Grade 2 ASANTE TWI Photo credits Cover top row left: © Matt Zimmerman “Girl on cell phone in Ghorepani, Nepal” (CC BY 2.0), right: © Curt Carnemark / World Bank “Young children in school. Ghana” (CC BY -NC-ND 2.0) Cover bottom row left: © Curt Carnemark / World Bank “Two Girls Reading” (CC BY-NC-ND 2.0), right: © Simone D. McCourtie / World Bank “Student at Shreeshitalacom Lower Secondary School” (CC BY-NC-ND 2.0) Illustration credits: Danielle Willis, Washington, D.C., USA Grade 2 ASANTE TWI Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Table of Contents 1. Ghana ............................................................................................................................................... 1 1.1 Assessment tasks overview .......................................................................................................................1 1.2 Assessment instrument .............................................................................................................................1 Grade 2 ........................................................................................................................................................1 Grade 3 ......................................................................................................................................................25 Grade 4 ......................................................................................................................................................49 Grade 5 ......................................................................................................................................................53 2. Nepal .............................................................................................................................................. 57 2.1 Assessment tasks overview .....................................................................................................................57 2.2 Assessment instrument ...........................................................................................................................57 Assessment Questionnaire ........................................................................................................................57 Student-Caregiver Survey ..........................................................................................................................61 Core Learning Module ...............................................................................................................................68 Maths Assessment.....................................................................................................................................69 Nepali Assessment ....................................................................................................................................74 3. Pakistan .......................................................................................................................................... 77 3.1 Assessment tasks overview .....................................................................................................................77 3.2 Assessment instrument ...........................................................................................................................77 Grade 3 ......................................................................................................................................................77 Grade 4 ......................................................................................................................................................91 Grade 5 ....................................................................................................................................................102 Note: The assessment tools developed in Ghana are available in English, Ashante Twi, Dagbaani, Ewe, and Ga. The tools from Nepal are available in Nepali. The tools from Pakistan are available in English, Urdu, Punjabi, Sindhi, and Pashto. Youth Impact provided valuable inputs during the content development of the assessments in Ghana and Nepal. For more information on their remote phone-based learning assessment activities during the pandemic, see: • Angrist, N., Bergman, P., & Matsheng, M. (2020). School’s out: Experimental evidence on limiting learning loss using “low-tech” in a pandemic (No. w28205). National Bureau of Economic Research. • Angrist, N., Bergman, P., Evans, D. K., Hares, S., Jukes, M. C., & Letsomo, T. (2020). Practical lessons for phone- based assessments of learning. BMJ Global Health, 5(7), e003030.” Note: These tools can be relevant for other countries and contexts, but each country team will need to work along with policymakers and local assessment experts in the content translation and adaptation to the local context. 1. Ghana 1.1 Assessment tasks overview The numeracy assessment was designed to be aligned to learning standards for grades 2 to 5. The assessment measures students’ knowledge of place value tasks in tasks with an increasing number of digits. In Ghana, the assessment was delivered using SMS, IVR, and phone calls, separately. This tool is available in English, Ashante Twi, Dagbaani, Ewe, and Ga. Grades Content/Subject area Technology used in pilot Language of assessment • English • Foundational math • SMS • Ashante Twi 2 to 5 (B2- B5) knowledge (place value • IVR • Dagbaani tasks) • phone calls • Ewe • Ga 1.2 Assessment instrument Grade 2 ASANTE TWI B2 WEEK 1 Schedule: ASANTE TWI Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 1 Ghana: Grade 2 ASANTE TWI WEEK 1 SMS ( ): Welcome to Week 1 PLACE VALUE: 288 = 2(hundreds) 8(tens) 8(ones) 308 = ?(hundreds) ?(tens) ?(ones) 552 = ??? John has 589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon. For next week, make sure you have your child with you. We will be reviewing a few more of these problems. WEEK 1 Phone Guide: Nnianimu (Introduction): ✓ Me din de ✓ My name is ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Yɛ ɔyɛkyerɛ fa ɔhaw/ dwumadie no ho (Demonstrate a Problem/ Activity): 288 = ? (Hundreds) ?(Tens) ? (Ones) ✓ Fa saa dwumadie yi kyerɛ awofoɔ kwan a wɔbɛfa so de Place Value Pono no adi dwuma (Use this problem to demonstrate to parents how to use a Place Value Table): ✓ Yɛ nsanee firi benkum kɔ nifa (Twa horizontal line) wɔ krataa so. Yɛ nsanee mmienu firi soro ba fam (Twa vertical line mmienu) ma no mm ɛbea mu mmienu. Wei ne Place Value Pono no (Draw a horizontal line on a piece of paper. Draw two vertical lines to intersect it. This is a Place Value Table). ✓ Twerɛ ‘O’ fa gyina hɔ ma Baako wɔ soro nifa fam so pɛɛ (In the top right-most section, write ‘O’ for Ones). ✓ Twerɛ ‘T’ fa gyina hɔ ma Du wɔ soro mfimfini fam (In the top centre section write ‘T’ for Tens). ✓ Twerɛ ‘H’ fa gyina hɔ ma Ɔha wɔ soro benkum fam so pɛɛ (In the top left-most section write ‘H’ for Hundreds). ✓ Botaeɛ no ne sɛ ɛbɛboa abɔfra no ama no atumi akyerɛ nɔma a ɛwɔ 288 no mu a ɛgyina hɔ ma Ɔha, Du ne Baako (The goal will be for the child to identify which values in 288 belong with Hundreds, Tens and Ones). ✓ Twerɛ wo mmuaeɛ no gu Place Value Pono ne fa a ɛwɔ fam no. (Write your responses in the bottom half of your Place Value Table). 2 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 2 ASANTE TWI ✓ Sɛ abɔfra no te Place Value a ɛkura nɔma gyinabea-3 ase a, hyɛ awofoɔ no nkuran ma wɔnyɛ dumadie pii (If the child understands Place Value with 3-digit numbers, encourage parents to practice more). Ma awofoɔ no akwankyerɛ ma wɔnkyerɛ wɔn mma (Offer a tip for parents to give their children): ✓ Da biara Baako bɛwɔ nsa nifa so pɛɛ, da biara yɛhu Du wɔ nsa benkum so pɛɛ wɔ Baako no nkyɛn, yɛhu Ɔha no da biara wɔ benkum so wɔ Du no nkyɛn. Kyerɛ awofoɔ kwan a wɔbɛfa so de saa mmara yi ayɛ wɔn ankasa dwumadie pii afa Place Value ho. (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Show parents how they can use this principle to make more Place Value problems of their own). Now proceed to solve this problem: 308 = ?(hundreds) ?(tens) ?(ones) 552 = ??? John has 589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Awieeɛ (Conclusion): ✓ Mo! Yɛ dwumadie 1 anaa 2 a ɛtwa toɔ ma me (Great! Do 1 or 2 final questions for me). ✓ Hwɛ sɛ wo ba no ka wo ho wɔ nnawɔtwe a ɛreba yi. Yɛbɛsane afa saa dwumadie yi pii mu (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). ✓ Yɛbɛtumi afrɛ wo nnawɔtwe a ɛda yɛn anim yi ama wo nkyerɛmu pii. Meda wo ase sɛ ɛnnɛ nso woanya berɛ ne me akasa na woaboa wɔ wo ba no adesua mu nso. Mɛbɔ mmɔden afrɛ wo bio nnawɔtwe a ɛreba yi! (We will be able to call you next week with more details. Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week!). Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 3 Ghana: Grade 2 ASANTE TWI B2 WEEK 2 Schedule: ASANTE TWI Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 2 SMS ( ): Welcome to Week 2. Here are some problems you can try with your children: PLACE VALUE: 978 = Nine Hundred and Seventy-Eight 505 = ? 990 = ? Kuma has 856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon. For next week, make sure you have your child with you. We will be reviewing a few more of these problems. 4 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 2 ASANTE TWI WEEK 2 Phone Guide: Nnianimu (Introduction): ✓ Me din de (My name is) ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Yɛ ɔyɛkyerɛ fa dwumadie no ho (Demonstrate a Problem/ Activity): 978= Nine Hundred and Seventy-Eight ✓ Fa saa dwumadie yi kyerɛ awofoɔ kwan a wɔbɛfa so de Place Value Pono no adi dwuma ( Use this problem to demonstrate to parents how to expand a given number using Place Value Structure). ✓ Twerɛ ‘Baako’ wɔ soro nifa fam so pɛɛ (In the right-most section, write the ‘Ones’) ✓ Twerɛ ‘Du’ wɔ soro mfinimfini fam so (In the top centre section, write the ‘Tens’). ✓ Twerɛ ‘Ɔha’ wɔ soro nifa fam so pɛɛ (In the top left-most section write the ‘Hundreds’). ✓ Botaeɛ no ne sɛ abɔfra no bɛtumi atwerɛ 978 wɔ nsɛmfua mu ɔde Ɔha, Du ne Baako atrɛ mu. (The goal will be for the child to write 978 in words and expand using the Hundreds, Tens and Ones). ✓ Twerɛ wo mmuaeɛ no gu wo krataa ne fa a ɛwɔ fam no (Write your responses in the bottom half of your paper). ✓ Sɛ abɔfra no te Place Value a ɛkura nɔma gyinabea -3 ase a, hyɛ awofoɔ no nkuran ma wɔnyɛ dumadie pii (If the child understands Place Value with 3-digit numbers, encourage parents to practice more). Ma awofoɔ no akwankyerɛ ma wɔnkyerɛ wɛn mma (Offer a tip for parents to give their children): ✓ Da biara Baako bɛwɔ nsa nifa so pɛɛ, da biara yɛhu Du wɔ nsa benkum so pɛɛ wɔ Baako no nkyɛn, yɛhu Ɔha no da biara wɔ benkum so wɔ Du no nkyɛn. Kyerɛ awofoɔ kwan a wɔbɛfa so de saa mmara yi ayɛ wɔn ankasa dwumadie pii afa Place Value ho (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Show parents how they can use this principle to expand more numbers of their own using the place value structure). Now proceed to solve this problem: 505 =? 990 =? Kuma has 856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 5 Ghana: Grade 2 ASANTE TWI Awieeɛ (Conclusion): ✓ Mo! Yɛ dwumadie 1 anaa 2 a ɛtwa toɔ ma me (Great! Do 1 or 2 final questions for me). ✓ Hwɛ sɛ wo ba no ka wo ho wɔ nnawɔtwe a ɛreba yi. Yɛbɛsane afa saa dwumadie yi pii mu ( For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). ✓ Yɛbɛtumi afrɛ wo nnawɔtwe a ɛda yɛn anim yi ama wo nkyerɛmu pii. Meda wo ase sɛ ɛnnɛ nso woanya berɛ ne me akasa na woaboa wɔ wo ba no adesua mu nso. Mɛbɔ mmɔden afrɛ wo bio nnawɔtwe a ɛreba yi! (We will be able to call you next week with more details. Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week!). 6 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 2 DAGBAANI DAGBAANI B2 WEEK 1 Schedule: DAGBAANI Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 1 SMS ( ): Welcome to Week 1 PLACE VALUE: 288 = 2(hundreds) 8(tens) 8(ones) 308 = ?(hundreds) ?(tens) ?(ones) 552 = ??? John has 589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 7 Ghana: Grade 2 DAGBAANI WEEK 1 Phone Guide: Piligu (Introduction): ✓ N yuli m-booni (My name is) ___________ ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Buɣisimi tuuni (Demonstrate a Problem/Activity): 288 = ? (Hundreds) ?(Tens) ? (Ones) ✓ Zaŋmi tuuni ŋɔ buɣisi wuhi bihilaamba kalinli dariza yili zaŋ tum tuma (Use this problem to demonstrate to parents how to use a Place Value Table): ✓ Boomi booli Takara zuɣu. boomi booli diba ayi yi zuɣusaa n anti tu li. Dina n -nyɛ kalinli dariza yili (Draw a horizontal line on a piece of paper. Draw two vertical lines to intersect it. This is a Place Value Table). ✓ Zuɣusaa bahigu nudirigu polo, sabimi ‘O’ n-zali Ones zaa ni (In the top right-most section, write ‘O’ for Ones). ✓ Zuɣusaa sunsuuni yaɣili ni, sabimi ‘T’ n-zali Tens zaa ni (In the top centre section write ‘T’ for Tens). ✓ Zuɣusaa nuzaa bahigu yaɣili ni, sabimi ‘H’ n-zali Hundreds zaa ni (In the top left-most section write ‘H’ for Hundreds). ✓ Di nia yɛn nyɛla ni bia maa baŋ dariza shɛŋa ŋan be 288 ni dini n-za Hundreds, Tens, ni Ones zaa ni (The goal will be for the child to identify which values in 288 belong with Hundreds, Tens and Ones). ✓ Sabimi a labisibu niŋ kalinli dariza yili maa gbunni yaɣa la ni (Write your responses in the bottom half of your Place Value Table). ✓ Bia maa yi gbaai kalinli dariza din mali kalinli bi ɛlima ata, nyin kpaŋsimi bihilaam ba ka bɛ bɔhim pahi (If the child understands Place Value with 3-digit numbers, encourage parents to practice more). Timi sɔŋsim ka bihilaamba zaŋ ti bɛ bihi (Offer a tip for parents to give their children): Ones kuli yɛn bela nudirigu bahigu saha kam. Tens kuli yɛn bela Ones nuzaa zuɣu saha kam. Hundreds gba kuli bela Tens nuzaa zu ɣu. wuhimi bihilaamba b ɛ ni yɛn zaŋ lala zaligu ŋɔ nam kalinli darza tuma n-ti bɛ bihi. (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Show parents how they can use this principle to make more Place Value problems of their own). Now proceed to solve this problem: 308 = ?(hundreds) ?(tens) ?(ones) 552 = ??? John has 589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? 8 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 2 DAGBAANI Facilitator: Give feedback based on the response from the child. Clarify where necessary. Kolivaai (Conclusion): ✓ Taali! Tummi bɔhigu 1 bee 2 n-ti ma (Great! Do 1 or 2 final questions for me). ✓ Dakulo din kanna, kpaŋmi a maŋa ka a bia be a sani. Ti daa ni labi lihi tuma ŋɔ shɛŋa (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). ✓ Ti daa ni boli a dakulo din kanna n-wum lahibali din beni. Ti lahi puhiri a pam ni a ni ku saha ka m mini a di alizama din ni sɔŋ a bia bɔhimbu ŋɔ. N daa ni boli a dakulo din kanna (We will be able to call you next week with more details. Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week!). Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 9 Ghana: Grade 2 DAGBAANI B2 WEEK 2 Schedule: DAGBAANI Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 2 SMS ( ): Welcome to Week 2. Here are some problems you can try with your children: PLACE VALUE: 978 = Nine Hundred and Seventy-Eight 505 = ? 990 = ? Kuma has 856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. 10 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 2 DAGBAANI WEEK 1 Phone Guide: Piligu (Introduction): ✓ N yuli m-booni (My name is) _______ ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Buɣisimi tuuni (Demonstrate a Problem/Activity): 978 = Nine Hundred and Seventy-Eight ✓ Zaŋmi tuuni ŋɔ buɣisi wuhi bihilaamba bɛ ni zaŋdi kalinli dariza yɛligiri kalinli shɛli shɛm (Use this problem to demonstrate to parents how to expand a given number using Place Value Structure). ✓ Nudirigu bahigu maa ni, sabimi ‘Ones’ (In the right-most section, write the ‘Ones’). ✓ Zuɣusaa sunsuuni maa ni, sabimi ‘Tens’ (In the top centre section, write the ‘Tens’). ✓ Zuɣusaa nuzaa bahigu maa ni, sabimi ‘Hundreds’ (In the top left-most section write the ‘Hundreds’). ✓ Di nia yɛn nyɛla ni bia maa baŋ dariza shɛŋa ŋan be 978 ni dini n-za Hundreds, Tens, ni Ones zaa ni (The goal will be for the child to write 978 in words and expand using the Hundreds, Tens and Ones). ✓ Sabimi a labisibu niŋ takara maa gbunni yaɣili maa ni (Write your responses in the bottom half of your paper). ✓ Bia maa yi gbaai kalinli dariza din mali kalinli biɛlima ata, nyin kpaŋsimi bihilaamba ka bɛ bɔhim pahi (If the child understands Place Value with 3-digit numbers, encourage parents to practice more). Timi sɔŋsim ka bihilaamba zaŋ ti bɛ bihi (Offer a tip for parents to give their childre n): ✓ Ones kuli yɛn bela nudirigu bahigu saha kam. Tens kuli yɛn bela Ones nuzaa zuɣu saha kam. Hundreds gba kuli bela Tens nuzaa zuɣu.Wuhimi bihilaamba bɛ ni yɛn zaŋ lala zaligu ŋɔ nam kalinli darza tuma n -ti bɛ bihi (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Show parents how they can use this principle to expand more numbers of their own using the place value structure). Now proceed to solve this problem: 505 = ? 990 = ? Kuma has 856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 11 Ghana: Grade 2 DAGBAANI Kolivaai (Conclusion): ✓ Taali! Tummi bɔhigu 1 bee 2 n-ti ma. Great! Do 1 or 2 final questions for me. ✓ Dakulo din kanna, kpaŋmi a maŋa ka a bia be a sani. Ti daa ni labi lihi tuma ŋɔ shɛŋa. For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems. ✓ Ti daa ni boli a dakulo din kanna n-wum lahibali din beni. Ti lahi puhiri a pam ni a ni ku saha ka m mini a di alizama din ni sɔŋ a bia bɔhimbu ŋɔ. N daa ni boli a dakulo din kanna. We will be able to call you next week with more details. Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week! 12 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 2 EWE EWE B2 WEEK 1 Schedule: EWE Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 1 SMS ( ): Welcome to Week 1 PLACE VALUE: 288 = 2(hundreds) 8(tens) 8(ones) 308 = ?(hundreds) ?(tens) ?(ones) 552 = ??? John has 589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 13 Ghana: Grade 2 EWE WEEK 1 Phone Guide: Nuʋuʋu (Introduction): Ŋkɔnyee nye (My name is) . (I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one.) Nuwɔwɔ/Nuwɔna aɖe ɖeɖefia (Demonstrate a Problem/Activity): 288 = ? (Alafawo) ?(Ewowo) ? (Đekawo) Zã biabia sia tsɔ fia dzilawo ale si woawɔ xexlẽɖoƒe ŋuti dɔe le kpɔtɔtɔ me (Use this problem to demonstrate to parents how to use a Place Value Table) ✓ Te fli legbee tso miame yi ɖusime aɖe ɖe agbalẽa dzi. Te fli eve bubu tso dzi va anyi be woatso ga gbãtɔ me (Draw a horizontal line on a piece of paper. Draw two vertical lines to intersect it). ✓ Esia nye xexlẽɖoƒe ƒe kpɔtɔtɔ (This is a Place Value Table). ✓ Le ɖusi dzigbe gome la, ŋlɔ ‘Đ’ na Đekawo (At the top right-most section, write ‘O’ for Ones). ✓ Le titina dzigbe gome la, ŋlɔ ‘E’ na Ewowo (In the top centre section, write ‘T’ for Tens). ✓ Le miakpadzi la, ŋlɔ ‘A’ na Alafawo (In the top left-most section, write ‘H’ for Hundreds). ✓ Taɖodzinuae nye be ɖevia ate ŋu ade dzesi xexlẽdzesi si le 288 me siwo le Alafawo, Ewowo kple Đekawo teƒe (The goal will be for the child to identify which values in 288 belong with Hundreds, Tens and Ones). ✓ Ŋlɔ wò ŋuɖoɖoawo ɖe xexlẽɖoƒe ƒe tata la te (Write your responses in the bottom half of your Place Value Table). ✓ Ne ɖevia te ŋu se xexlẽɖoƒe xexlẽdzesi etɔtɔwo ŋuti dɔwɔwɔ gɔme ko la, do ŋusẽ dzilawo be woawɔ eƒe kpɔɖeŋu vovowo (If the child understands Place Value with 3-digit numbers, encour age parents to practice more). Fia nuwɔmɔnu dzilawo be woatsɔ fia wo viwo (Offer a tip for parents to give their c hildren): ✓ Đekawo nyea ɖusime xexlẽdzesi mamletɔ ɖaa. Ewowo kplɔa ɖekawo ɖo kplikplikpli le miame, Alafawo nɔa Ewoawo ƒe miame ɖaa. Fia dzilawo ale si woate ŋu atu xexlẽɖoƒe ŋuti nunya ɖaŋu la ɖe dzi le wo ɖokuiwo si to aƒɔɖoƒe sia ŋuti dɔwɔwɔ me (Ones will always be the right- most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Show parents how they can use this principle to make more Place Value problems of their own). Now proceed to solve this problem: 308 = ?(hundreds) ?(tens) ?(ones) 552 = ??? John has 589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? 856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? 14 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 2 EWE Facilitator: Give feedback based on the response from the child. Clarify where necessary. Nuwuwu (Conclusion): ✓ Enyo! Đo biabia 1 alo 2 aɖewo ŋu nam míatsɔ wu nue (Great! Do 1 or 2 final questions for me). ✓ Le kɔsiɖa si gbɔna me la, dze agbagba ne viwò nanɔ gbɔwò. Míagato nu ʋee aɖewo me tso nusɔsrɔ sia ŋu (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). ✓ Míagayɔ wò le kɔsiɖa si gbɔna la me hena numeɖeɖe deto nana. Akpe wò ɖe ɣeyiɣi si nèzã le dzeɖoɖo kplim egbea la ta kple ɖe ale si nèkpe ɖe viwòa ŋu le nusɔsrɔa me. Mɔkpɔkpɔ li be míagaɖo dze le kɔsiɖa si gbɔna la me (We will be able to call you next week with more details. Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week!). Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 15 Ghana: Grade 2 EWE B2 WEEK 2 Schedule: EWE Date Agenda ✓ Weekly SMS sent to parents ✓ Facilitator updates ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 2 SMS (): Welcome to Week 2. Here are some problems you can try with your children: PLACE VALUE: 978 = Nine Hundred and Seventy-Eight 505 = ? 990 = ? Kuma has 856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. 16 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 2 EWE WEEK 2 Phone Guide: Nuʋuʋu (Introduction): ✓ Ŋkɔnyee nye (My name is) . ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one Nuwɔna Đeɖefia (Demonstrate a Problem/Activity): 978 = Alafa Asieke bladre vɔ enyi (Nine Hundred and Seventy-Eight) Zã dɔdeasi sia tsɔ wɔ ɖeɖefiae na dzilawo tso ale si wokakaa ŋɔŋlɔdzesiwo me ɖe xexlẽɖoƒe nue la (Use this problem to demonstrate to parents how to expand a given number using Place Value Structure). ✓ Le ɖusi dzigbe gome la, ŋlɔ ‘Đekawo ɖi (In the right-most section, write the ‘Ones’). ✓ Le titian dzigbegome la, ŋlɔ Ewowo (In the top centre section, write the ‘Tens’). ✓ Le miakpadzi dzigbegome la, ŋlɔ Alafawo (In the top left-most section write the ‘Hundreds’). ✓ Taɖodzinu la anye be ne ɖevia nate ŋu aŋlɔ 978 ɖe nya me eye wòakaka eme hã ɖe Alafawo, Ewowo kple Đekawo nu (The goal will be for the child to write 978 in words and expand using the Hundreds, Tens and Ones). ✓ Ŋlɔ wò ŋuɖoɖo la ɖe ete (Write your responses in the bottom half of your paper). ✓ Ne ɖevia se Xexlẽɖoƒe ŋɔŋlɔdzesi etɔtɔwo me la, do ŋuseẽ dzilawo be woayi edzi anɔ eƒe kpɔɖeŋu vovovowo me tom kple ɖevia (If the child understands Place Value with 3-digit numbers, encourage parents to practice more). Fia nuwɔmɔnu dzilawo be woatsɔ fia wo viwo (Offer a tip for parents to give their children): ✓ Đekawo nɔa lɔluea nu le ɖusikpadzi, eye ɣe sia ɣi la, Ewoawo nɔa miakpadzi kplikplikpli na Đekawo, ke Alafawo nɔa mikapdzi na Ewoawo. Fia dzilawo ale si woaw ɔ ɖoɖo sia ŋuti dɔ atsɔ dzi woƒe nunya ɖe dzi le Xexlẽɖoƒe nusɔsrɔa ŋu to ŋɔŋlɔdzesi vovovowo zazã me. Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Show parents how they can use this principle to expand more numbers of their own using the place value structure. Now proceed to solve this problem: 505 = ? 990 = ? Kuma has 856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 17 Ghana: Grade 2 EWE Nuwuwu (Conclusion): ✓ Enyo! Biabia aɖe le asiwò nam ma? (Great! Do you have any questions for me). ✓ Le kɔsiɖa si gbɔna me la, dze agbagba ne viwòa nan ɔ gbɔwò. Míagato nu ʋee aɖewo me tso nusɔsrɔ sia ŋu (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). 18 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 2 GA GA B2 WEEK 1 Schedule: GA Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 1 SMS ( ): Welcome to Week 1 PLACE VALUE: 288 = 2(hundreds) 8(tens) 8(ones) 308 = ?(hundreds) ?(tens) ?(ones) 552 = ??? John has 589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 19 Ghana: Grade 2 GA WEEK 1 Phone Guide: Hiεgbelemↄ (Introduction): ✓ Atsↄↄ mi (My name is) ________ ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Gbalamɔ sanebimɔ lɛ mli (Demonstrate a Problem/ Activity): 288 = ? (Hundreds) ?(Tens) ? (Ones) Kɛ sanebimɔ nɛɛ atsɔɔ fɔlɔi bɔ ni akɛ Yibↄi Anaatoo Adeka ni ji ‘Place Value Table’ tsuɔ nii (Use this problem to demonstrate to parents how to use a Place Value Table). ✓ Tεŋmↄ hↄrizonta lain yε wolo nↄ. Tεŋmↄ vε tika lain enyↄ ni amεtsa hↄrizonta nↄ lε. Enε ji yibↄi anaatoo adeka lε (Draw a horizontal line on a piece of paper. Draw two vertical lines to intersect it. This is a Place Value Table). ✓ Yε ninejurↄgbε ni yↄↄ ŋwεi ŋmaa ‘0’ kεdamↄ shi aha ekome yibↄi ‘Ones’ (In the top right- most section, write ‘O’ for Ones). ✓ Yɛ ŋwɛi teŋgbɛ lɛ, ŋmaa ‘T’ kɛdamↄ shi aha yibↄ nyↄŋma ni ji ‘Tens’ (In the top centre section, write ‘T’ for Tens). ✓ Yε abεku masεi lε nↄŋŋ ŋwεigbε ŋmaa ‘H’ kεdamↄ shi oha oha yibↄi lε ni ji ‘Hundreds’ (In the top left-most section write ‘H’ for Hundreds). ✓ Yiŋtoo lɛ ji gbekɛ lɛ baale yibɔi lɛ (288) ateŋ nɔ ni ji Hundreds, Tens kɛ Ones (The goal will be for the child to identify which values in 288 belong with Hundreds, Tens and Ones). ✓ ŋmaa ohetoi lε Yibↄi Anaatoo adeka ni ji ‘Place Value Table’ mli yε teŋ gbε (Write your responses in the bottom half of your Place Value Table). ✓ Kɛji gbekɛ lɛ nu Place Value ni hiɛ yibɔi etɛ lɛ shishi lɛ, wo fɔlɔi lɛ ekaa ni amɛka ekrokomɛi hu (If the child understands Place Value with 3-digit numbers, encourage parents to practice more). Kɛ enɛ aye abua fɔlɔi ni amɛkɛtsɔɔ amɛbii lɛ anii (Offer a tip for parents to give their children): ✓ Ones ji yibɔ ni hiɛɔ ninejurɔgbɛ daa, Tens ji yibɔ ni baa yɛ Ones abɛkugbɛ kpaakpa lɛ daa, Hundreds ji yibɔ ni baa yɛ Tens abɛkugbɛ daa. Thousands ji yibↄ ni baa daa yε Hundred abεkugbε. Tsɔɔmɔ fɔlɔi bɔ ni amɛbaanyɛ amɛkɛ enɛ atsu nii ni amɛsɔ sanebimɔi krokomɛi yɛ Place Value he (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Show parents how they can use this principle to make more Place Value problems of their own). Now proceed to solve this problem: 308 = ?(hundreds) ?(tens) ?(ones) 552 = ??? John has 589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? Facilitator: Give feedback based on the response from the child. Clarify where necessary. 20 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 2 GA Naamuu (Conclusion): ✓ Mo! Feemↄ sanebimↄi ekome loo enyↄ oha mi (Great! Do 1 or 2 final questions for me). ✓ Wↄsεε otsi ha ni obi lε ahi omasεi. Wↄbaayaa sanebimↄi ekomεi amli ekoŋŋ (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). ✓ Wↄbaatswa bo ekoŋŋ wↄsεε otsi ni wↄgbala nibii amli fitsofitso (We will be able to callyou next week with more details). ✓ Oyiwaladↄŋŋ akε oha mi bei ni mikε bo ewie ŋmεnε, ni oye obua kεha obi lε nikasemↄ. Mishwee ji matswabo ekoŋŋ wↄsεε otsi! (Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week!). Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 21 Ghana: Grade 2 GA B2 WEEK 2 Schedule: GA Date Agenda ✓ Weekly SMS sent to parents ✓ Facilitator updates ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 2 SMS: Welcome to Week 2. Here are some problems you can try with your children: PLACE VALUE: 978 = Nine Hundred and Seventy-Eight 505 = ? 990 = ? Kuma has 856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon. For next week, make sure you have your child with you. We will be reviewing a few more of these problems. 22 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 2 GA WEEK 2 Phone Guide: Hiεgbelemↄ (Introduction): ✓ Atsↄↄ mi (My name is) ________ ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Gbalamɔ sanebimɔ lɛ mli (Demonstrate a Problem/ Activity): 978 = Nine Hundred and Seventy-Eight Kɛ sanebimɔ nɛɛ atsɔɔ fɔlɔi bɔ ni akɛ Yibↄi Anaatoo Adeka ni ji ‘Place Value Table’ tsuɔ nii (Use this problem to demonstrate to parents how to use a Place Value Table). ✓ Tεŋmↄ hↄrizonta lain yε wolo nↄ. Tεŋmↄ vε tika lain enyↄ ni amεtsa hↄrizonta nↄ lε. Enε ji yibↄi anaatoo adeka lε (Draw a horizontal line on a piece of paper. Draw two vertical lines to intersect it. This is a Place Value Table). ✓ Yε ninejurↄgbε ni yↄↄ ŋwεi ŋmaa ‘0’ kεdamↄ shi aha ekome yibↄi ‘Ones’ (In the top right- most section, write ‘O’ for Ones). ✓ Yɛ ŋwɛi teŋgbɛ lɛ, ŋmaa ‘T’ kɛdamↄ shi aha yibↄ nyↄŋma ni ji ‘Tens’ (In the top centre section, write ‘T’ for Tens). ✓ Yε abεku masεi lε nↄŋŋ ŋwεigbε ŋmaa ‘H’ kεdamↄ shi oha oha yibↄi lε ni ji ‘Hundreds’ (In the top left-most section write ‘H’ for Hundreds). ✓ Yiŋtoo lɛ ji gbekɛ lɛ baale yibɔi lɛ (978) ateŋ nɔ ni ji Hundreds, Tens kɛ Ones (The goal will be for the child to identify which values in 978 belong with Hundreds, Tens and Ones). ✓ ŋmaa ohetoi lε Yibↄi Anaatoo adeka ni ji ‘Place Value Table’ mli yε teŋ gbε (Write your responses in the bottom half of your Place Value Table). ✓ Kɛji gbekɛ lɛ nu Place Value ni hiɛ yibɔi etɛ lɛ shishi lɛ, wo fɔlɔi lɛ ekaa ni amɛka ekrokomɛi hu (If the child understands Place Value with 3-digit numbers, encourage parents to practice more). Kɛ enɛ aye abua fɔlɔi ni amɛkɛtsɔɔ amɛbii lɛ anii (Offer a tip for parents to give their children): ✓ Ones ji yibɔ ni hiɛɔ ninejurɔgbɛ daa, Tens ji yibɔ ni baa yɛ Ones abɛkugbɛ kpaakpa lɛ daa, Hundreds ji yibɔ ni baa yɛ Tens abɛkugbɛ daa. Thousands ji yibↄ ni baa daa yε Hundred abεkugbε. Tsɔɔmɔ fɔlɔi bɔ ni amɛbaanyɛ amɛkɛ enɛ atsu nii ni amɛsɔ sanebimɔi krokomɛi yɛ Place Value he (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Show parents how they can use this principle to make more Place Value problems of their own). Now proceed to solve this problem: 505=? 990=? Kuma has 856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 23 Ghana: Grade 2 GA Naamuu (Conclusion): ✓ Mo! Feemↄ sanebimↄi ekome loo enyↄ oha mi (Great! Do 1 or 2 final questions for me). ✓ Wↄsεε otsi ha ni obi lε ahi omasεi. Wↄbaayaa sanebimↄi ekomεi amli ekoŋŋ (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). ✓ Wↄbaatswa bo ekoŋŋ wↄsεε otsi ni wↄgbala nibii amli fitsofitso (We will be able to callyou next week with more details). ✓ Oyiwaladↄŋŋ akε oha mi bei ni mikε bo ewie ŋmεnε, ni oye obua kεha obi lε nikasemↄ. Mishwee ji matswa bo ekoŋŋ wↄsεε otsi! (Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week!). 24 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 ASANTE TWI Grade 3 ASANTE TWI B3 WEEK 1 Schedule: ASANTE TWI Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 1 SMS ( ): Welcome to Week 1 PLACE VALUE: 3988 = 3(Thousand) 9(hundreds) 8(tens) 8(ones) 9808 = 9(Thousand)?(hundreds) ?(tens)?(ones) 9999 = ??? John has 8589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones. Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 25 Ghana: Grade 3 ASANTE TWI WEEK 1 Phone Guide: Nnianimu (Introduction): ✓ Me din de (My name is) ______ ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Fa dwumadie anaa ɔhaw no yɛ ɔyɛkyerɛ - Demonstrate a Problem/ Activity: 3,988 = ?(Thousand) ?(hundreds) ?(tens) ?(ones) - Fa saa haw yi yɛ ɔyɛkyerɛ ma awofoɔ nhunu sɛdeɛ yɛde aba gyniaberɛ pono no di dwuma (Use this problem to demonstrate to parents how to use a Place Value Table). ✓ Yɛ nsensaneɛ tɛtrɛ (mmeabeamu) wɔ krataa bi so. Yɛ nsensaneɛ a ɛgyinagyina hɔ hwɛ soro twitware tɛtrɛ no mu. Wei ne aba gyinaberɛ (Place Value) pono no (Draw a horizontal line on a piece of paper. Draw three vertical lines to intersect it. This is a Place Value Table). ✓ Wo nifa so pa ara wɔ ɛpono no so no , fa “0” gyina hɔ ma baako (In the top right-most section, write ‘O’ for Ones). ✓ Ne benkum so pɛɛ no fa ‘ T’ hyɛ edu anan (To the immediate left of the Ones, write ‘T’ for Tens). ✓ Toa so fa ‘H’ hyɛ ɔha anan mu (To the immediate left of the Tens, write ‘H’ for Hundreds). ✓ Afei toa so fa ‘TH’ hyɛ apem anan mu (To the immediate left of the Hundreds, write ‘TH’ for Thousands). ✓ Afei abɔfra no deɛ ne sɛ ɔbɛkyerɛ mma no mu deɛ ɛsɛ sɛ ɛhyɛ apem, ɔha, edu, ne baako anan mu (The goal will be for the child to identify which values in 3,988 belong with Thousands, Hundreds, Tens and Ones). ✓ Fa wo mmuaeɛ no hyɛ ɛpono no ase fa hɔ (Write your responses in the bottom half of your Place Value Table). ✓ Sɛ abɔfra no te aba biara gyinaberɛ ase de kɔsi nnan a hyɛ awofoɔ nkuran ma wɔntoa so nyɛ (If the child understands Place Value with 4-digit numbers, encourage parents to practice). Ma awofoɔ no akwankyerɛ ma wɔnkyerɛ wɔn mma (Offer a tip for parents to give their children): ✓ Da biara Baako bɛwɔ nsa nifa so pɛɛ, da biara yɛhu Du wɔ nsa benkum so pɛɛ wɔ Baako no nkyɛn, yɛhu Ɔha no da biara wɔ benkum so wɔ Du no nkyɛn. Kyerɛ awofoɔ kwan a wɔbɛfa so de saa mmara yi ayɛ wɔn ankasa dwumadie pii afa Place Value ho (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Thousands are always found to the left of Hundreds. Show parents how they can use this principle to make more Place Value problems of their own). Now proceed to solve this problem: 9808 = 9(Thousand)?(hundreds) ?(tens)?(ones) 9999 = ??? John has 8589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones. 26 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 ASANTE TWI Facilitator: Give feedback based on the response from the child. Clarify where necessary. Awieeɛ (Conclusion): ✓ Mo! Yɛ dwumadie 1 anaa 2 a ɛtwa toɔ ma me (Great! Do 1 or 2 final questions for me). ✓ Hwɛ sɛ wo ba no ka wo ho wɔ nnawɔtwe a ɛreba yi. Yɛbɛsane afa saa dwumadie yi pii mu (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). ✓ Yɛbɛtumi afrɛ wo nnawɔtwe a ɛda yɛn anim yi ama wo nkyerɛmu pii. Meda wo ase sɛ ɛnnɛ nso woanya berɛ ne me akasa na woaboa wɔ wo ba no adesua mu nso. Mɛbɔ mmɔden afrɛ wo bio nnawɔtwe a ɛreba yi! ✓ (We will be able to call you next week with more details).Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week!). Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 27 Ghana: Grade 3 ASANTE TWI B3 WEEK 2 Schedule: ASANTE TWI Date Agenda ✓ Weekly SMS sent to parents ✓ Facilitator updates ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 2 SMS (): Welcome to Week 2! Here are some problems you can try with your children: PLACE VALUE: 9978 = Nine Thousand, Nine Hundred and Seventy-Eight 5505 = ? 9090 = ? Kuma has 7856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. 28 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 ASANTE TWI WEEK 2 Phone Guide: Nnianimu (Introduction): ✓ Me din de (My name is) ______ ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Fa dwumadie anaa ɔhaw no yɛ ɔyɛkyerɛ - Demonstrate a Problem/ Activity: 9978= Nine Thousand, Nine Hundred and Seventy-Eight Fa saa haw yi yɛ ɔyɛkyerɛ ma awofoɔ nhunu sɛdeɛ yɛde aba gyniaberɛ pono no di dwuma (Use this problem to demonstrate to parents how to use a Place Value Table). ✓ Yɛ nsensaneɛ tɛtrɛ (mmeabeamu) wɔ krataa bi so. Yɛ nsensaneɛ a ɛgyinagyina hɔ hwɛ soro twitware tɛtrɛ no mu. Wei ne aba gyinaberɛ (Place Value) pono no (Draw a horizontal line on a piece of paper. Draw three vertical lines to intersect it. This is a Place Value Table). ✓ Wo nifa so pa ara wɔ ɛpono no so no , fa “0” gyina hɔ ma baako (In the top right-most section, write ‘O’ for Ones). ✓ Ne benkum so pɛɛ no fa ‘ T’ hyɛ edu anan (To the immediate left of the Ones, write ‘T’ for Tens). ✓ Toa so fa ‘H’ hyɛ ɔha anan mu (To the immediate left of the Tens, write ‘H’ for Hundreds). ✓ Afei toa so fa ‘TH’ hyɛ apem anan mu (To the immediate left of the Hundreds, write ‘TH’ for Thousands). ✓ Afei abɔfra no deɛ ne sɛ ɔbɛkyerɛ mma no mu deɛ ɛsɛ sɛ ɛhyɛ apem, ɔha, edu, ne baako anan mu (The goal will be for the child to identify which values in 9,978 belong with Thousands, Hundreds, Tens and Ones). ✓ Fa wo mmuaeɛ no hyɛ ɛpono no ase fa hɔ (Write your responses in the bottom half of your Place Value Table). • Sɛ abɔfra no te aba biara gyinaberɛ ase de kɔsi nnan a hyɛ awofoɔ nkuran ma wɔntoa so nyɛ (If the child understands Place Value with 4-digit numbers, encourage parents to practice). Ma awofoɔ no akwankyerɛ ma wɔnkyerɛ wɔn mma (Offer a tip for parents to give their children): ✓ Da biara Baako bɛwɔ nsa nifa so pɛɛ, da biara yɛhu Du wɔ nsa benkum so pɛɛ wɔ Baako no nkyɛn, yɛhu Ɔha no da biara wɔ benkum so wɔ Du no nkyɛn. Kyerɛ awofoɔ kwan a wɔbɛfa so de saa mmara yi ayɛ wɔn ankasa dwumadie pii afa Place Value ho (Ones will always be the right- most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Thousands are always found to the left of Hundreds. Show parents how they can use this principle to make more Place Value problems of their own). Now proceed to solve this problem: 5505=? 9090=? Kuma has 7856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 29 Ghana: Grade 3 ASANTE TWI Awieeɛ (Conclusion): ✓ Mo! Yɛ dwumadie 1 anaa 2 a ɛtwa toɔ ma me (Great! Do 1 or 2 final questions for me). ✓ Hwɛ sɛ wo ba no ka wo ho wɔ nnawɔtwe a ɛreba yi. Yɛbɛsane afa saa dwumadie yi pii mu (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). 30 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 DAGBAANI DAGBAANI B3 WEEK 1 Schedule: DAGBAANI Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 1 SMS ( ): Welcome to Week 1 PLACE VALUE: 3988 = 3 (Thousand) 9 (hundreds) 8 (tens) 8 (ones) 9808 = 9 (Thousand) ? (hundreds) ? (tens) ? (ones) 9999 = ??? John has 8589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 31 Ghana: Grade 3 DAGBAANI WEEK 1 Phone Guide: Piligu (Introduction): ✓ N yuli m-booni (My name is) ______ ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Buɣisimi tuuni (Demonstrate a Problem/Activity): 3,988 = ?(Thousand) ?(hundreds) ?(tens) ?(ones) Zaŋmi tuuni ŋɔ buɣisi wuhi bihilaamba bɛ ni zaŋdi kalinli dariza yɛligiri kalinli shɛli shɛm. (Use this problem to demonstrate to parents how to use a Place Value Table). ✓ Yɛ nsensaneɛ tɛtrɛ (mmeabeamu) wɔ krataa bi so. Yɛ nsensaneɛ a ɛgyinagyina hɔ hwɛ soro twitware tɛtrɛ no mu. Wei ne aba gyinaberɛ (Place Value) pono no (Draw a horizontal line on a piece of paper. Draw three vertical lines to intersect it. This is a Place Value Table). ✓ Zuɣusaa bahigu nudirigu polo, sabimi ‘O’ n -zali Ones zaa ni (In the top right-most section, write ‘O’ for Ones). ✓ Ones nuzaa zuɣu, sabimi ‘T’ n-zali Tens zaa ni (To the immediate left of the Ones, write ‘T’ for Tens). ✓ Tens nuzaa zuɣu sabimi ‘H’ n-zali Hundreds zaa ni (To the immediate left of the Tens, write ‘H’ for Hundreds). ✓ Hundreds nuzaa zuɣu, sabimi TH zali Thousands zaa ni (To the immediate left of the Hundreds, write ‘TH’ for Thousands). ✓ Di nia yɛn nyɛla ni bia maa baŋ dariza shɛŋa ŋan be 3,988 ni dini n-za Thou- sands, Hundreds, Tens, ni Ones zaa ni (The goal will be for the child to identify which values in 3,988 belong with Thousands, Hundreds, Tens and Ones). ✓ Bia maa yi gbaai kalinli dariza din mali kalinli biɛlima anahi, nyin kpaŋsimi bihilaamba ka bɛ bɔhim pahi (If the child understands Place Value with 4-digit numbers, encourage parents to practice). Timi sɔŋsimi ka bihilaamba zaŋ ti bɛ bihi (Offer a tip for parents to give their children): ✓ Ones kuli yɛn bela nudirigu bahigu saha kam. Tens kuli yɛn bela Ones nuzaa zuɣu saha kam. Hundreds gba kuli bela Tens nuzaa zu ɣu. Thousands kuli bela Hundreds nuzaa zu ɣu. Wuhimi bihilaamba bɛ ni yɛn zaŋ lala zaligu ŋɔ nam kalinli darza tuma n-ti bɛ bihi (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Thousands are always found to the left of Hundreds. Show parents how they can use this principle to make more Place Value problems of their own). Now proceed to solve this problem: 9808 = 9 (Thousand) ? (hundreds) ? (tens) ? (ones) 9999 = ??? John has 8589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? Facilitator: Give feedback based on the response from the child. Clarify where necessary. 32 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 DAGBAANI Kolivaai (Conclusion): ✓ Taali! Tummi bɔhigu 1 bee 2 n-ti ma (Great! Do 1 or 2 final questions for me). ✓ Dakulo din kanna, kpaŋmi a maŋa ka a bia be a sani. Ti daa ni labi lihi tuma ŋɔ shɛŋa (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). ✓ Ti daa ni boli a dakulo din kanna n-wum lahibali din beni. Ti lahi puhiri a pam ni a ni ku saha ka m mini a di alizama din ni s ɔŋ a bia bɔhimbu ŋɔ. N daa ni boli a dakulo din kanna (We will be able to call you next week with more details. Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week!). Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 33 Ghana: Grade 3 DAGBAANI B3 WEEK 2 Schedule: DAGBAANI Date Agenda ✓ Weekly SMS sent to parents ✓ Facilitator updates ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 2 SMS (): Welcome to Week 2! Here are some problems you can try with your children: PLACE VALUE: 9978 = Nine Thousand, Nine Hundred and Seventy-Eight 5505 = ? 9090 = ? Kuma has 7856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. 34 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 DAGBAANI WEEK 2 Phone Guide: Piligu (Introduction): ✓ N yuli m-booni (My name is) ______ ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Buɣisimi tuuni (Demonstrate a Problem/Activity): 9978= Nine Thousand, Nine Hundred and Seventy-Eight Zaŋmi tuuni ŋɔ buɣisi wuhi bihilaamba bɛ ni zaŋdi kalinli dariza yɛligiri kalinli shɛli shɛm. (Use this problem to demonstrate to parents how to use a Place Value Table). ✓ Yɛ nsensaneɛ tɛtrɛ (mmeabeamu) wɔ krataa bi so. Yɛ nsensaneɛ a ɛgyinagyina hɔ hwɛ soro twitware tɛtrɛ no mu. Wei ne aba gyinaberɛ (Place Value) pono no (Draw a horizontal line on a piece of paper. Draw three vertical lines to intersect it. This is a Place Value Table). ✓ Zuɣusaa bahigu nudirigu polo, sabimi ‘O’ n -zali Ones zaa ni (In the top right-most section, write ‘O’ for Ones). ✓ Ones nuzaa zuɣu, sabimi ‘T’ n-zali Tens zaa ni (To the immediate left of the Ones, write ‘T’ for Tens). ✓ Tens nuzaa zuɣu sabimi ‘H’ n-zali Hundreds zaa ni (To the immediate left of the Tens, write ‘H’ for Hundreds). ✓ Hundreds nuzaa zuɣu, sabimi ‘TH’ zali Thousands zaa ni (To the immediate left of the Hundreds, write ‘TH’ for Thousands). ✓ Di nia yɛn nyɛla ni bia maa baŋ dariza shɛŋa ŋan be 9978 ni dini n-za Thou- sands, Hundreds, Tens, ni Ones zaa ni (The goal will be for the child to identify which values in 9978 belong with Thousands, Hundreds, Tens and Ones). Bia maa yi gbaai kalinli dariza din mali kalinli bi ɛlima anahi, nyin kpaŋsimi bihilaamba ka bɛ bɔhim pahi (If the child understands Place Value with 4-digit numbers, encourage parents to practice). Timi sɔŋsimi ka bihilaamba zaŋ ti bɛ bihi (Offer a tip for parents to give their children): ✓ Ones kuli yɛn bela nudirigu bahigu saha kam. Tens kuli yɛn bela Ones nuzaa zuɣu saha kam. Hundreds gba kuli bela Tens nuzaa zu ɣu. Thousands kuli bela Hundreds nuzaa zu ɣu. Wuhimi bihilaamba bɛ ni yɛn zaŋ lala zaligu ŋɔ nam kalinli darza tuma n-ti bɛ bihi (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Thousands are always found to the left of Hundreds. Show parents how they can use this principle to make more Place Value problems of their own). Now proceed to solve this problem: 5505=? 9090=? Kuma has 7856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 35 Ghana: Grade 3 DAGBAANI Kolivaai (Conclusion): ✓ Taali! Tummi bɔhigu 1 bee 2 n-ti ma (Great! Do 1 or 2 final questions for me). ✓ Dakulo din kanna, kpaŋmi a maŋa ka a bia be a sani. Ti daa ni labi lihi tuma ŋɔ shɛŋa. (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). 36 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 EWE EWE B3 WEEK 1 Schedule: EWE Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 1 SMS: Welcome to Week 1 PLACE VALUE: 3988 = 3(Thousand) 9(hundreds) 8(tens) 8(ones) 9808 = 9(Thousand) ?(hundreds) ?(tens) ?(ones) 9999 = ??? John has 8589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon. For next week, make sure you have your child with you. We will be reviewing a few more of these problems. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 37 Ghana: Grade 3 EWE WEEK 1 Phone Guide: Nuʋuʋu (Introduction): ✓ Ŋkɔnyee nye (My name is) . ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Buɣisimi tuuni (Demonstrate a Problem/Activity): 3,988 = ?(Akpe) ?(Alafawo) ?(Ewowo) ?(Đekawo) 3,988 = ?(Thousand) ?(hundreds) ?(tens) ?(ones) Zã dɔdeasi sia tsɔ fia dzilawo ale si woawɔ Xexlèɖoƒe tata la ŋuti dɔe (Use this problem to demonstrate to parents how to use a Place Value Table). ✓ Te fli legbe to tso miame yi ɖusime ɖe agbalè dzi. Te fli bubu etɔ tso dzime va anyime ne wotso gbãtɔwo me. Esia fia Xexlèɖoƒe tata la (Draw a horizontal line on a piece of paper. Draw three vertical lines to intersect it. This is a Place Value Table). ✓ Le ɖusi dzigbe gome la, ŋlɔ ‘Đ’ na Đekawo (In the top right-most section, write ‘O’ for Ones). ✓ Le Đekawo ƒe miame tutu la, ŋlɔ ‘E’ na Ewowo (To the immediate left of the Ones, write ‘T’ for Tens). ✓ Le Ewowo ƒe miame la, ŋlɔ ‘A’ na Alafawo (To the immediate left of the Tens, write ‘H’ for Hundreds). ✓ Hundreds nuzaa zuɣu, sabimi ‘TH’ zali Thousands zaa ni (To the immediate left of the Hundreds, write ‘TH’ for Thousands). ✓ Taɖodzinuae nye be ɖevia ate ŋu ade dzesi xexlẽdzesi siwo le 3,988 me siwo le Akpewo, Alafawo, Ewowo kple Đekawo teƒe (The goal will be for the child to identify which values in 3,988 belong with Thousands, Hundreds, Tens and Ones). ✓ Ŋlɔ wò ŋuɖoɖoawo ɖe xexlẽɖoƒe ƒe tata la te (Write your responses in the bottom half of your Place Value Table). Ne ɖevia se xeɔxlẽɖoƒe xexlẽdzesi enetɔwo ŋuti dɔwɔwɔ gɔme ko la, do ŋusẽ dzilawo be woawɔ eƒe kpɔɖeŋuwo vovowo (If the child understands Place Value with 4-digit numbers, encourage parents to practice). Fia nuwɔmɔnu dzilawo be woatsɔ fia wo viwo (Offer a tip for parents to give their children): ✓ Đekawo nyea ɖusime xexlẽdzesi mamletɔ ɖaa. Ewowo kplɔa ɖekawo ɖo kplikplikpli le miame, Alafawo nɔa Ewowo ƒe miame ɖaa. Akpewo nɔa Alafawo ƒe miame. Fia dzilawo ale si woate ŋu azã xexlẽɖoƒe ŋuti se atsɔ ɖo dɔdeasiwoe le wo ɖokuiwo si (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Thousands are always found to the left of Hundreds. Show parents how they can use this principle to make more Place Value problems of their own). Now proceed to solve this problem: 9808 = 9 (Thousand) ? (hundreds) ? (tens) ? (ones) 38 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 EWE 9999 = ??? John has 8589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Nuwuwu (Conclusion): ✓ Enyo! Đo biabia 1 alo 2 aɖewo ŋu nam míatsɔ wu nue (Great! Do 1 or 2 final questions for me). ✓ Le kɔsiɖa si gbɔna me la, dze agbagba ne viwò nan ɔ gbɔwò. Míagato nu ʋee aɖewo me tso nusɔsrɔ sia ŋu (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). ✓ Míagayɔ wò le kɔsiɖa si gbɔna la me hena numeɖeɖe deto nana. Akpe wò ɖe ɣeyiɣi si nèzã le dzeɖoɖo kplim egbea la ta kple ɖe ale si nèkpe ɖe viwòa ŋu le nusɔsrɔa me. Mɔkpɔkpɔ li be míagaɖo dze le kɔsiɖa si gbɔna la me (We will be able to call you next week with more details. Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week!). Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 39 Ghana: Grade 3 EWE B3 WEEK 2 Schedule: EWE Date Agenda ✓ Weekly SMS sent to parents ✓ Facilitator updates ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 2 SMS (): Welcome to Week 2! Here are some problems you can try with your children: PLACE VALUE: 9978 = Nine Thousand, Nine Hundred and Seventy-Eight 5505 = ? 9090 = ? Kuma has 7856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon. For next week, make sure you have your child with you. We will be reviewing a few more of these problems. 40 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 EWE WEEK 2 Phone Guide: Nuʋuʋu (Introduction): ✓ Ŋkɔnyee nye (My name is) . ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Buɣisimi tuuni (Demonstrate a Problem/Activity): 9978 = Akpe Asieke, Alafa Asieke Bladre vɔ Enyi 9978 = Nine Thousand, Nine Hundred and Seventy-Eight Zã dɔdeasi sia tsɔ fia dzilawo ale si woawɔ Xexlèɖoƒe tata la ŋuti dɔe (Use this problem to demonstrate to parents how to use a Place Value Table). ✓ Te fli legbe to tso miame yi ɖusime ɖe agbalè dzi. Te fli bubu etɔ tso dzime va anyime ne wotso gbãtɔwo me. Esia fia Xexlèɖoƒe tata la (Draw a horizontal line on a piece of paper. Draw three vertical lines to intersect it. This is a Place Value Table). ✓ Le ɖusi dzigbe gome la, ŋlɔ ‘Đ’ na Đekawo (In the top right-most section, write ‘O’ for Ones). ✓ Le Đekawo ƒe miame tutu la, ŋlɔ ‘E’ na Ewowo (To the immediate left of the Ones, write ‘T’ for Tens). ✓ Le Ewowo ƒe miame la, ŋlɔ ‘A’ na Alafawo (To the immediate left of the Tens, write ‘H’ for Hundreds). ✓ Hundreds nuzaa zuɣu, sabimi ‘TH’ zali Thousands zaa ni (To the immediate left of the Hundreds, write ‘TH’ for Thousands). ✓ Taɖodzinuae nye be ɖevia ate ŋu ade dzesi xexlẽdzesi siwo le 9978 me siwo le Akpewo, Alafawo, Ewowo kple Đekawo teƒe (The goal will be for the child to identify which values in 9978 belong with Thousands, Hundreds, Tens and Ones). ✓ Ŋlɔ wò ŋuɖoɖoawo ɖe xexlẽɖoƒe ƒe tata la te (Write your responses in the bottom half of your Place Value Table). Ne ɖevia se xeɔxlẽɖoƒe xexlẽdzesi enetɔwo ŋuti dɔwɔwɔ gɔme ko la, do ŋusẽ dzilawo be woawɔ eƒe kpɔɖeŋuwo vovowo (If the child understands Place Value with 4-digit numbers, encourage parents to practice). Fia nuwɔmɔnu dzilawo be woatsɔ fia wo viwo. (Offer a tip for parents to give their children): ✓ Đekawo nyea ɖusime xexlẽdzesi mamletɔ ɖaa. Ewowo kplɔa ɖekawo ɖo kplikplikpli le miame, Alafawo nɔa Ewowo ƒe miame ɖaa. Akpewo nɔa Alafawo ƒe miame. Fia dzilawo ale si woate ŋu azã xexlẽɖoƒe ŋuti se atsɔ ɖo dɔdeasiwoe le wo ɖokuiwo si (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Thousands are always found to the left of Hundreds. Show parents how they can use this principle to make more Place Value problems of their own). Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 41 Ghana: Grade 3 EWE Now proceed to solve this problem: 5505 = ? 9090 = ? Kuma has 7856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Nuwuwu (Conclusion): ✓ Enyo! Đo biabia 1 alo 2 aɖewo ŋu nam míatsɔ wu nue (Great! Do 1 or 2 final questions for me). ✓ Le kɔsiɖa si gbɔna me la, dze agbagba ne viwò nan ɔ gbɔwò. Míagato nu ʋee aɖewo me tso nusɔsrɔ sia ŋu (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). 42 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 GA GA B3 WEEK 1 Schedule: GA Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 1 SMS ( ): Welcome to Week 1 PLACE VALUE: 3988 = 3(Thousand) 9(hundreds) 8(tens) 8(ones) 9808 = 9(Thousand) ?(hundreds) ?(tens) ?(ones) 9999 = ??? John has 8589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 43 Ghana: Grade 3 GA WEEK 1 Phone Guide: Hiεgbelemↄ (Introduction): ✓ Atsↄↄ mi (My name is) ____. ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Buɣisimi tuuni (Demonstrate a Problem/Activity): • 3,988 = ?(Thousand) ?(hundreds) ?(tens) ?(ones) Kε sanebimↄ nεε atsↄↄ fↄlↄi bↄ ni atoo yibↄi naa ahaa yε Yibↄi Anaatoo Adeka mli ni ji ‘Place Value Table’ (Use this problem to demonstrate to parents how to use a Place Value Table). ✓ Tεŋmↄ hↄrizonta lain yε wolo nↄ. Tεŋmↄ vεtika lain etε ni amεtsa hↄrizonta nↄ lε. Enε ji yibↄi anaatoo adeka lε (Draw a horizontal line on a piece of paper. Draw three vertical lines to intersect it. This is a Place Value Table). ✓ Yε ninejurↄgbε ni yↄↄ ŋwεi ŋmaa ‘0’ kεdamↄ shi aha ekome yibↄi ni ji ‘Ones’ (In the top right- most section, write ‘O’ for Ones). ✓ Yε ekome yibↄ abεku masεi nↄŋŋ ŋmaa ‘T’ kεdamↄ shi oha nyↄŋma yibↄi lε ni ji ‘Tens’ (To the immediate left of the Ones, write ‘T’ for Tens). ✓ Yε nyↄŋma yibↄi abεku masεi lε nↄŋŋ ŋmaa ‘H’ kεdamↄ shi oha oha yibↄi lε ni ji ‘Hundreds’ (To the immediate left of the Tens, write ‘H’ for Hundreds). ✓ Yε oha yibↄi abεku lε masεi ŋmaa ‘TH’ kεdamↄ shi aha akpe yibↄi ni ji ‘Thousands’ (To the immediate left of the Hundreds, write ‘TH’ for Thousands). ✓ Oti ji akε gbekε lε atsↄↄ akpe, oha, nyↄŋma kε ekome yibↄi ni yↄↄ 3988 mli (The goal will be for the child to identify which values in 3988 belong with Thousands, Hundreds, Tens and Ones). ✓ ŋmaa ohetoi lε Yibↄi Anaatoo adeka ni ji ‘Place Value Table’ mli yε teŋ gbε (Write your responses in the bottom half of your Place Value Table). Kεji gbekε lε nuↄ ‘Place Value’ ni hi hiε yibↄi ejwε shishi, wo efↄlↄi ahewale ni amεfee pii afata he (If the child understands Place Value with 4-digit numbers, encourage parents to practice). Kɛ enɛ aye abua fɔlɔi ni amɛkɛtsɔɔ amɛbii lɛ anii (Offer a tip for parents to give their children): ✓ Ones ji yibɔ ni hiɛɔ ninejurɔgbɛ daa, Tens ji yibɔ ni baa yɛ Ones abɛkugbɛ kpaakpa lɛ daa, Hundreds ji yibɔ ni baa yɛ Tens abɛkugbɛ daa. Thousands ji yibↄ ni baa daa yε Hundred abεkugbε. Tsɔɔmɔ fɔlɔi bɔ ni amɛbaanyɛ amɛkɛ enɛ atsu nii ni amɛsɔ sanebimɔi krokomɛi yɛ Place Value he (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Thousands are always found to the left of Hundreds. Show parents how they can use this principle to make more Place Value problems of their own). Now proceed to solve this problem: 9808 = 9(Thousand)?(hundreds) ?(tens)?(ones) 9999 = ??? John has 8589 oranges in a basket. Which digits of the number of oranges in the basket represents Hundreds, Tens and Ones? 44 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 GA Facilitator: Give feedback based on the response from the child. Clarify where necessary. Naamuu (Conclusion): ✓ Mo! Feemↄ sanebimↄi ekome loo enyↄ oha mi (Great! Do 1 or 2 final questions for me). ✓ Wↄsεε otsi ha ni obi lε ahi omasεi. Wↄbaayaa sanebimↄi ekomεi amli ekoŋŋ (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). ✓ Wↄbaatswa bo ekoŋŋ wↄsεε otsi ni wↄgbala nibii amli fitsofitso (We will be able to call you next week with more details). ✓ Oyiwaladↄŋŋ akε oha mi bei ni mikε bo ewie ŋmεnε, ni oye obua kεha obi lε nikasemↄ. Mishwee ji matswa bo ekoŋŋ wↄsεε otsi! (Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week!). Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 45 Ghana: Grade 3 GA B3 WEEK 2 Schedule: GA Date Agenda ✓ Weekly SMS sent to parents ✓ Facilitator updates ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 2 SMS (): Welcome to Week 2! Here are some problems you can try with your children: PLACE VALUE: 9978 = Nine Thousand, Nine Hundred and Seventy-Eight 5505 = ? 9090 = ? Kuma has 7856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon. For next week, make sure you have your child with you. We will be reviewing a few more of these problems. 46 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 3 GA WEEK 2 Phone Guide: Hiεgbelemↄ (Introduction): ✓ Atsↄↄ mi (My name is) ____. ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Buɣisimi tuuni (Demonstrate a Problem/Activity): 9978 = Nine Thousand, Nine Hundred and Seventy-Eight 9978 = 9000+900+70+ 8 Kε sanebimↄ nεε atsↄↄ fↄlↄi bↄ ni atoo yibↄi naa ahaa yε Yibↄi Anaatoo Adeka mli ni ji ‘Place Value Table’ (Use this problem to demonstrate to parents how to use a Place Value Table). ✓ Tεŋmↄ hↄrizonta lain yε wolo nↄ. Tεŋmↄ vεtika lain etε ni amεtsa hↄrizonta nↄ lε. Enε ji yibↄi anaatoo adeka lε (Draw a horizontal line on a piece of paper. Draw three vertical lines to intersect it. This is a Place Value Table). ✓ Yε ninejurↄgbε ni yↄↄ ŋwεi ŋmaa ‘0’ kεdamↄ shi aha ekome yibↄi ni ji ‘Ones’ (In the top right- most section, write ‘O’ for Ones). ✓ Yε ekome yibↄ abεku masεi nↄŋŋ ŋmaa ‘T’ kεdamↄ shi oha nyↄŋma yibↄi lε ni ji ‘Tens’ (To the immediate left of the Ones, write ‘T’ for Tens). ✓ Yε nyↄŋma yibↄi abεku masεi lε nↄŋŋ ŋmaa ‘H’ kεdamↄ shi oha oha yibↄi lε ni ji ‘Hundreds’ (To the immediate left of the Tens, write ‘H’ for Hundreds). ✓ Yε oha yibↄi abεku lε masεi ŋmaa ‘TH’ kεdamↄ shi aha akpe yibↄi ni ji ‘Thousands’ (To the immediate left of the Hundreds, write ‘TH’ for Thousands). ✓ Oti ji akε gbekε lε atsↄↄ akpe, oha, nyↄŋma kε ekome yibↄi ni yↄↄ 9,978 mli (The goal will be for the child to identify which values in 9,978 belong with Thousands, Hundreds, Tens and Ones). ✓ ŋmaa ohetoi lε Yibↄi Anaatoo adeka ni ji ‘Place Value Table’ mli yε teŋ gbε (Write your responses in the bottom half of your Place Value Table). Kεji gbekε lε nuↄ ‘Place Value’ ni hi hiε yibↄi ejwε shishi, wo efↄlↄi ahewale ni amεfee pii afata he (If the child understands Place Value with 4-digit numbers, encourage parents to practice). Kɛ enɛ aye abua fɔlɔi ni amɛkɛtsɔɔ amɛbii lɛ anii (Offer a tip for parents to give their children): ✓ Ones ji yibɔ ni hiɛɔ ninejurɔgbɛ daa, Tens ji yibɔ ni baa yɛ Ones abɛkugbɛ kpaakpa lɛ daa, Hundreds ji yibɔ ni baa yɛ Tens abɛkugbɛ daa. Thousands ji yibↄ ni baa daa yε Hundred abεkugbε. Tsɔɔmɔ fɔlɔi bɔ ni amɛbaanyɛ amɛkɛ enɛ atsu nii ni amɛsɔ sanebimɔi krokomɛi yɛ Place Value he (Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Thousands are always found to the left of Hundreds. Show parents how they can use this principle to make more Place Value problems of their own). Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 47 Ghana: Grade 3 GA Now proceed to solve this problem: 5505=? 9090=? Kuma has 7856 Ghana Cedis in his pocket. How many groups of HUNDREDS, TENS, and ONES are there?? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Naamuu (Conclusion): ✓ Mo! Ani yε sanebimↄ ko kε ha mi? (Great! Do you have any questions for me?). ✓ Wↄsεε otsi ha ni obi lε ahi omasεi. Wↄbaayaa sanebimↄi ekomεi amli ekoŋŋ (For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems). 48 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 4 Low-tech Education: WEEK1 Grade 4 Low-tech Education: WEEK1 WEEK 1 Schedule: Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 1 SMS: Welcome to Week 1. PLACE VALUE: Identify the value of each digit in the numbers using the example given below 5897 = 5(Thousands) 8 (hundreds) 9(tens) 7(ones) 3987 = ?(Thousands) ?(hundreds) ?(tens) ?(ones) 9805 = ?(Thousands) ?(hundreds) ?(tens)?(ones) 9146 = ??? Alex has 8,549 oranges on his farm. Which digits of the number of oranges on his farm represent Thousands, Hundreds, Tens, and Ones? Feedback: Great! Thanks so much for your response. For next week, make sure you have your child with you. We will be reviewing a few more of these problems. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 49 Ghana: Grade 4 Low-tech Education: WEEK1 WEEK 1 Phone Guide: Introduction: ✓ My name is ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Demonstrate a Problem/Activity: ✓ Now let us take our time to go through today’s lesson. 5,897 = ⋯ + ⋯ + ⋯ + ⋯ + ⋯ ✓ Use this problem to demonstrate to parents how to expand a given number using Place Value Structure. • In the right-most section, write the ‘Ones’, • To immediate left of the Ones is ‘Tens’, • To immediate left of the ‘Tens’ is ‘Hundreds’, • To immediate left of the ‘Hundreds’ is ‘Thousands’, • The goal will be for the child to expand 5,897 using the Ones, Tens, Hundreds, Thousands structure. • Write your responses in the bottom half of your paper. ✓ If the child understands Place Value expansion to the ten-thousands with digits, encourage parents to move on to hundred-thousands. Offer a tip for parents to give their children: ✓ Ones will always be the right-most digit, Tens are always found to the left of the Ones, Hundreds are always found to the left of Tens and Thousands are always found to the left of the Hundreds. Show parents how they can use this principle to expand more numbers of theirown using the place value structure. Now proceed to solve this problem: 3987 = ?(Thousands) ?(hundreds) ?(tens) ?(ones) 9805 = ?(Thousands) ?(hundreds) ?(tens)?(ones) 9146 = ??? Alex has 8,549 oranges on his farm. Which digits of the number of oranges on his farm represent Thousands, Hundreds, Tens, and Ones? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Conclusion: ✓ Great! Do you have any questions for me? ✓ For next week, make sure you have your child with you. We will be reviewing a few more of theseproblems. ✓ We will be able to call you next week with more details. Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I will be looking forward to calling you again next week. 50 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 4 Low-tech Education: WEEK2 Low-tech Education: WEEK2 WEEK 2 Schedule: Date Agenda ✓ Weekly SMS sent to parents ✓ Facilitator updates ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 2 SMS (): Welcome to Week 2 Here are some problems you can try with your children: PLACE VALUE: Identify the value of each digit in the numbers using the example given below 98,531-= Ninety-eight Thousand, Five Hundred and Thirty-One 98,531= 98,000+ 500 + 30 + 1 79,468=? 65,402=? 19,830=? Kwei has 70,856 Ghana Cedis in his bag. How many groups of THOUSANDS, HUNDREDS, TENS, and ONES are there? Feedback: Great! Thanks so much for your response. For next week, make sure you have your child with you. We will be reviewing a few more of these problems. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 51 Ghana: Grade 4 Low-tech Education: WEEK2 WEEK 2 Phone Guide: Introduction: ✓ My name is . ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Dofeel at ease to ask questions when you have one. Demonstrate a Problem / Activity: 98,531= Ninety-eight Thousand, Five Hundred and Thirty-One , = , + + + Use this problem to demonstrate to parents how to expand a given number using Place Value Structure. ✓ In the top right-most section, write ‘O’ for Ones, ✓ To the immediate left of the Ones, write ‘T’ for Tens, ✓ To the immediate left of the Tens, write ‘H’ for Hundreds, ✓ To the immediate left of the Hundreds, write ‘TH’ for Thousands. ✓ The goal will be for the child to identify which values in 98,531 belong with Thousands, Hundreds, Tens and Ones. ✓ Write your responses in the bottom half of your paper. Offer a tip for parents to give their children: ✓ Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundreds are always found to the left of Tens. Thousands are always found to the left of Hundreds. Show parents how they can use this principle to make more Place Value problems of their own. Now proceed to solve this problem: 79,468=? 65,402=? 19,830=? Kwei has 70,856 Ghana Cedis in his bag. How many groups of THOUSANDS, HUNDREDS, TENS, and ONES are there? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Conclusion: ✓ Great! Do you have any questions for me? ✓ For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems. ✓ We will be able to call you next week with more details. Thanks again for taking the time to speakwith me today and for assisting with your child’s learning. I will be looking forward to calling you again next week! 52 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 5 Low-tech Education: WEEK1 Grade 5 Low-tech Education: WEEK1 WEEK 1 Schedule: Date Agenda ✓ N/A ✓ Facilitator refresher training ✓ Receive Airtime ✓ Receive assigned contacts ✓ Weekly SMS sent to parents ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 1 SMS ( ): Welcome to Week 1! PLACE VALUE: Identify the value of each digit in the numbers using the example given below 953,861 = 9(Hundred Thousands) 5(Ten Thousands) 3(Thousand) 8(Hundreds) 6(Tens) 1(Ones) 784,365 = ?(Hundred Thousands) ?(Ten Thousands)? (Thousands) ?(Hundreds) ?(Tens) ?(Ones) 734,802 = ?(Hundred Thousands) ?(Ten Thousands)? (Thousands) ?(Hundreds) ?(Tens) ?(Ones) 762,905 = ?(Hundred Thousands) ?(Ten Thousands)? (Thousands) ?(Hundreds) ?(Tens) ?(Ones) Amadu harvested 475,893 mangoes from his farm into a basket. Which digits of the number of mangoes in the basket represents Hundred Thousands, Ten Thousands, Thousands, Hundreds, Tens and Ones? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 53 Ghana: Grade 5 Low-tech Education: WEEK1 WEEK 1 Phone Guide: Introduction: ✓ My name is ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Do feel at ease to ask questions when you have one. Demonstrate a Problem/ Activity: 953,861 == ⋯ + ⋯ + ⋯ + ⋯ + ⋯ Use this problem to demonstrate to parents how to expand a given number using Place Value Structure. ✓ In the right-most section, write the ‘Ones’ ✓ To the immediate left of the Ones is ‘Tens’ ✓ To the immediate left of the ‘Tens’ is ‘Hundreds’ ✓ To the immediate left of the ‘Hundreds’ is ‘Thousands’ ✓ To the immediate left of the ‘Thousands’ is ‘Ten Thousands’ ✓ To the immediate left of the ‘‘Ten Thousands’ is ‘Hundred Thousands’ ✓ The goal will be for the child to expand 953,869 =using the Ones, Tens, Hundreds,Thousands, Ten-Thousands, Hundred-Thousand structure ✓ Write your responses in the bottom half of your paper. If the child understands Place Value expansion to the ten-thousands with digits, encourageparents to move on to hundred-thousands, etc. Offer a tip for parents to give their children: ✓ Ones will always be the right-most digit, Tens are always found to the left of the Ones, Hundreds are always found to the left of Tens and Thousands are always found to the left ofthe Hundreds etc. Show parents how they can use this principle to expand more numbers oftheir own using the place value structure Now proceed to solve this problem: 784,365 = ?(Hundred Thousands) ?(Ten Thousands)? (Thousands) ?(Hundreds) ?(Tens) ?(Ones) 734,802 = ?(Hundred Thousands) ?(Ten Thousands)? (Thousands) ?(Hundreds) ?(Tens) ?(Ones) 762,905 = ?(Hundred Thousands) ?(Ten Thousands)? (Thousands) ?(Hundreds) ?(Tens) ?(Ones) Amadu harvested 475,893 mangoes from his farm into a basket. Which digits of the number of mangoes in the basket represents Hundred Thousands, Ten Thousands, Thousands, Hundreds, Tens and Ones? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Conclusion: ✓ Great! Do you have any questions for me? ✓ For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems. ✓ We will be able to call you next week with more details. Thanks again for taking the time to speak with me today and for assisting with your child’s learning. I’ll be looking forward to calling you again next week! 54 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Grade 5 Low-tech Education: WEEK2 Low-tech Education: WEEK2 WEEK 2 Schedule: Date Agenda ✓ Weekly SMS sent to parents ✓ Facilitator updates ✓ Facilitator phone calls (first batch) ✓ Facilitator phone calls (second batch) ✓ Facilitator phone calls (third batch) ✓ Accountability survey ✓ Renew Airtime WEEK 2 SMS (): Welcome to Week 2 Here are some problems you can try with your children: PLACE VALUE: Identify the value of each digit in the numbers using the example given below 897,356 = Eight-hundred and Ninety-Seven Thousand, Three Hundred and Fifty -Six 897,356= 800,000 + 90,000 +7,000+ 300 + 50 + 6 748,236=? 897,345=? 901,258=? Maame has 567,912 Ghana Cedis in his bank account. How many groups of HUNDRED THOUSANDS, TEN THOUSANDS , THOUSANDS ,HUNDREDS, TENS, and ONES are there? Feedback: Great! Thanks so much for your response. You will receive feedback from us soon For next week, make sure you have your child with you. We will be reviewing a few more of these problems. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 55 Ghana: Grade 5 Low-tech Education: WEEK2 WEEK 2 Phone Guide: Introduction: ✓ My name is ✓ I am calling to take your ward through lessons on Place Value (Expansion of numbers) in Mathematics. Dofeel at ease to ask questions when you have one. Demonstrate a Problem Activity: 97,356 = Eight Hundred and Ninety- Seven Thousand, Three- Hundred and Fifty - Six , = , + , + , + + + ✓ Use this problem to demonstrate to parents how to expand a given number using Place ValueStructure. o In the top right-most section, write ‘O’ for Ones o To the immediate left of the Ones, write ‘T’ for Tens o To the immediate left of the Tens, write ‘H’ for Hundreds. o To the immediate left of the Hundreds, write ‘TH’ for Thousands. o To the immediate left of the Thousands write ‘TTH’ for Ten Thousands o To the immediate left of the Ten Thousands write ‘HTH’ for Hundred Thousands ✓ The goal will be for the child to identify which values in 897,356 belong with Thousands, Hundreds, Tens and Ones. ✓ Write your responses in the bottom half of your paper. Offer a tip for parents to give their children: ✓ Ones will always be the right-most digit, Tens are always found to the immediate left of the Ones, Hundredsare always found to the left of Tens. Thousands are always found to the left of Hundreds etc. Show parentshow they can use this principle to make more Place Value problems of their own. Now proceed to solve this problem: 748,236=? 897,345=? 901,258=? Maame has 567,912 Ghana Cedis in his bank account. How many groups of HUNDRED THOUSANDS, TEN- THOUSANDS , THOUSANDS ,HUNDREDS, TENS, and ONES are there? Facilitator: Give feedback based on the response from the child. Clarify where necessary. Conclusion: ✓ Great! Do you have any questions for me? ✓ For next week, make sure you have your child with you. We’ll be reviewing a few more of these problems. 56 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 2. Nepal 2.1 Assessment tasks overview The numeracy and literacy assessments were designed to be aligned to learning standards for grades 4 to 5. The assessments measures students’ knowledge of foundational math and reading concepts and skills. In Nepal, the assessment was delivered using phone calls for math, and phone calls and SMS text messages for reading. These tools are available in Nepali. Language of Grades Content/Subject area Technology used in pilot assessment • Foundational math • Math - phone calls 4 to 5 • Nepali1 • Foundational literacy • Literacy - Phone call (+ SMS) 2.2 Assessment instrument Assessment Questionnaire for Baseline Study_NDRI Maths Assessment 1. The student was to solve: 56 + 27 DO NOT READ ALOUD: Answer: 83 Did the student get the addition question correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem 2. The student was to solve: 32 – 16 DO NOT READ ALOUD: Answer: 16 Did the student get the subtraction question correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem 1For numeracy, flexibility was provided to students to use English digits if they preferred to do so but the language of communication over phone was Nepali. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 57 Nepal: Assessment Questionnaire for Baseline Study_NDRI Low-tech Education: WEEK2 Multiplication, division, and fraction questions were asked only if the child answered the addition or subtraction question correctly] 3. The student was to solve: 23*6 (23 Multiply by 6) DO NOT READ ALOUD: Answer: 138 Did the student get the multiplication question correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves. D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem 4. The student was to solve: 47/5 (47 divided by 5) DO NOT READ ALOUD: Answer: Answer: 9 remainder 2 Did the student get the division question correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem 5. A man buys 56 copies. Then he buys another 28 copies. How many copies did he buy in total? DO NOT READ ALOUD: Answer: 84 copies Did the student get the addition word problem correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem 6. Ram’s mother bought 32 oranges from the market. Ram and his sister eat 14 oranges. How many oranges are left now? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem 58 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Nepal: Assessment Questionnaire for Baseline Study_NDRI 7. The student was to solve (fraction): 1/6 + 4/6 (1 by 6 plus 4 by 6) DO NOT READ ALOUD: Answer: 5/6 Did the student get the fraction question correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem Nepali Assessment (Literacy) 1. (Surveyor: Read the following [Nepali] letters carefully / aloud. (I have just sent a message to your phone. Please open the message and see what is written in it. Can you read it to me clearly / loudly?) Write the marks obtained by the child in the space given below Ka, Tha, Ma, Sa, Ksha Note: If the child cannot read at least 2 of the given five letters correctly, do not ask him/her another question in Nepali. Score obtained by the child (full mark: 5): __________________ 2. (Surveyor: Read the following [Nepali] words carefully / loudly. (I have sent another message to your phone. Open the message and see what is written in it. Can you read it to me clearly / loudly?) Write the marks obtained by the child in the space given below Work, light, noise, faith, laughter Note: If the child cannot read at least 2 of the given words correctly, do not ask him another question in Nepali. Score obtained by the child (full mark: 5):__________________ 3. (Surveyor: Please read the following [Nepali] paragraph carefully/ aloud. (I have sent another message to your phone. Open the message and see what is written in it. Can you read it to me clearly / aloud?) Write the marks obtained by the child in the space given below There is a well in Niraj's village. One day he was bathing in the well with his father. In the meantime Kamal came to fetch the water. Note: If the child makes more than 5 mistakes while reading the given paragraph, do not ask him another question in Nepali. Count the number of words the child can pronounce correctly. Score obtained by the child (full mark: 16) :__________________ Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 59 Nepal: Assessment Questionnaire for Baseline Study_NDRI Low-tech Education: WEEK2 4. (Surveyor: Read the following [Nepali] story carefully/ aloud. (I have sent another message to your phone. Open the message and see what is written in it. Can you read it to me clearly / loudly?) Write the marks obtained by the child in the space given below The home where the bees live is called a hive. Bees love the nectar of flowers. They accumulate nectar in their hives. They travel long distances to collect nectar. They work hard to make honey. Honey is also used as a medicine. Note: Count the number of words the child can pronounce correctly Score obtained by the child (full mark: 35) :__________________ After reading the story, ask the child the following questions. 5. Where do bees live? 6. Why do bees travel so far? 60 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Nepal: Student-Caregiver Survey Student-Caregiver Survey 1. Did they provide consent to participate in the study? A. Yes B. No (end the interview) १. के उनीहरुले अध्ययनमा भाग ललनको लालग सहमलि प्रदान गरे ? अ. गरे आ. गरे नन् (अन्तर्वार्वा अन्त्य गननाहोस्) 1a. Respondent’s name ________________ १क. उत्तरदवर्वको नवम ________________ 1b. Relationship of the respondent with the child in the sample 1. Father 2. Mother 3. Elder Sister 4. Elder Brother 5. Grandfather/mother 6. Other relative १ख. उत्तरदवर्वको स्यवम्पलमव भएकव बच्चवसँगको नवर्व १. बनर्व २. आमव ३. दददी ४. दवजन ५. हजनर बनर्व/ हजनर आमव ६. अन्य नवर्ेदवर 2. Is the child currently studying in school? 1. Yes 2. No (end the interview) २. के यी बच्चा हाल लिद्यालयमा पलिरहेका छन् ? १. छन् २. छै नन् (अन्तर्वार्वा अन्त्य गननाहोस्) Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 61 Nepal: Student-Caregiver Survey Low-tech Education: WEEK2 3. Grade the child currently in: 1. Grade 4 2. Grade 5 3. Other grades ३. अलहले यी बच्चा क ु न कक्षामा पि् छन्? १. कक्षव ४ २. कक्षव ५ ३. अन्य कक्षव 4. What is the child’s study situation in school? 1. Goes to school every day to study 2. Goes to school every alternate day to study 3. Goes to school 1-2 days a week to study 4. Doesn’t go to school, but is connected to school virtually (online) 5. School is not physically open, but teachers call the child at least once a week 6. Others (please specify _______) ४. लिद्यालयमा बच्चाको अध्ययन स्थिलि कस्तो छ? १. हरे क ददन पढ् नको लवदग स्क ू ल जवन्छन्। २. पढ् नको लवदग एक ददन दबरवएर स्क ू ल जवन्छन्। ३. पढ् नको लवदग हप्तवको १-२ ददन स्क ू ल जवन्छन्। ४. स्क ू लले अनलवइन कक्षव सञ्चवलन गरे को छ। ू लमव पढ् न जवँदैनन्, र्र स्क ५. स्कू ल भौदर्क रुपमव खनलेको छै न, र्र दिक्षकहरूले बच्चवलवई हप्तवमव कम्तिमव एक पटक फोन गननाहुन्छ। ६. अन्य (क ृ पयव खनलवउननहोस् _______) 5. What is the student’s caste? 1. Brahmin 2. Chhetri 3. Tibeto-Burman 4. Newar 5. Madhesi 6. Dalit 7. Does not want to answer 62 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Nepal: Student-Caregiver Survey ५. बच्चा कु न जािीय समुदाय अन्तगगि पछग ? १. बवहुन २. क्षेत्री ३. जनजवदर् ४. नेर्वर ५. मधेिी ६. ददलर् ७. जर्वफ ददन अस्वीीकवर 6. What is the language spoken at home? 1. Nepali 2. Maithili 3. Bhojpuri 4. Tharu 5. Tamang 6. Nepal Bhasa (Newari) 7. Bajjika 8. Magar 9. Dotyali/Doteli 10. Urdu 11. Hindi 12. English 13. Other ँ हरु घरमा क ६. िपाई ुन कु न भाषा बोल्नुहुन्छ ? क. नेपवली ख. मैदिली ग. भोजपनरी घ. िवरू ङ. र्वमवङ च. नेपवल भवषव (नेर्वरी) छ. बम्तिकव ज. मगर झ. डो्टयवली/डोटे ली ञ. उदना ट. दहन्दी ठ. अङ् रेजी ड. अन्य, खन लवउननहोस् Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 63 Nepal: Student-Caregiver Survey Low-tech Education: WEEK2 7. Gender of [given student] 1. Male 2. Female 3. Others ७.[उल्लेम्तखर् दर्द्यविी] को दलङ्ग के हो? १. पनरुष २. मदहलव ३. अन्य 8. What is the highest level of education this child’s father has attended? 1. None 2. Primary (Grades 1 to 5) 3. Lower Secondary (Grades 6 to 8) 4. Secondary (Grades 9 and 10) 5. Higher Secondary (Grades 11 and 12) 6. More than Higher Secondary 7. Don’t know ८. बच्चाको बुबाले प्राप्त गरे को उच्चिम् शैलक्षक योग्यिा कलि हो? १. कदत्त पदन पढ् नन भएको छै न २. प्रविदमक र्ह (कक्षव १ दे म्तख ५) ३. दनम्न मवध्यदमक र्ह (कक्षव ६ दे म्तख ८) ४. मवध्यदमक र्ह (कक्षव ९ र १०) ५. उच्च मवध्यदमक र्ह (कक्षव ११ र १२) ६. उच्च मवध्यदमक र्ह भन्दव मवदि ७. िवहव छै न 9. What is the highest level of education this child’s mother has attended? 1. None 2. Primary (Grades 1 to 5) 3. Lower Secondary (Grades 6 to 8) 4. Secondary (Grades 9 and 10) 5. Higher Secondary (Grades 11 and 12) 6. More than Higher Secondary 7. Don’t know 64 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Nepal: Student-Caregiver Survey ९. यस बच्चवको आमवले प्रवप्त गरे को उच्चर्म् िैदक्षक योग्यर्व कदर् हो? १. कदत्त पदन पढ् नन भएको छै न २. प्रविदमक र्ह (कक्षव १ दे म्तख ५) ३. दनम्न मवध्यदमक र्ह (कक्षव ६ दे म्तख ८) ४. मवध्यदमक र्ह (कक्षव ९ र १०) ५. उच्च मवध्यदमक र्ह (कक्षव ११ र १२) ६. उच्च मवध्यदमक र्ह भन्दव मवदि ७. िवहव छै न 10. What is the highest math operation that you think the child can easily perform? A. The child would have significant difficulty performing any operation B. Addition C. Subtraction D. Multiplication E. Division F. Respondent refused to answer G. Don't Know १०. िपाई ँ को लिचारमा बच्चाले जोड, घटाउ, गुणन, भाग मध्ये कुन कु न समस्या समाधान गनग सक्छन्? क. बच्चवलवई गदिर्सँग सम्बम्तिर् कन नैपदन समस्यव समवधवन गना धे रै गवह्रो छ जस्तो लवग्छ। ख. जोड ग. घटवउ घ. गनिन ङ. भवग च. उत्तरदवर्वले जर्वफ ददन अस्वीकवर गरे छ. िवहव छै न Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 65 Nepal: Student-Caregiver Survey Low-tech Education: WEEK2 11. What is the highest Nepali operation that you think the child can easily perform? A. The child would have significant difficulty performing any Nepali operation B. Letter C. Word D. Sentence/paragraph E. Story F. Don’t know ११. िपाई ँ को लिचारमा बच्चाले अक्षर, शब्द, िाक्य/अनु च्छेद र किामध्ये कुन कु न राम्रोसँग पि् न सक्छन्? क. बच्चवलवई नेपवली दर्षयसँग सम्बम्तिर् मवदि बर्वइएकव कन नैपदन समस्यव समवधवन गना धेरै गवह्रो छ जस्तो लवग्छ। ख. अक्षर ग. िब्द घ. र्वक्य/अननच्छेद ङ. किव च. िवहव छै न 12. In the period school was physically closed after the second wave of COVID-19 (to specify date), did the child used any remote learning services? Which ones? (Please read aloud; Select all that apply) 1. TV 2. Radio 3. Learning Portal 4. Temporary learning center 5. Phone-based teaching by teachers, including messages or group messages 6. Online class run by school 7. Mobile education/ Ghumti Shiksha 8. Others 9. Don’t know 10. None of these 66 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Nepal: Student-Caregiver Survey १२. कोलभड-१९ को दोस्रो लहरपलछ लिद्यालय भौलिक रुपमा बन्द हुँदा, क े िपाईंको बच्चाले कु नै बैकस्िक लशक्षा सेिाहरु प्रयोग गरे का लिए? यलद गरे का लिए भने के क े प्रयोग गरे का लिए? (लागु हुने सबैमा लचन्ह लगाउनुहोस् ) क. दट.भी ख. रे दडयो ग. दसकवई पोटा ल घ. अस्िवयी दसकवई के न्द्र ङ. व्यम्तिगर् र्व सवमनदहक सन्दे िहरु सदहर् दिक्षकद्ववरव फोनमव आधवररर् दिक्षि च. दर्द्यवलयद्ववरव संचवदलर् अनलवइन कक्षव छ. मोबवइल दिक्षव/ घनिी दिक्षव ज. िवहव छै न झ. मवदिको कन नै पदन होइन 13. What type of mobile phone do your household members have? (Multiple options allowed) 1. Smart phone/i-phone/android phone with internet 2. Normal phone/feature phone without internet 3. None १३. िपाई ँ का घरका अन्य सदस्यहरुसँग कस्ता कस्ता प्रकारका मोबाइल फोन ँ र िपाई छन्? (बहुउत्तर छवन्नन सक्ननहुन्छ) १. स्मवटा फोन\आइफोन\ इन्टरनेटको सनदर्धवसदहर्को एन्ड्रोइड फोन २. सवमवन्य फोन\इन्टरने ट नचल्ने खवलको फोन ३. कन नैपदन छै न 14. Do you know how to see the message on your mobile? 1. Yes 2. No १४. के िपाईंलाई आफ्नो मोबाइलमा आएको म्यासेज हेनग आउँ छ ? १. आउँ छ २. आउँ दैन Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 67 Nepal: Core Learning Module Low-tech Education: WEEK2 Core Learning Module We have talked with your parents earlier, and you can ask them more about this phone call. Essentially, we are working for a research company helping researchers learn more about how to help children to learn math and Nepali. We are going to ask you a few maths and Nepali questions. These questions are not a test and there is nothing that will happen if you find them difficult or get them wrong. No one will see your answers besides the research team. They are not shared with your school or anyone else, so you can feel relaxed. So, shall we talk with you further/ are you ready to talk with us? हवमीले र्पवईंको आमव बनबव/अदभभवर्कसँग पदहले नै क न रव गररसके कव छौं, र र्पवईं उनीहरूलवई यो फोन कलको बवरे मव अझ बढी सोध्न सक्ननहुन्छ। मूल रूपमव, हवमी फोनमव गदिर् र नेपवली दर्षय दसक्नको लवदग बच्चवहरूलवई कसरी मद्दर् गने भन्ने बवरे अझ बढी बनझ्न एक िोध कम्पनीकव लवदग कवम गरररहेकव छौं। हवमी र्पवईंलवई क े ही गदिर् र नेपवली दर्षयकव प्रश्नहरू सोध्ने छौं। यी प्रश्नहरू जवँच होइन र र्पवईंले र्ी प्रश्नहरु गवह्रो पवउनभयो र्व गल्ती गननाभयो भने पदन क े ही फरक पदै न। अननसिवन टोली बवहेक कसैले र्पवईंको उत्तरहरू दे ख्नेछैनन्। र्पवई ँ को दर्द्यवलय र अदभभवर्कले पदन िवहव पवउनन हुन्न, त्यसै ले र्पवईं सहज महसनस गना सक्ननहुन्छ। अब के िपाईं हामीसँग िप कु रा गनग ियार हुनुहुन्छ? क. छन ख. छै न (अन्तर्वार्वा अन्त्य गनना होस्) 15. In which language Math is taught in school? A. Nepali B. English C. Both D. Other १५. लिध्यालयमा गलणि कु न भाषामा पिाई हुने गछग ? क. नेपवली ख. अंरेजी ग. दन र्ै घ. अन्य 68 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Nepal: Maths Assessment Maths Assessment 16. The student was to solve: 56 + 27 DO NOT READ ALOUD: Answer: 83 Did the student get the addition question correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves. D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem F. The child said they cannot solve the problem. १६. लिद्यािीले समाधान गनुग पने: ५६ + २७ ठू लो स्वरमव नपढ् ननहोस््ः उत्तर्ः ८३ (नोट्ः र्पवई ँ सँग दन ई दमनेटको समय छ।) ँ ले आरवमसँग गननाहोस्, र्पवई के दर्द्यविीले जोड सम्बिी प्रश्नको उत्तर सही दनकवले? क. बच्चवले सही उत्तर दनकवले ख. बच्चवले गलर् उत्तर दनकवले ग. बच्चवले सदह उत्तर ददए र्र उत्तर कसरी दनकवले भन्न सके नन्/ बच्चवले आफै उत्तर ददए भन्ने कन रवमव म दर्श्ववस गददा न घ. बच्चवको सवटो अदभभवर्कले उत्तर ददए / बच्चवलवई उत्तर ददन लगवइएन र्व बच्चवले क्यवलकन ले टरको प्रयोग गरे र उत्तर ददए ङ. बवलबवदलकवले समस्यवको समवधवन गना मवनेन । च. बवलबवदलकवले समस्यवको समवधवन गना आउँ दैन भन्ने जर्वफ ददए । 17. The student was to solve: 32 – 16 DO NOT READ ALOUD: Answer: 16 Did the student get the subtraction question correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves. D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem F. The child said they cannot solve the problem. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 69 Nepal: Maths Assessment Low-tech Education: WEEK2 १७. लिद्यािीले समाधान गनुग पने: ३२-१६ ठू लो स्वरमव नपढ् ननहोस््ः उत्तर्ः १६ (नोट्ः र्पवई ँ सँग दन ई दमनेटको समय छ।) ँ ले आरवमसँग गननाहोस्, र्पवई के दर्द्यविीले घटवउको सही उत्तर दनकवले? क. बच्चवले सही उत्तर दनकवले ख. बच्चवले गलर् उत्तर दनकवले ग. बच्चवले सदह उत्तर ददए र्र उत्तर कसरी दनकवले भन्न सके नन्/ बच्चवले आफै उत्तर ददए भन्ने कन रवमव म दर्श्ववस गददा न घ. बच्चवको सवटो अदभभवर्कले उत्तर ददए / बच्चवलवई उत्तर ददन लगवइएन र्व बच्चवले क्यवलकन लेटरको प्रयोग गरे र उत्तर ददए ङ. बवलबवदलकवले समस्यवको समवधवन गना मवनेन । च. बवलबवदलकवले समस्यवको समवधवन गना आउँ दैन भन्ने जर्वफ ददए । 18. The student was to solve: 23*6 (23 Multiply by 6) DO NOT READ ALOUD: Answer: 138 Did the student get the multiplication question correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves. D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem F. The child said they cannot solve the problem. १८. लिद्यािीले समाधान गनुग पने: २३*६ (२३ लाई ६ ले गुणन गने) (नोट्ः र्पवई ँ सँग दन ई दमनेटको समय छ।) ँ ले आरवमसँग गननाहोस्, र्पवई ठू लो स्वरमव नपढ् ननहोस््ः उत्तर्ः १३८ के दर्द्यविीले गनिनको सही उत्तर दनकवले? क. बच्चवले सही उत्तर दनकवले ख. बच्चवले गलर् उत्तर दनकवले ग. बच्चवले सदह उत्तर ददए र्र उत्तर कसरी दनकवले भन्न सके नन्/ बच्चवले आफै उत्तर ददए भन्ने कन रवमव म दर्श्ववस गददा न घ. बच्चवको सवटो अदभभवर्कले उत्तर ददए / बच्चवलवई उत्तर ददन लगवइएन र्व बच्चवले क्यवलकन लेटरको प्रयोग गरे र उत्तर ददए 70 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Nepal: Maths Assessment ङ. बवलबवदलकवले समस्यवको समवधवन गना मवनेन । च. बवलबवदलकवले समस्यवको समवधवन गना आउँ दैन भन्ने जर्वफ ददए । 19. The student was to solve: 47/5 (47 divided by 5) DO NOT READ ALOUD: Answer: Answer: 9 remainder 2 Did the student get the division question correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves. D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem F. The child said they cannot solve the problem. १९. लिद्यािीले समाधान गनुग पने: ४७/५ (४७ लाई ५ ले भाग गने) (नोट्ः र्पवई ँ सँग दन ई दमनेटको समय छ।) ँ ले आरवमसँग गननाहोस्, र्पवई के दर्द्यविीले भवग सही उत्तर दनकवले? ठू लो स्वरमव नपढ् ननहोस््ः उत्तर्ः ९ िेष २ क. बच्चवले सही उत्तर दनकवले ख. बच्चवले गलर् उत्तर दनकवले ग. बच्चवले सदह उत्तर ददए र्र उत्तर कसरी दनकवले भन्न सके नन्/ बच्चवले आफै उत्तर ददए भन्ने कन रवमव म दर्श्ववस गददा न घ. बच्चवको सवटो अदभभवर्कले उत्तर ददए / बच्चवलवई उत्तर ददन लगवइएन र्व बच्चवले क्यवलकन लेटरको प्रयोग गरे र उत्तर ददए ङ. बवलबवदलकवले समस्यवको समवधवन गना मवनेन । च. बवलबवदलकवले समस्यवको समवधवन गना आउँ दैन भन्ने जर्वफ ददए । 20. A man buys 56 copies. Then he buys another 28 copies. How many copies did he buy in total? DO NOT READ ALOUD: Answer: 84 copies Did the student get the addition word problem correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves. D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem F. The child said they cannot solve the problem. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 71 Nepal: Maths Assessment Low-tech Education: WEEK2 २०. एकजना मान्छे ले ५६ िटा कापी लकन्छ। त्यसपलछ िप २८ िटा कापी लकन्छ। उसले जम्मा कलििटा कापी लकन्यो? (नोट्ः र्पवई ँ सँग दन ई दमनेटको समय छ।) ँ ले आरवमसँग गननाहोस्, र्पवई ठू लो स्वरमव नपढ् ननहोस््ः उत्तर्ः ८४ कवपीहरु के दर्द्यविीले िवम्तब्दक समस्यव सम्बिी प्रश्नको सही उत्तर दनकवले? क. बच्चवले सही उत्तर दनकवले ख. बच्चवले गलर् उत्तर दनकवले ग. बच्चवले सदह उत्तर ददए र्र उत्तर कसरी दनकवले भन्न सके नन्/ बच्चवले आफै उत्तर ददए भन्ने कन रवमव म दर्श्ववस गददा न घ. बच्चवको सवटो अदभभवर्कले उत्तर ददए / बच्चवलवई उत्तर ददन लगवइएन र्व बच्चवले क्यवलकन लेटरको प्रयोग गरे र उत्तर ददए ङ. बवलबवदलकवले समस्यवको समवधवन गना मवनेन । च. बवलबवदलकवले समस्यवको समवधवन गना आउँ दैन भन्ने जर्वफ ददए । 21. Ram’s mother bought 32 oranges from the market. Ram and his sister eat 14 oranges. How many oranges are left now? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves. D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem F. The child said they cannot solve the problem. २१. रामको आमाले बजारबाट ३२ िटा सुन्तला लकनेर ल्याउनुभयो। राम र उसको लददीले १४ िटा सुन्तला खाए। अब कलििटा सुन्तला बाँकी छन् ? (नोट्ः र्पवई ँ सँग दन ई दमनेटको समय छ।) ँ ले आरवमसँग गननाहोस्, र्पवई ठू लो स्वरमव नपढ् ननहोस््ः उत्तर्ः १८ क. बच्चवले सही उत्तर दनकवले ख. बच्चवले गलर् उत्तर दनकवले ग. बच्चवले सदह उत्तर ददए र्र उत्तर कसरी दनकवले भन्न सके नन्/ बच्चवले आफै उत्तर ददए भन्ने कन रवमव म दर्श्ववस गददा न घ. बच्चवको सवटो अदभभवर्कले उत्तर ददए / बच्चवलवई उत्तर ददन लगवइएन र्व बच्चवले क्यवलकन लेटरको प्रयोग गरे र उत्तर ददए ङ. बवलबवदलकवले समस्यवको समवधवन गना मवनेन । च. बवलबवदलकवले समस्यवको समवधवन गना आउँ दैन भन्ने जर्वफ ददए । 72 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Nepal: Maths Assessment 22. The student was to solve (fraction): 1/6 + 4/6 (1 by 6 plus 4 by 6) DO NOT READ ALOUD: Answer: 5/6 Did the student get the fraction question correct? A. The child got the question correct B. The child got the question incorrect C. The child gives the correct answer but is not able to convincingly explain how they got their answer/ I don’t believe they answered it themselves. D. The parent was answering for the child/not letting the child answer, or child used a calculator E. The Child refused to solve the problem F. The child said they cannot solve the problem. २२. लिद्यािीले समाधान गनुग पने लभन्न (fraction): १/६ + ४/६ (१ को मुलन ६ + ४ को मुलन ६) (नोट्ः र्पवई ँ सँग दन ई दमनेटको समय छ।) ँ ले आरवमसँग गननाहोस्, र्पवई ठू लो स्वरमव नपढ् ननहोस््ः उत्तर्ः ५/६ के दर्द्यविीले दभन्नको जोड सम्बिी प्रश्नको सही उत्तर दनकवले? क. बच्चवले सही उत्तर दनकवले ख. बच्चवले गलर् उत्तर दनकवले ग. बच्चवले सदह उत्तर ददए र्र उत्तर कसरी दनकवले भन्न सके नन्/ बच्चवले आफै उत्तर ददए भन्ने कन रवमव म दर्श्ववस गददा न घ. बच्चवको सवटो अदभभवर्कले उत्तर ददए / बच्चवलवई उत्तर ददन लगवइएन र्व बच्चवले क्यवलकन लेटरको प्रयोग गरे र उत्तर ददए ङ. बवलबवदलकवले समस्यवको समवधवन गना मवनेन । च. बवलबवदलकवले समस्यवको समवधवन गना आउँ दैन भन्ने जर्वफ ददए । Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 73 Nepal: Nepali Assessment Low-tech Education: WEEK2 Nepali Assessment नेपाली मूल्याङ्कन प्रश्नािली [After sending the first Nepali assessment item, ask] (पदहलो ने पवलीको मूल्यवङ्कन सम्बिी प्रश्न पठवइसके पदछ बच्चवलवई सोध्ननहोस्) 1. Did the child have problem reading the Unicode font in his/her mobile? 1. Yes 2. No (continue with the assessment) १. के बच्चालाई आफ्नो मोबाइलमा पठाइएको प्रश्न युलनकोड फन्टमा पि् न समस्या भयो? क. भयो ख. भएन (मूल्यवङ्कन सम्बिी अको प्रश्न सोध्ननहोस्) (If the child had problem reading Unicode font), 2. Do other household members have a phone (e.g. smart phone) where this problem is unlikely to occur? 1. Yes 2. No If no, please end the interview If yes, please get the other phone number and make arrangements to take the Nepali assessment using that phone number. (यदद बच्चवलवई आफ्नो मोबवइलमव यन दनकोड फन्टमव पढ् न समस्यव भयो भने), २. घरका अन्य सदस्यहरूसँग अको फोन (जस्तै स्माटग फोन) छ जु नमा युलनकोड फन्टमा लेस्खएको अक्षरहरू राम्रोसँग पि् न लमल्छ? क. छ ख. छै न यदद छै न भने अन्तर्वार्वालवई अन्त्य गननाहोस्। यदद छ भने अको फोन नम्बर दलननहोस् र उि फोन नम्बरको मवध्यमबवट नेपवली दर्षयको मूल्यवङ्कन गने व्यर्स्िव दमलवउननहोस्। ३. र्लकव अक्षरहरू प्रष्टसँग/ठू लो स्वरमव पढे र सननवउननहोस्। (र्पवईंको फोनमव मैले भखारै मेसेज पठवएको छन । एकपटक मेसेज खोलेर हेननाहोस् र त्यसमव के लेम्तखएको छ मलवई प्रष्टसँ ग/ठू लो स्वरमव पढे र सननवउन सक्ननहुन्छ?) बच्चाले प्राप्त गरे को अङ्क िल लदइएको खाली ठाउँमा लेख्नुहोस क, ठ, म, स, क्ष नोटः बच्चवले ददइएकव अक्षरहरू मध्ये २ र्टव पदन अक्षरहरू रवम्रोसँग पढ् न सक े नन् भने उनलवई नेपवलीको अको प्रश्न नसोध्ने, बच्चवले जदर् र्टव अक्षरहरु िन द्धसँग उच्चवरि गना सक्छन् त्यसको आधवरमव गनेर अंक ददने 74 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Nepal: Nepali Assessment बच्चवले प्रवप्त अङ्क्ः _____________ ४. र्लकव िब्दहरू प्रष्टसँग/ठू लो स्वरमव पढे र सननवउननहोस्।(र्पवईंको फोनमव मैले अको मेसेज पठवएको छन । एकपटक मेसेज खोलेर हेननाहोस् र त्यसमव के लेम्तखएको छ मलवई प्रष्टसँ ग/ठू लो स्वरमव पढे र सननवउन सक्ननहुन्छ?) बच्चाले प्राप्त गरे को अङ्क िल लदइएको खाली ठाउँमा लेख्नुहोस काम, प्रकाश, हल्ला, आथिा, हाँसो, नोटः बच्चवले ददइएकव िब्दहरू मध्ये २ र्टव पदन िब्दहरू रवम्रोसँग पढ् न सक े नन् भने उनलवई नेपवलीको अको प्रश्न नसोध्ने। बच्चवले जदर् र्टव िब्दहरु िन द्धसँग उच्चवरि गना सक्छन् त्यसको आधवरमव गनेर अंक ददने बच्चवले प्रवप्त अङ्क्ः _____________ ५. सभेक्षणकिागः र्लको अननच्छेद प्रष्टसँग/ठू लो स्वरमव पढे र सननवउननहोस्।(र्पवईंको फोनमव मैले फे री अको मेसेज पठवएको छन । एकपटक मेसेज खोलेर हेननाहोस् र त्यसमव के लेम्तखएको छ मलवई प्रष्टसँग/ठू लो स्वरमव पढे र सननवउन सक्ननहुन्छ?) बच्चाले प्राप्त गरे को अङ्क िल लदइएको खाली ठाउँमा लेख्नुहोस लनरजको गाउँ मा एउटा क ु िा छ । एकलदन उनी बाबासँग क ु िामा नुहाउँ दै लिए । त्यसैबेला कमल पानी ललन आए । नोटः यदद बच्चवले ददइएको अनन च्छेद पढ् दव ५ र्टव भन्दव बढी त्रनटी गरे भने उसलवई नेपवलीको अको प्रश्न नसोध्ने । बच्चवले जदर् र्टव िब्दहरु िनद्धसँ ग उच्चवरि गना सक्छन् त्यसको आधवरमव गनेर अंक ददने। बच्चवले प्रवप्त अङ्क्ः (पूिवाङ्क १६) _____________ ६. सभेक्षणकिागः र्लको किव प्रष्टसँग/ठू लो स्वरमव पढे र सननवउननहोस्। (र्पवईंको फोनमव फे री अको मेसेज पठवएको छन । एकपटक मेसेज खोलेर हेननाहोस् र त्यसमव के लेम्तखएको छ मलवई प्रष्टसँग/ठू लो स्वरमव पढे र सननवउन सक्ननहुन्छ?) बच्चाले प्राप्त गरे को अङ्क िल लदइएको खाली ठाउँमा लेख्नुहोस मौरी बस्ने ठाउँ लाई घार भलनन्छ । मौरीहरु फ ू लको रस मन पराउँ छन् । Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 75 Nepal: Nepali Assessment Low-tech Education: WEEK2 लयनीहरुले आफ्नो चाकामा रस जम्मा पारे का हुन्छन् । रस बटु ल्न लयनीहरु टािाटािा पुग्छन् । मह बनाउन उनीहरुले धेरै लमलहनेि गरे का हुन्छन् । महलाई औषधीको रुपमा पलन प्रयोग गररन्छ । बच्चवले प्रवप्त अङ्क्ः (पूिवाङ्क ३5) _____________ बच्चवले जदर् र्टव िब्दहरु िन द्धसँग उच्चवरि गना सक्छन् त्यसको आधवरमव गनेर अंक ददने किा पिी सके पलछ उक्त बच्चालाई िलका प्रश्नहरू सोध्ने । ७. मौरी कहवँ बस्छन्? ८. मौरीहरू दकन टवढवटवढव पनग्छन्? 9. What type of phone did the child use while answering Nepali items? 1. Smart phone/i-phone/android phone with internet 2. Normal phone/feature phone without internet ९. नेपवलीकव प्रश्नहरुको उत्तर ददँ दव बच्चवले कस्तो खवलको फोन प्रयोग गरे कव दिए? १. स्मवटा फोन\आइफोन\ इन्टरनेटको सनदर्धवसदहर्को एन्ड्रोइड फोन २. सवमवन्य फोन\इन्टरने ट नचल्ने खवलको फोन Do you have anything else that you wanted to talk about, ask or share? र्पवईंलवई कन रव गना, सोध्न र्व भन्न मन लवगेको अरु के दह कन रव छ? 76 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 3. Pakistan 3.1 Assessment tasks overview The literacy assessment was designed to be aligned to learning standards for grades 3 to 5. The assessment measures students’ knowledge of foundational literacy skills. In Pakistan, the assessment was delivered using SMS alone or in combination with phone calls. This tool is available in English, Urdu, Punjabi, Sindhi, and Pashto. Technology used in Language of assessment Grades Content/Subject area pilot 3 to 5 • Foundational literacy • SMS • English skills • phone calls (+ SMS) • Urdu • Punjabi • Sindhi • Pashto 3.2 Assessment instrument Grade 3 Grade 3 Assessment: IVR IVRs can be designed to run on the push and pull model: Push: An outbound dialer is used to call a user (parent/caregiver/student) from a pre-designated number. Upon answering the call, the user can directly land a specific assessment or the main IVR options menu to choose their options. Pull: User (parent/caregiver/student) dials a pre-designated number and follows the options tree to reach an assessment Question 1: Please listen to the sound of the alphabet letter and choose the option that correctly identifies the alphabet. Sound played: Faa Please press the number option for submitting your answer: One (1) for F Two (2) for P Three (3) for R Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 77 Pakistan: Grade 3 Low-tech Education: WEEK2 Question 2: Please listen to the sound of the alphabet letter and choose the option that correctly identifies the alphabet. Sound played: Da Please press the number option for submitting your answer: One (1) for G Two (2) for D Three (3) for P Question 3: Please listen to the sound of the alphabet letter and choose the option that correctly identifies the alphabet. Sound played: Cuh Please press the number option for submitting your answer: One (1) for C Two (2) for K Three (3) for P Marking Instructions Record the response category against each alphabet letter as follows: Mark alphabets that are rec correctly as correct – Score 1 Mark alphabets that are read incorrectly as incorrect – Score 0 Question 4: You will hear a word. Please listen to it carefully and identify which alphabet letter does it start with. Please press the number option for submitting your answer. IVR Prompt: The word “Book” starts with: One (1) for B Two (2) for G One (3) for M Question 5: You will hear a word. Please listen to it carefully and identify which alphabet letter does it start with. Please press the number option for submitting your answer. IVR Prompt: The word “Stool” starts with: One (1) for S Two (2) for C One (3) for H 78 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 3 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 79 Pakistan: Grade 3 Low-tech Education: WEEK2 Question 6: You will hear a word. Please listen to it carefully and identify which alphabet letter does it start with. Please press the number option for submitting your answer. IVR Prompt: The word “Hill” starts with: One (1) for O Two (2) for N One (3) for H Marking Instructions Record the response category against each word as follows: Mark words that are read correctly as correct – Score 1 Mark words that are read incorrectly as incorrect – Score 0 Question 7: Please press the number option to answer question. IVR Prompt: What will Saad use to play with his bat? One (1) for Ball Two (2) for Bill Three (3) for Bowl Question 8: Please press the number option to answer question. IVR Prompt: What swims in the lake? One (1) for Fish Two (2) for Fesh Three (3) for Fosh ------------------- You will hear a short story. Please try to answer the questions that follow the story: IVR Prompt: Hassan is a student in class four. He loves cats. He plays with the cats in his lane. He likes to feed the cats. We should be kind to animals. Question 9: Please press the number option for submitting your answer. Which class is Hassan in? One (1): Hassan is in class two Two (2): Hassan is in class three Three (3): Hassan is in class four 80 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 3 Question 10: Please press the number option for submitting your answer. What does Hassan love? One (1): Hassan loves food. Two (2): Hassan loves his class. Three (3): Hassan loves cats. Question 11: Try to choose the correct word by pressing the number option for submitting your answer. IVR Prompt: Bilal has turned on the fan because it is so __________________ One (1): Hot Two (2): Cold Three (3): Fast Question 12: Try to choose the correct word by pressing the number option for submitting your answer. IVR Prompt: The cook is washing the dishes because they are ________________ One (1): clean Two (2) happy Three (3): dirty Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 81 Pakistan: Grade 3 Low-tech Education: WEEK2 Grade 3 Assessment: Live Calls Assumptions: The enumerator would have an excel sheet marking book available when conducting the learning Question in each round. Note for enumerator: Instruction to student: Questions Part of the SMS: Question 1: Identify as many letters as you can F A C D R L T B M Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read each alphabet Record the response category containing 9 alphabet letters. letter one by one against each alphabet letter as follows: Please try to read these letters Try to support the child in choosing aloud, one by one. the order sent in SMS. Mark alphabets that are read correctly as correct – Score 1 If the child cannot read an alphabet letter, then ask them to move on to Mark alphabets that are read the next one. incorrectly as incorrect – Score 0 Question 2: Please try to read these words aloud, one by one. Farmer Floor Car Horse Soft Mother Book Chair Hot Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read each word one Record the response category containing 9 words. by one against each word as follows: Please try to read these words Try to support the child in choosing Mark words that are read correctly aloud, one by one. the order sent in SMS. as correct – Score 1 If the child cannot read a word, then Mark words that are read incorrectly ask them to move on to the next as incorrect – Score 0 one. 82 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 3 Question 3: Please try to read the sentence aloud. Sentences Correct Incorrect Not read Q3. Sarah has a doll. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read the sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Please try to read each sentence Each sentence is going to be Any errors or sentence unread – aloud. received by the child in a separate Score 0 SMS Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. Question 4: Please try to read the sentence aloud. Sentences Correct Incorrect Not read Q4. The doll has black hair and brown eyes. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read a sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Please try to read each sentence Each sentence is going to be Any errors or sentence unread – aloud. received by the child in a separate Score 0 SMS Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 83 Pakistan: Grade 3 Low-tech Education: WEEK2 Question 5: Please try to read the sentence aloud. Sentences Correct Incorrect Not read Q5. Sarah got the doll on her birthday. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read a sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Please try to read each sentence Each sentence is going to be Any errors or sentence unread – aloud. received by the child in a separate Score 0 SMS Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. Question 6: Please try to read the sentence aloud Sentences Correct Incorrect Not read Q6. Sarah loves to play with her doll. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read a sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Please try to read each sentence Each sentence is going to be Any errors or sentence unread – aloud. received by the child in a separate Score 0 SMS Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. Question 7: Please try to read this story aloud. Story: Hassan is a student in class four. He loves cats. He plays with the cats in his lane. He likes to feed the cats. We should be kind to animals. 84 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 3 Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Follow along and clearly note any Each sentence in story needs to be containing a short story. Please try incorrect words.  marked individually. to read this story aloud. Stay quiet. If the child hesitates for If full sentence is read correctly – 5 seconds, say “please go on”. Score “1” Any errors or sentence unread – Score “0” Early stop rule: If you have marked Say “Thank you”, and discontinue incorrect all of the words on the first the exercise – Score 0 line. Question 8 Question about the story he/she has just read Questions Answer Correct Incorrect Q8. Which class is Hassan in? Class 4 Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions Ask the child questions about the Mark incorrect and correct Correct response (Can be phrased story they have just read in Q7 responses differently from the text ) – Score 1 The answer does not need to be Incorrect or no response– Score 0 exactly worded Question 9 Ask the child the following question about the story he/she has just read Questions Answer Correct Incorrect Q9. What does Hassan love? Cats Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions Ask the child questions about the Mark incorrect and correct Correct response (Can be phrased story they have just read in Q7 responses differently from the text ) – Score 1 The answer does not need to be Incorrect or no response– Score 0 exactly worded Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 85 Pakistan: Grade 3 Low-tech Education: WEEK2 Question 10: Fill-in-the-blank. Please try to choose the correct word from the options given. Question # Sentences Correct Incorrect Q10. Sana does not like to do__________ homework (her, Her to, be). Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received one or two Ask the child to read the text and Correct response – Score 1 SMS containing a short sentence select the right word for each blank with a fill-in-the-blank. Incorrect or no response – Score 0 Please try to choose the correct word from the options given. Question 11: Fill-in-the blank. Please try to choose the correct word from the options given. Question # Sentences Correct Incorrect Q11. When Sana gets home from school ______________ She (to, she, do) only wants to play. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received one or two Ask the child to read the text and Correct response – Score 1 SMS containing a short sentence select the right word for each blank with a fill-in-the-blank. Incorrect or no response – Score 0 Please try to choose the correct word from the options given. Question 12: Fill in the blank. Please try to choose the correct word from the options given. Question # Sentences Correct Incorrect Q12. Her _________________ (she, to, mother) tells Sana Mother she needs to do her homework before playing. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received one or Ask the child to read the text and Correct response – Score 1 two SMS containing a short select the right word for each blank sentence with a fill-in-the-blank. Incorrect or no response – Score 0 Please try to choose the correct word from the options given. 86 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 3 Grade 3 Assessment: SMS Assumption: The response of each child would be compared with the correct answer database and marked accordingly Question 1: Q1. Which word begins with a different letter sound? ‫کون سا لفظ ایک مختلف آواز سے شروع ہوتا‬ ‫ہے‬ Q 1. Car 2. Cat 3. Pat Q 1. Book 2. Tree 3. Bike Q 1. Room 2. Rat 3. Kite Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 Question 2: Q2. Send any word that begins with the following letter: ‫اس حرف کی آواز سے شروع ہونے واال کوئی بھی‬ :‫لفظ بھیجیں‬ 1. A (‫)ا‬ 2. J (‫) ج‬ 3. B (‫)ب‬ Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 Question 3: Please select the correct word to complete the sentence. Q3. Saad hit the ____ with his bat 1. Ball 2. Bull 3. Bill Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 87 Pakistan: Grade 3 Low-tech Education: WEEK2 Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 Question 4: There is a full __________ in the sky 1. Man 2. Moon 3. Mool Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 Question 5: The lake has many __________ 1. Fish 2. Fesh 3. Fosh Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 Question 6: Story: Hassan is a Class four student. He loves cats. He plays with the cats in his lane. He likes to feed the cats. We should be kind to animals. Questions Answer Which class is Hassan in? 2 1. Class 3 2. Class 4 3. Class 5 4. Class 2 What does Hassan love? 3 1. House 2. School 3. Cats 4. Toys 88 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 3 What does he do with the cats? 1 1. Feeds them 2. Takes them to school 3. Gives them toys 4. Talks to them This mark sheet below is applicable for all the sections of Q6. Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 Question 7: Sana does not like to do ____________ homework. 1. her 2. to 3. be Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 Question 8: When she gets home from school ___________only wants to play. 1. cat 2. she 3. fly Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 Question 9: Her __________________tells Sana she needs to do her homework before playing. 1. hen 2. to 3. mother Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 89 Pakistan: Grade 3 Low-tech Education: WEEK2 Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 Question 10: Choose the correct word to complete the sentence: Bilal has turned on the fan because it is so __________________ 1. Hot 2. Cold 3. windy 4. fast Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 Question 11: The cook is washing the dishes because they are ________________ 1. clean 2. happy 3. upset 4. dirty Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 Question 12: We eat dinner at 8pm but today we ate at 9pm. We ate dinner ______________ 1. early 2. late 3. never 4. tomorrow Pre-question instructions given to child by enumerator Marking Instructions before SMS assessment begins You will receive an SMS containing the question Correct response – Score 1 Please try to read them and select the correct option. Incorrect or no response – Score 0 90 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 4 Grade 4 Grade 4 Assessment: IVR IVRs can be designed to run on the push and pull model: Push: An outbound dialer is used to call a user (parent/caregiver/student) from a pre-designated number. Upon answering the call, the user can directly land a specific assessment or the main IVR options menu to choose their options. Pull: User (parent/caregiver/student) dials a pre-designated number and follows the options tree to reach an assessment Question 1: Please listen to the sound of the alphabet letter and choose the option that correctly identifies the alphabet. Sound played: Fuh Please press the number option for submitting your answer: One (1) for F Two (2) for P Three (3) for R Question 2: Please listen to the sound of the alphabet letter and choose the option that correctly identifies the alphabet. Sound played: Da Please press the number option for submitting your answer: One (1) for G Two (2) for D Three (3) for P Question 3: Please listen to the sound of the alphabet letter and choose the option that correctly identifies the alphabet. Sound played: Nuh Please press the number option for submitting your answer: One (1) for N Two (2) for M Three (3) for P Marking Instructions Record the response category against each alphabet letter as follows: Mark alphabets that are rec correctly as correct – Score 1 Mark alphabets that are read incorrectly as incorrect – Score 0 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 91 Pakistan: Grade 4 Low-tech Education: WEEK2 Question 4: You will hear a word. Please listen to it carefully and identify which alphabet letter does it start with. Please press the number option for submitting your answer. IVR Prompt: The word “Fruit” starts with: One (1) for J Two (2) for F One (3) for G Question 5: You will hear a word. Please listen to it carefully and identify which alphabet letter does it start with. Please press the number option for submitting your answer. IVR Prompt: The word “Happy” starts with: One (1) for L Two (2) for A One (3) for H Question 6: You will hear a word. Please listen to it carefully and identify which alphabet letter does it start with. Please press the number option for submitting your answer. IVR Prompt: The word “Moon” starts with: One (1) for N Two (2) for O One (3) for M Marking Instructions Record the response category against each word as follows: Mark words that are read correctly as correct – Score 1 Mark words that are read incorrectly as incorrect – Score 0 You will hear a short story. Please try to answer the questions that follow the story: IVR Prompt: Adil is sad. He lost his grandfather’s watch. He cannot find it. His sister found the watch under the bed. Adil is smiling now. 92 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 4 Question 7: Please press the number option for submitting your answer. Who did the watch belong to? One (1): Adil Two (2): Adil’s father Three (3): Adil’s grandfather Question 8: Please press the number option for submitting your answer. Where was the watch found? One (1): On the sofa Two (2): on the table Three (3): under the bed Question 9: Please press the number option for submitting your answer. Why is Adil smiling now? One (1): The watch was found Two (2): He will go to school tomorrow Three (3): His sister helped him Question 10: Try to choose the correct word by pressing the number option for submitting your answer. IVR Prompt: It is a dark night with a full One (1): Moon Two (2): Sun Three (3): Cloud Question 11: Try to choose the correct word by pressing the number option for submitting your answer. IVR Prompt: Bilal will buy milk and bread from the _______ One (1) for Park Two (2) for Doctor Three (3) for Market Question 12: Please press the number option to answer question. IVR Prompt: Amjad told a joke and his friends ________ One (1) for laughed Two (2) for cried Three (3) for snored Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 93 Pakistan: Grade 4 Low-tech Education: WEEK2 Grade 4 Assessment: Live Calls Assumptions: The enumerator would have an excel sheet marking book available when conducting the learning Question in each round. Note for enumerator: Instruction to student: Questions Part of the SMS: Question 1: Identify as many letters as you can D E P K F N T L J Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read each alphabet Record the response category containing 9 alphabet letters. letter one by one against each alphabet letter as follows: Please try to read these letters Try to support the child in choosing aloud, one by one. the order sent in SMS. Mark alphabets that are read correctly as correct – Score 1 If the child cannot read an alphabet letter, then ask them to move on to Mark alphabets that are read the next one. incorrectly as incorrect – Score 0 Question 2: Please try to read these words aloud, one by one. Fruit Pen Food Cow Tough Sky Sun Happy Door Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read each word one Record the response category containing 9 words. by one against each word as follows: 94 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 4 Please try to read these words Try to support the child in choosing Mark words that are read correctly aloud, one by one. the order sent in SMS. as correct – Score 1 If the child cannot read a word, then Mark words that are read incorrectly ask them to move on to the next as incorrect – Score 0 one. Question 3: Please try to read the sentence aloud. Sentences Correct Incorrect Not read Sarah has a beautiful doll. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read the sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Please try to read each sentence Each sentence is going to be Any errors or sentence unread – aloud. received by the child in a separate Score 0 SMS Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. Question 4: Please try to read the sentence aloud. Sentences Correct Incorrect Not read The doll has black hair and brown eyes. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read a sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Please try to read each sentence Each sentence is going to be received Any errors or sentence unread – aloud. by the child in a separate SMS Score 0 Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 95 Pakistan: Grade 4 Low-tech Education: WEEK2 Question 5: Please try to read the sentence aloud. Sentences Correct Incorrect Not read Sarah got the doll on her third birthday. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read a sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Please try to read each sentence Each sentence is going to be Any errors or sentence unread – aloud. received by the child in a separate Score 0 SMS Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. Question 6: Please try to read the sentence aloud. Sentences Correct Incorrect Not read Sarah loves to play with her doll. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read a sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Please try to read each sentence Each sentence is going to be Any errors or sentence unread – aloud. received by the child in a separate Score 0 SMS Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. Question 7: Please try to read this story aloud. Story: Adil is sad. He lost his grandfather’s watch. He cannot find it. His sister found the watch under the bed. Adil is smiling now. 96 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 4 Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Follow along and clearly note any Each sentence in story needs to be containing a short story. Please try incorrect words.  marked individually. to read this story aloud. Stay quiet. If the child hesitates for If full sentence is read correctly – 5 seconds, say “please go on”. Score “1” Any errors or sentence unread – Score “0” Early stop rule: If you have marked Say “Thank you”, and discontinue incorrect all of the words on the first the exercise – Score 0 line. Question 8: Question about the story he/she has just read Questions Answer Correct Incorrect Q8. Who did the watch belong to? His grandfather Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions Ask the child questions about the Mark incorrect and correct Correct response (Can be phrased story they have just read in Q7 responses differently from the text ) – Score 1 The answer does not need to be Incorrect or no response– Score 0 exactly worded Question 9: Ask the child the following question about the story he/she has just read. Questions Answer Correct Incorrect Q9. Where was the watch found? Under the bed Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions Ask the child questions about the Mark incorrect and correct Correct response (Can be phrased story they have just read in Q7 responses differently from the text ) – Score 1 The answer does not need to be Incorrect or no response– Score 0 exactly worded Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 97 Pakistan: Grade 4 Low-tech Education: WEEK2 Question 10: Ask the child the following question about the story he/she has just read Questions Answer Correct Incorrect Q10. Who found the watch? His sister Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions Ask the child questions about the Mark incorrect and correct Correct response (Can be phrased story they have just read in Q7 responses differently from the text ) – Score 1 The answer does not need to be Incorrect or no response– Score 0 exactly worded Question 11: Ask the child the following question about the story he/she has just read Questions Answer Correct Incorrect Q11 Why is Adil smiling now? Because the watch was found Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions Ask the child questions about the Mark incorrect and correct Correct response (Can be phrased story they have just read in Q7 responses differently from the text ) – Score 1 The answer does not need to be Incorrect or no response– Score 0 exactly worded Question 12: Fill-in-the-blank. Please try to choose the correct word from the options given. Question # Sentences Correct Incorrect Q12. Bushra is at __________ (her, to, be) cousin’s house. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received one or two Ask the child to read the text and Correct response – Score 1 SMS containing a short sentence select the right word for each blank with a fill-in-the-blank. Incorrect or no response – Score 0 Please try to choose the correct word from the options given. 98 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 4 Question 13: Fill-in-the-blank. Please try to choose the correct word from the options given. Question # Sentences Correct Incorrect Q13. Bushra and her cousin are playing. __________ (they, her, to) will eat dinner soon. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received one or two Ask the child to read the text and Correct response – Score 1 SMS containing a short sentence select the right word for each blank with a fill-in-the-blank. Incorrect or no response – Score 0 Please try to choose the correct word from the options given. Question 14: Fill-in-the-blank. Please try to choose the correct word from the options given. Question # Sentences Correct Incorrect Q14. Her _________________ (she, to, mother) will come to take her home. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received one or two Ask the child to read the text and Correct response – Score 1 SMS containing a short sentence select the right word for each blank with a fill-in-the-blank. Incorrect or no response – Score 0 Please try to choose the correct word from the options given. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 99 Pakistan: Grade 4 Low-tech Education: WEEK2 Grade 4 Assessment: SMS Q1. Which word begins with a different sound? ‫کون سا لفظ ایک مختلف آواز سے شروع ہوتا‬ ‫ہے‬ 4. Car 5. Chat 6. Bat 4. Hair 5. Hand 6. Dog 4. Park 5. Year 6. Pat Question 2: Q2. Send any word that begins with the following letter sound: ‫اس حرف کی آواز سے شروع ہونے واال کوئی بھی‬ :‫لفظ بھیجیں‬ 4. D (‫)د‬ 5. L (‫) ل‬ 6. Sh (‫)ش‬ Question 3: Please select the correct word to complete the sentence. ‫جملہ مکمل کرنے کے لیے صحیح لفظ منتخب‬ ‫کریں۔‬ Q3. Before school, Anam’s mother brushes her _________ 4. Hair 5. Heer 6. Hail Q4. The water is very __________ 4. Buel 5. Blue 6. Bale Q5. The table has four __________. 4. Chairs 5. Chays 6. Chirs 100 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 4 Question 2: Story: My name is Jameel, and I live with my mother, father, and sister, Hina. My parents are potters. I love to watch my parents shape pots on the wheel. After the pot is complete, my sister and I help to put the pots into the sun to dry. Questions Answer Q6. What is Jameel’s sister’s name? Hina Q7. What do Jameel’s parents do? They are potters Q8. Why do they put pots in the sun? For them to dry Question 3: Q9. Bushra is at __________ cousin’s house. 7. her 8. to 9. be Q10. Bushra and her cousin are playing. __________ will eat dinner soon. 4. they 5. her 6. to Q11. Her _________________ will come to take her home. 4. She 5. to 6. mother Question 4: Choose the appropriate word to complete the sentence: Q12. Bilal has gone to the ______________ to buy milk and bread. 5. Park 6. Store 7. School 8. Doctor Q13. Amjad told a joke and his friends _________________________ a. Laughed b. Cried c. Shouted d. Jumped Q.14. My mother told me to clean my room because it is very ________________ 5. busy 6. hot 7. kitchen 8. dirty Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 101 Pakistan: Grade 5 Low-tech Education: WEEK2 Grade 5 Grade 5 Assessment: IVR IVRs can be designed to run on the push and pull model: Push: An outbound dialer is used to call a user (parent/caregiver/student) from a pre-designated number. Upon answering the call, the user can directly land a specific assessment or the main IVR options menu to choose their options. Pull: User (parent/caregiver/student) dials a pre-designated number and follows the options tree to reach an assessment Question 1: Please listen to the sound of the alphabet letter and choose the option that correctly identifies the alphabet. Sound played: Tah Please press the number option for submitting your answer: One (1) for T Two (2) for F Three (3) for D Question 2: Please listen to the sound of the alphabet letter and choose the option that correctly identifies the alphabet. Sound played: Waw Please press the number option for submitting your answer: One (1) for E Two (2) for W Three (3) for O Question 3: Please listen to the sound of the alphabet letter and choose the option that correctly identifies the alphabet. Sound played: Kuh Please press the number option for submitting your answer: One (1) for C Two (2) for K Three (3) for P Marking Instructions Record the response category against each alphabet letter as follows: Mark alphabets that are rec correctly as correct – Score 1 Mark alphabets that are read incorrectly as incorrect – Score 0 102 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 5 Question 4: You will hear a word. Please listen to it carefully and identify which alphabet letter does it start with. Please press the number option for submitting your answer. IVR Prompt: The word “River” starts with: One (1) for R Two (2) for G One (3) for V Question 5: You will hear a word. Please listen to it carefully and identify which alphabet letter does it start with. Please press the number option for submitting your answer. IVR Prompt: The word “Pencil” starts with: One (1) for P Two (2) for B One (3) for E Question 6: You will hear a word. Please listen to it carefully and identify which alphabet letter does it start with. Please press the number option for submitting your answer. IVR Prompt: The word “Summer” starts with: One (1) for S Two (2) for C One (3) for M Marking Instructions Record the response category against each word as follows: Mark words that are read correctly as correct – Score 1 Mark words that are read incorrectly as incorrect – Score 0 You will hear a short story. Please try to answer the questions that follow the story: IVR Prompt: Adil is sad. He lost his grandfather’s watch! He cannot find it. His father and sister search with him. Finally, his sister finds it under the bed. Adil is relieved. Question 7: Please press the number option to answer question. IVR Prompt: Why is Adil sad? One (1) for he lost his grandfather’s watch Two (2) for he has to go to school tomorrow Three (3) for his father and sister are helping him Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 103 Pakistan: Grade 5 Low-tech Education: WEEK2 Question 8: Please press the number option for submitting your answer. Who did the watch belong to? One (1) for Adil Two (2) for Adil’s father Three (3) for Adil’s grandfather Question 9: Please press the number option for submitting your answer. Who helped him search for the watch?? One (1) for Adil’s sister Two (2) for Adil’s grandfather Three (3) for Adil’s mother Question 10: Please press the number option to answer question. IVR Prompt: I will be picked by my ______ One (1) for Mother Two (2) for Car Three (3) for Road Question 11: Try to choose the correct word by pressing the number option for submitting your answer. IVR Prompt: Father isn’t feeling well so he has gone to the ______________ One (1) for Tailor Two (2) for Doctor Three (3) for Butcher Question 12: Please press the number option to answer question. IVR Prompt: I like eating the food my mother cooks because it is One (1) for tasty Two (2) for kitchen Three (3) for fridge 104 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 5 Grade 5 Assessment: Live Calls Assumptions: The enumerator would have an excel sheet marking book available when conducting the learning Question in each round. Note for enumerator: Instruction to student: Questions Part of the SMS: Question 1: Identify as many letters as you can. S K O W J N P D T Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read each alphabet Record the response category containing 9 alphabet letters. letter one by one against each alphabet letter as follows: Please try to read these letters Try to support the child in choosing aloud, one by one. the order sent in SMS. Mark alphabets that are read correctly as correct – Score 1 If the child cannot read an alphabet letter, then ask them to move on to Mark alphabets that are read the next one. incorrectly as incorrect – Score 0 Question 2: Please try to read these words aloud, one by one. River Pencil Moon Apple Hard Slipper Summer Angry Hand Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 105 Pakistan: Grade 5 Low-tech Education: WEEK2 Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read each word one Record the response category containing 9 words. by one against each word as follows: Please try to read these words Try to support the child in choosing Mark words that are read correctly aloud, one by one. the order sent in SMS. as correct – Score 1 If the child cannot read a word, then Mark words that are read incorrectly ask them to move on to the next as incorrect – Score 0 one. Question 3: Please try to read the sentence aloud. Sentences Correct Incorrect Not read Sarah has a beautiful doll. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read the sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Each sentence is going to be Please try to read each sentence Any errors or sentence unread – received by the child in a separate aloud. Score 0 SMS Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. Question 4: Please try to read the sentence aloud. Sentences Correct Incorrect Not read Q4. The doll has colourful clothes and black hair. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read a sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Each sentence is going to be Please try to read each sentence Any errors or sentence unread – received by the child in a separate aloud. Score 0 SMS Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. 106 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 5 Question 5: Please try to read the sentence aloud. Sentences Correct Incorrect Not read Q5. Sarah got the doll on her third birthday. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read a sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Please try to read each sentence Each sentence is going to be Any errors or sentence unread – aloud. received by the child in a separate Score 0 SMS Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. Question 6: Please try to read the sentence aloud Sentences Correct Incorrect Not read Q6. Sometimes Sarah takes her doll to school. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Ask the child to read a sentence If full sentence is read correctly – containing a sentence. received by the child via SMS Score 1 Please try to read each sentence Each sentence is going to be Any errors or sentence unread – aloud. received by the child in a separate Score 0 SMS Each sentence should have a time gap of 3 mins from SMS (sentence) sent to student and response received from the student. Question 7: Please try to read this story aloud. Story: Adil is sad. He lost his grandfather’s watch! He cannot find it. His father and sister search with him. Finally, his sister finds it under the bed. Adil is relieved Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 107 Pakistan: Grade 5 Low-tech Education: WEEK2 Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received an SMS Follow along and clearly note any Each sentence in story needs to be containing a short story. Please try incorrect words.  marked individually. to read this story aloud. Stay quiet. If the child hesitates for If full sentence is read correctly – 5 seconds, say “please go on”. Score “1” Any errors or sentence unread – Early stop rule: If you have marked Score “0” incorrect all of the words on the first line. Say “Thank you”, and discontinue the exercise – Score 0 Question 8: Question about the story he/she has just read Questions Answer Correct Incorrect Q1. Who did the watch belong to? His grandfather Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions Ask the child questions about the Mark incorrect and correct Correct response (Can be phrased story they have just read in Q7 responses differently from the text ) – Score 1 The answer does not need to be Incorrect or no response– Score 0 exactly worded Question 9: Ask the child the following question about the story he/she has just read Questions Answer Correct Incorrect Q9. Where was the watch found? Under the bed Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions Ask the child questions about the Mark incorrect and correct Correct response (Can be phrased story they have just read in Q7 responses differently from the text ) – Score 1 The answer does not need to be Incorrect or no response– Score 0 exactly worded 108 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 5 Question 10: Ask the child the following question about the story he/she has just read Questions Answer Correct Incorrect Q10. Who helped him search for His father and sister the watch? Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions Ask the child questions about the Mark incorrect and correct Correct response (Can be phrased story they have just read in Q7 responses differently from the text ) – Score 1 The answer does not need to be Incorrect or no response– Score 0 exactly worded Question 11: Ask the child the following question about the story he/she has just read Questions Answer Correct Incorrect Q11. Why is Adil relieved? Because the watch was found Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions Ask the child questions about the Mark incorrect and correct Correct response (Can be phrased story they have just read in Q7 responses differently from the text ) – Score 1 The answer does not need to be Incorrect or no response– Score 0 exactly worded Question 12: Fill-in-the-blank. Please try to choose the correct word from the options given. Questions Correct Incorrect Q12. Bushra is at __________ (her, to, be) cousin’s house. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received one or two Ask the child to read the text and Correct response – Score 1 SMS containing a short sentence select the right word for each blank with a fill-in-the-blank. Incorrect or no response – Score 0 Please try to choose the correct word from the options given. Question 13: Please read the text and select the right word for the blank Sentences Correct Incorrect Q13. Bushra and her cousin are playing. __________ (They, her, to) will eat dinner soon. Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 109 Pakistan: Grade 5 Low-tech Education: WEEK2 Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received one or two Ask the child to read the text and Correct response – Score 1 SMS containing a short sentence select the right word for each blank with a fill-in-the-blank. Incorrect or no response – Score 0 Please try to choose the correct word from the options given. Question 14: Please read the text and select the right word for the blank Sentences Correct Incorrect Q14. Her _________________ (she, to, mother) will come to take her home. Instructions for enumerators Pre-question instructions to child On conducting the Assessment Marking Instructions You should have received one or two Ask the child to read the text and Correct response – Score 1 SMS containing a short sentence select the right word for each blank with a fill-in-the-blank. Incorrect or no response – Score 0 Please try to choose the correct word from the options given. 110 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan Pakistan: Grade 5 Grade 5 Assessment: SMS Q1. Which word begins with a different sound? ‫کون سا لفظ ایک مختلف آواز سے شروع ہوتا‬ ‫ہے‬ 7. Boat 8. Pale 9. Bat 7. Water 8. Wall 9. Yell 7. Dream 8. Zoo 9. Doll Q2. Send any word that begins with the following letter sound: ‫اس حرف کی آواز سے شروع ہونے واال کوئی بھی‬ :‫لفظ بھیجیں‬ 7. M (‫)م‬ 8. Kh (‫)خ‬ 9. F (‫)ف‬ Q3. Please select the correct word to complete the sentence. ‫جملہ مکمل کرنے کے لیے صحیح لفظ منتخب‬ ‫کریں۔‬ Q4. The _________ is in the farm 10. Cow 11. Cew 12. Caw Q5. Sea water has a lot of __________ 7. Salt 8. Sawl 9. Soar Q6. Father has gone to __________. 7. Week 8. Work 9. Wark :‫کہانی پڑھیں‬ Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan 111 Pakistan: Grade 5 Low-tech Education: WEEK2 Story: My name is Jameel, and I live with my mother, father, and sister, Hina. My parents are potters. One day I was playing cricket and my ball hit some of the pots that were put out to dry. The pots broke. I felt very sad. ‫۔ اب مندرجہ ذیل سواالت کا جواب دیں۔‬ Questions Answer Q7. What is Jameel’s sisters name? Hina Q8. What was Jameel playing? Cricket Q9. How did the pots break? The ball hit it ‫جملہ مکمل کرنے کے لیے مناسب لفظ منتخب‬ :‫کریں‬ Q10. Bushra is at __________ cousin’s house. 13. her 14. to 15. be Q11. Bushra and her cousin are playing. __________ will eat dinner soon. 7. they 8. her 9. to Q12. Father isn’t feeling well so he has gone to the ______________. 9. Doctor 10. Park 11. Teacher 12. Bank Q13. Amjad told a joke and his friends _________________________ e. Laughed f. Cried g. Shouted h. Jumped Q. 14. My mother makes ________________ food. I love to eat the food she cooks. 9. Tasty 10. Oily 11. kitchen 12. dirty 112 Global Package of Remote Formative Assessment Tools Using Basic Mobile Technologies Piloted in Ghana, Nepal, and Pakistan SUPPORTED WITH FUNDING FROM THE GLOBAL PARTNERSHIP FOR EDUCATION