Preschool Assessment Tool...1 Preschool Assessment Tool Description of the tool Objectives − Track...
Transcript of 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)
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− 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
− 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
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
− 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
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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
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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) =
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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?
(Prompt “any more” once)
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)
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S1 no
Question A B C
4 How does a good teacher know if a child is learning English?
(Prompt “Can you suggest more ways to check” once)
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?
(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 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 “any more” once)
(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?
(Prompt “any more” once)
(Prompt “Give examples of homework” if the response is “Ensure homework is completed”)
Ask child to: Recite poems Recite A-Z
Send to tuitions Check exam
results Attend PTM Ensure homework
is completed Do nothing
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.
Identify sounds/ phonics
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?
(Prompt “any more” once)
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?
(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 How would you teach ‘addition’ to your class?
(Prompt “any more” once)
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.
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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?
(Prompt “any more” once)
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?
(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)
5 And how will you check what your niece/nephew knows in English?
(Prompt “Can you suggest more ways to check” once)
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
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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?
(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)
7
What do you tell them about how they can check learning in English?
(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 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?”)
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S1 no
Question A B C
8 What do you tell them about how they can help their child learn Math at home?
(Prompt “any more” once)
(Prompt “Give examples of homework” if the response is “Ensure homework is completed”)
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, 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?
(Prompt “any more” once)
(Prompt “Give examples of homework” if the response is “Ensure homework is completed”)
Ask child to: Recite poems Recite A-Z
Send to tuitions Check exam results Attend PTM Ensure homework
is completed Do nothing
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.
Identify sounds/ phonics
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?
(Prompt “any more ways to check” once)
(Prompt “Give examples of homework” if the response is “Ensure homework is completed”)
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?
(Prompt “any more ways to check” once)
(Prompt “Give examples of homework” if the response is “Ensure homework is completed”)
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?
(Prompt “any more” once)
(Prompt “Give examples of homework” if the response is “Ensure homework is completed”)
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
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
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?
One or more ticks in A
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
Two or more ticks in C
3 How does a good teacher know if a child is learning Math?
One or more ticks in A
AND
Zero ticks in B
One tick in B Two or more ticks in B OR one tick in C
Two or more ticks in C
4 How does a good teacher know if a child is learning English?
One or more ticks in A
AND
Zero ticks in B & C
One tick in B Two or more ticks in B OR one tick in C
Two or more ticks in C
5 What do you tell such parents about how they can check learning in Math?
One or more ticks in A
AND
Zero ticks in B
One tick in B
AND Zero ticks in C
Two or more ticks in B
OR one tick in C
Two or more ticks in C
6 What do you tell such parents about how they can check learning in English?
One or more ticks in A
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?
One or more ticks in A
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
Two or more ticks in C
8 What do you tell such parents about how they can help their child learn English at home?
One or more ticks in A
AND
Zero ticks in B & C
One or more ticks in B
AND Zero ticks in C
Two or more ticks in B
OR one tick in C
Two or more ticks in C
9 How many times have you engaged with parents in the past year to tell them about how you are teaching well?
One or more ticks in A
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?
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 How would you teach ‘addition’ to your class?
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
3 How do you teach your class to read 3 letter words?
One or more ticks in A
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
Two or more ticks 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?
One or more ticks in A
AND
Zero ticks in B
One tick in B Two or more ticks in B OR one tick in C
Two or more ticks in C
5 And how will you check what your niece/ nephew knows in English?
One or more ticks in A
AND
Zero ticks in B & C
One tick in B Two or more ticks in B OR one tick in C
Two or more ticks in C
6 What do you tell Sr. KG parents about how they can check learning in Math?
One or more ticks in A
AND
Zero ticks in B
One tick in B
AND Zero ticks in C
Two or more ticks in B
OR one tick in C
Two or more ticks in C
7 What do you tell Sr. KG parents about how they can check learning in English?
One or more ticks in A
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?
One or more ticks in A
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
Two or more ticks 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?
One or more ticks in A
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
Two or more ticks 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?
One or more ticks in A
AND
Zero ticks in B & C
One or more ticks in B
AND
Zero ticks in C
Two or more ticks in B
OR
One tick in C
Two or more ticks 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?
One or more ticks in A
AND
Zero ticks in B & C
One or more ticks in B
AND
Zero ticks in C
Two or more ticks in B
OR
One tick in C
Two or more ticks 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?
One or more ticks in A
AND
Zero ticks in B & C
One or more ticks in B
AND
Zero ticks in C
Two or more ticks in B
OR
One tick in C
Two or more ticks 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?
One or more ticks in A
AND
Zero ticks in B & C
One or more ticks in B
AND
Zero ticks in C
Two or more ticks in B
OR
One tick in C
Two or more ticks 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