one tick in C


3 How does a good teacher know if a child is learning Math?


AND

Zero ticks in B

One tick in B Two or more ticks in B OR one tick in C


4 How does a good teacher know if a child is learning English?


AND

Zero ticks in B & C



5 What do you tell such parents about how they can check learning in Math?


AND

Zero ticks in B

One tick in B

AND Zero ticks in C


OR one tick in C


6 What do you tell such parents about how they can check learning in English?


AND

Zero ticks in B & C

One or more in B AND Zero in C

One tick in C Two or more ticks in C

23

S1 no Question 0 1 2 3

7 What do you tell such parents to do at home to help their children with Math?


AND

Zero ticks in B & C

One tick in B

AND Zero ticks in C


OR one tick in C


8 What do you tell such parents about how they can help their child learn English at home?


AND

Zero ticks in B & C


AND Zero ticks in C


OR one tick in C


9 How many times have you engaged with parents in the past year to tell them about how you are teaching well?


AND

Zero ticks in B

One tick in B Two ticks in B One tick in C

Total (max 27)^

* 0 * 1 * 2 * 3

24

2B. Capable teacher: scoring form

S1 no

Question 0 1 2 3

1 How would you teach the numbers 11-20 to your class?


AND

Zero ticks in B & C


AND

Zero ticks in C

One tick in C


2 How would you teach ‘addition’ to your class?


AND

Zero ticks in B & C


AND

Zero ticks in C

One tick in C


3 How do you teach your class to read 3 letter words?


AND

Zero ticks in B & C

One tick in B

AND Zero ticks in C


OR one tick in C


4 Let’s say you have a niece or nephew who is in Sr. KG. How will you check what he/she knows in Math?


AND

Zero ticks in B



5 And how will you check what your niece/ nephew knows in English?


AND

Zero ticks in B & C



6 What do you tell Sr. KG parents about how they can check learning in Math?


AND

Zero ticks in B

One tick in B

AND Zero ticks in C


OR one tick in C


7 What do you tell Sr. KG parents about how they can check learning in English?


AND

Zero ticks in B & C

One or more in B AND Zero in C

One tick in C Two or more ticks in C

8 What do you tell such parents to do at home to help their children with Math?


AND

Zero ticks in B & C

One tick in B

AND Zero ticks in C


OR one tick in C


25

S1 no

Question 0 1 2 3

9 What do you tell such parents about how they can help their child learn English at home?


AND

Zero ticks in B & C

One tick in B

AND Zero ticks in C


OR one tick in C


Total (max 27)^

* 0 * 1 * 2 * 3

2C. Supportive Home Environment: scoring form

S1 no

Question 0 1 2 3

1 What do you do to check if your child is learning Math?


AND

Zero ticks in B & C


AND

Zero ticks in C


OR

One tick in C


Parent 1

Parent 2

Parent 3

Parent 4

Parent 5

2 What do you do at home to help your child learn Math?


AND

Zero ticks in B & C


AND

Zero ticks in C


OR

One tick in C


Parent 1

Parent 2

Parent 3

Parent 4

Parent 5

3 At the end of Sr. KG/ this grade what should your child know in Math?

Only ticks in A One tick in B Two ticks in B

Parent 1

Parent 2

Parent 3

Parent 4

Parent 5

26

S1 no

Question 0 1 2 3

4 What do you do to check if your child is learning to read English?


AND

Zero ticks in B & C


AND

Zero ticks in C


OR

One tick in C


Parent 1

Parent 2

Parent 3

Parent 4

Parent 5

5 What do you do at home to help your child learn English?


AND

Zero ticks in B & C


AND

Zero ticks in C


OR

One tick in C


Parent 1

Parent 2

Parent 3

Parent 4

Parent 5

6 At the end of Sr. KG/ this grade what should your child know in Math?

Only ticks in A One tick in B Two ticks in B

Parent 1

Parent 2

Parent 3

Parent 4

Parent 5

Total (only for q’s 1, 2, 4, 5)=

* 0 * 0.5 * 1 * 1.5

Total (only for q’s 3, 6)= *0 * 0.5 * 1

27

2C. Appendix: Supportive Home Environment

Visual aids for ‘At the end of Sr. KG/ this grade what should your child know in Math’?

1) Recite numbers

1, 2, 3, 4….. 10…..15 ….100

2) Writing numbers

1 2 3

1 2 3

1 2 3

3) Identify greatest number

4) Writing number names

One Two Three

5) Recite rhymes on numbers

6) Abstract addition/ subtraction

28

Visual aids for ‘At the end of Sr. KG/ this grade what should your child know in English?’

1) Recite poems

2) Writing letters

a b c

a b c

a b c 3) Recite alphabet

A B C D…….. X Y Z

4) Reading new 3 letter English words

bat mug tin

5) Cursive writing

6) Matching initial sounds

B बा

29

3. Total score

Section Section Name Max Score Actual Score

1A Classroom environment 36

1B Improved learning outcomes – End of Sr. KG 40

1C Improved learning outcomes – End of Grade 2 30

2A Engaged administrator 27

2B Capable teacher 27

2C Supportive home environment 40

Total =(1A+1B+1C

+2A+2B+2C)/2 =100

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