Annex - JICAEng).pdf · certificate. Ministry of Education. Learners’ Assessment . Islamic Republic of Afghanistan Literacy Department ... Fazl Ahmad CLC Officer Abdulrazaq Khogiyani

Preface

As the Articles 43 and 44 of the Constitution state, education is the right of

all citizens of Afghanistan and equal, effective and balanced literacy

programs need to be implemented in order to eradicate illiteracy. To achieve

this goal and also based on the strategic plan of the Ministry of Education

and action plan of the Literacy Department (LD), the main objectives of the

Ministry of Education and LD are to provide equal literacy opportunities to

people in need with accessible, generalized better service.

In order to ensure the quality of literary education, it is necessary for LD to

have the standardized, comprehensive literacy education management

system including monitoring, data collection and reporting, and learner

assessment as well as to train monitors and relevant officials and

stakeholders on these important aspects of literacy education.

In response to these essential requirements, LD in partnership with the

Japan International Cooperation Agency (JICA) initiated the “Project on the

Improvement of Literacy Education Management in Afghanistan” (here in

after referred to as “LEAF2”) in April 2010, following the successful

implementation of its phase 1 project (LEAF) between 2006 and 2008.

The objective of LEAF2 is to enhance the capacity of literacy administration

in monitoring and technical support for quality improvement of literacy

education and there are four outputs as follows:

1. Framework of monitoring and technical support covering all literacy

courses is developed.

2. Measures for assessing learning achievement of learners after

completion of course are developed.

3. Measures for reporting and information sharing are developed and

implemented.

4. Measures for technical support are developed

In order to ensure the quality of literary education, it is necessary for LD to

have the standardized assessment system so that facilitators are able to

assess learners’ achievement in literacy activities based on the competencies

set by LD in the literacy curriculum. Therefore, this Learners’ Assessment

Guideline was developed by LD as a national standardized guideline with the

technical and financial support of JICA/LEAF2.

Former Deputy Ministers Mr. Sayed Mahmoud Khaleeq, Mr. Mohammad

Sarwar Hussaini, Dr. Mohammad Ali Sitigh and Mr. Mohammad Humayoon

Rasaw along with Technical Working Group (TWG) members of LD and

Japanese experts and national staff of JICA/LEAF2 deserve appreciation for

their dedicated work.

I assure that this new guideline will benefit the literacy facilitators as well as

relevant officers of the LD, PLC, DLC and other stakeholders.

Mohammad Azim Karbalai

Deputy Minister for Literacy Ministry of Education

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Framework of Monitoring of Literacy Programmes LD together with LEAF2 has worked on improvement of literacy education management in Afghanistan since April 2010 and developed the following manuals and guidelines: - Monitoring Manual - Guideline for Statistic Forms of Literacy Courses - Assessment Tools and Guideline These manuals and guidelines with specific forms help monitors, related officers and facilitators to improve overall monitoring activities of literacy education. Monitoring Manual is developed for monitors to implement effective monitoring of literacy classes. The Manual contains the basic concept of monitoring, its process and how to use the monitoring result for improvement. Guideline for Statistic Forms of Literacy Courses is developed for literacy personnel to collect statistical information of literacy education. The guideline includes various forms and explanation of data collection procedure by using these forms. Assessment Tools and Guideline is developed for facilitators to assess learning achievement of learners. This guideline is also useful for monitors to understand the progress of learners’ achievement. The guideline contains four assessment tools and explanation of how to conduct the tools. Monitoring Manual focuses on monitoring of quality aspect of literacy education, Guideline for Statistic Forms of Literacy Courses is for quantity aspect, Assessment Tools and Guideline is for learners’ understanding level. All these aspects are important and inter-related for comprehensive monitoring activities to improve literacy education. Therefore, utilizing of above mentioned Manuals and Guidelines make it possible to grasp overall aspects of literacy education. These Manuals and Guidelines include various forms and tools to conduct effective monitoring. In order to make readers grasp overall monitoring activities, “Framework of Monitoring of Literacy Programmes - List of Forms in Monitoring -” is developed, which is shown in the following pages.

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List of Forms in Monitoring;

S/N

Type of Form

Data collected by

Main Purpose When Reporting to Reference

1 Annual Plan Form

DLC Monitor

To plan to monitor literacy activities , particularly literacy classes on annual basis.

At the beginning of educational year

DLC manager and copy of the plan is kept by DLC monitor

Chapter 3-1, Monitoring Manual

2 Monthly Plan Form

DLC Monitor

To plan to monitor literacy activities , particularly literacy classes on monthly basis.

At the beginning of each month



3 Weekly Plan Form

DLC Monitor

To plan to monitor literacy activities , particularly literacy classes on weekly basis.

At the beginning of each month



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Monitoring Form for Literacy Classes

DLC Monitor

To monitor literacy classes on a regular basis in order to give feedback to facilitators and learenrs and take necessary follow-up actions to improve teaching/learning situation.

At the time of monitoring literacy classes based on the monitoring plan

DLC Manager

Chapter 4-2, Monitoring Maual

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Monthly Qualitative Report of Monitoring Result Form (DLC to PLC)

DLC Manager

To compile the monitoring results of each monitor in order (1) to give feedback to monitors, (2) to know the real situation of literacy classes in the district and (3) to report to PLC to take necessary follow-up actions to improve teaching/learning situation.

At the end of each month

PLC Manager


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Monthly Qualitative Report of Monitoring Result Form (PLC to LD)

PLC Manager

To compile the monitoring results of all districts of the related province in order (1) to give feedback to DLC, (2) to know the real situation of literacy classes in the province and (3) to report it to LD to take necessary follow-up actions to improve teaching/learning situation.

At the end of each month

LD (Monitoring and Evaluation department)


7 Reporting Format

PLC Manager/ DLC Manager

To report the acheivements, problems and solutions of his/her general planned activities.

At the end of each (week, month, quarter, semi-annual and annual)

PLC manager/LD (Monitoring and Evaluation department)


Monitoring of Literacy Activities

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S/N

Type of Form

Data collected by


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Monitoring Monthly Data Collection Form

DLC Monitor

To collect the monthly data of each literacy class and the number of learners in the class to understanding the actual situation of each literacy class.

every month Kept by DLC monitor

Chapter 3.3, Guideline for Statistic Forms of Literacy Courses

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Monitors' Quarterly Statistical Data Collection Form

DLC Monitor

To compile classes information from Monitoring Monthly Data Collection forms quarterly for reporting of literacy classes situation to DLC Manager.

At the end of each quarter

DLC Manager


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Quarterly Statistical Report Form from DLC to PLC

DLC Manager

To compile all literacy classes information of whole District for reporting of literacy classes situation to PLC Manager.


PLC Manager


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Quarterly Statistical Report Form from PLC to LD

PLC Planning and Statistic Officer

To compile all literacy classes information of whole province for reporting of literacy classes situation to Planning and statistic department of LD.


Planning and Statistic Department of LD


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Quarterly Statistical Report Form of NGO

NGO

To compile of all literacy courses, Vocational courses, total budget and outcome of NGO for reporting of their activates to Planning and Statistic department of LD through DLC and PLC.


PLC Manager


13Course Registration Form

Facilitator

To collect the comprehencive information about facilitator and his/her 2 literacy courses and learners for reporting to NFE-MIS department of LD through DLC and PLC.

3 times1: At the beginning of the course2: At the end of basic literacy3: At the end of post literacy

NFE-MIS Department of LD through DLC Manager and PLC Manager


Data Collection of Literacy Activities

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S/N

Type of Form

Data collected by


14 Pre-Assessment Facilitator

・To identify individual learners' levels of litearcy and knowledge before the start of the class・Facilitators consider the results of assessment in teaching.

At the beginning of literacy class (Befor starting the 1st lesson)

Kept by facilitator

Assessment Tools and Guidelines (annex 1)

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Record Sheet of Pre-Assessment

Facilitator

To Record the background information and level of understanding of learners' in Reading, Writing, math and other life information at the beginning of literacy class.

While conducting the Pre-assessment

Kept by facilitator(Will be used byFacilitator and monitor)


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1st Assessment (Basic Literacy)

Facilitator

At the completion of lesson 54 of Basic literacy book

The hand writing answer sheet of learners will be kept by facilitator


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2nd Assessment (Basic Literacy)

Facilitator

At the completion of basic literacy book



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3rd Assessment(Post-literacy)

Facilitator

At the completion of post-literacy book



19Assessment Record Sheet

Facilitator

To record the learners' assessment results, the number of attendance days and graduation grade.

Right after conducting 1st, 2nd and 3rd assessments

After 1st and 2nd assessment it should be kept by facilitator and after the 3rd assessment should be submitted to monitor


Learners' Assessment

For the Facilitator:1. To identify the degree of learners' understandings and achievements.2. To help learnres improve their learning, with special attention to slow leraners.3. To assess his/her teaching based on learners' achievements and bring necessary chagnes in teaching method.For the Learner:1. To know how much they have achieved and learnt.2. To be active and motivated for further learning by knowing their achievement level.3. To get an offcial score of 1st, 2nd and 3rd Assessments to be qualified for the certificate.

Learners’ Assessment

Islamic Republic of Afghanistan

Ministry of Education

Literacy Department

Tools & Guideline

For learners’ achievement in literacy

activities

2nd Edition with new additions

December 2014

Authors:

Taj Ali Sabir Curriculum Development Director

Baryalai Pakta Professional member of Research and Scientific

Studies Unit

Janan Mirkhil Professional member of Curriculum Unit

Fatema Latif Professional member of curriculum unit and

Acting Manager of Material Development Unit

Fazl Ahmad CLC Officer

Abdulrazaq Khogiyani Monitoring and Evaluation Unit (Western Zone)

Safdar Nabi Development project unit

Mohammad Karim Khorasani Student & Graduated Students Affairs Unit

Mohammad Wahid Monitoring and Evaluation Unit

Malalai Ludin Teacher Training Unit

Ihsanullah Madani Curriculum and Textbook development manager

LEAF2/JICA Team:

LEAF2 Japanese Experts: (Prof. Yumiko Ono, Ms. Madoka Mori, Ms. Utako Morita

Ms. Yoko Satomi, Ms. Harumi Tsukahara, Ms. Sakiko Yamaguchi, Ms. Rie Koarai

Mr. Naoyuki Sato, Ms Satoko Okamoto, Mr. Takuya Sasaki, Ms. Hiroko Saito and

Mr. Masami Suda)

LEAF2 National Staff:

Ziaulhaq Jamal Project Coordinator

Razia Joya Technical Officer

Composer and artist:

Akbar Hashimi

For your more information, below are some questions and answers, which were frequently discussed during the pilot trainings of PLC/DLC staff about this assessment tools and guideline conducted by the Literacy Department with the support of LEAF2.

No Questions Answers 1 What is the

exact timing of st1conducting

assessment?

The exact time for conducting 1st assessment is after finishing lesson 54 of Basic literacy book. It is supposed that facilitator should teach up to lesson 54 based on the annual plan in first 3months of literacy class. If any facilitator could not teach up to lesson 54 in first 3 months, it is ok whenever he/she teach the lesson 54 should conduct 1st assessment. And the same is for 2nd assessment.

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Why there are not separate assessments for second and third levels of Basic Literacy?

Second assessment questions are made based on the competencies of levels two and three of Basic Literacy. The purpose of combining the assessments of these two levels are:

1) Basic Literacy book is equivalent to second grade of formal schools. Thus, there is one assessment for each grade.

2) The time for teaching level 3 of Basic Literacy book is one month and it is not appropriate to have two standardized assessments during one month. After every 3 months, one standardized assessment is conducted.

3) If we have separate assessments for each level of Basic and Post Literacy books, the number of assessments would have increased and facilitator would have to conduct 6 assessments in 9 months which is very difficult to do. So we decreased the number of assessments into three assessments.

Frequently asked questions about the assessment tools and

guidelines

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What does grade 4 mean and who is a repeater?

According to the certification system and regulation of the Literacy Department, a learner who got lower than 30 score is grade 4 and called repeater. Grade 4 does not mean failed but it means to provide the repetition or further learning opportunities for the learner who is eager to develop his/her reading, writing and math skills. Learners who don’t complete exact percentage of literacy class attendance which is 50% for female and 60% for male are also called grade 4 or repeater even if they get higher than 30 scores Basic and Post literacy books assessments.

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Can facilitator and monitor change assessment questions?

No. The purpose of this assessment is to assess learners’ achievement levels based on the standardized literacy skills decided nationally as mentioned in Chapter 2 (2-4 Methods of the assessment of learners). Thus, The facilitator should ask the same questions from all of the learners based on the guideline instructions, because the questions are developed based on the literacy competencies and same questions are to be asked from all literacy learners throughout Afghanistan.

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Is attendance of learners important in assessment and issuing certificate?

Attendance record of learner does not affect joining the standard assessments. But, for receiving literacy certificate the Literacy Department regulation says that learners should complete definite percentage of attendance (60% for men and 50% for women) in order to get the certificate. If the LD regulation regarding the learners’ attendance is changed, it will be officially informed to you.

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Won’t learners feel humility when they cannot answer Pre-assessment questions?

When an adult learner comes to a literacy class, the facilitator should have friendly relation and clearly explain objectives of Pre-assessment as mentioned in the guideline to him/her.

Of course, it is not expected that a learner who comes to a literacy class for the first time should answer all the questions. If the learner cannot answer even one question, it is okay and the facilitator should encourage him/her to learn and pay attention to their learning during the class.

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If for example in a village there were more than 90 persons and 2 facilitators conducted Pre-assessment, is it possible to organize literacy classes based on the received assessment results?

Yes. In this case we can use results of Pre-assessment for organizing literacy classes, which rarely happens. Basically, Pre-assessment is conducted after establishing literacy classes and registration of learners before starting the 1st lesson and is not used for organizing literacy classes. But in case that there are more than 90 learners and 2 facilitators to teach them; then we can use the Pre-assessment results in organizing literacy classes according to the learners’ levels of literacy skills.

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How should we assess learners who are following distance learning or have private studies?

This Assessment Tools and Guideline is for assessing the learners who are registered in literacy class and can complete attendance (60% for men and 50% for women), based on the Literacy Department regulation for certification of learners.

As there is no clear system or regulation of the Literacy Department currently for assessing those learning in distance learning courses or having private studies, new assessment system should be developed to cover assessment of those who are eager to learn literacy in flexible ways based on their life situation.

9 Can people who are between 9 and 15 years old join literacy classes?

Yes. If 9 to 15 years old people cannot go to formal schools, because there is not any formal school or accelerated learning centres or because of security and family problems, etc., they can join literacy classes and continue study.

10 What is the difference between exam and assessment?

The terms “assessment” and “exam/test” are sometimes used as same meaning, but actually, exam/test is just one type of assessment. As mentioned in Chapter 2, there are various types or ways of assessment and it has wider meaning than just “exam”, although exam can provide necessary information for making assessment.

Assessment is an ongoing process, not only one time, during various stages of education programmes. It identifies learners’ levels of achievement against specific goals and objectives of education programmes. Usually we prefer to use the term assessment for adult learners instead of exam, as in Afghanistan it is widely said that the term exam or test is often used for school children and university students. Exam often indicates whether or not students fail or pass and they may sometimes be afraid of test or exam, but in assessment there is no feeling of such fear. In Latin word, to assess means “to sit with” learners, implying that the teacher makes thoughtful observations, objective (not selfish) judgements, and offers clear and helpful feedback to learners.

Thus, this assessment guideline introduces the assessment of learners to be conducted at the beginning, middle, and end of literacy programmes based on standardized literacy skills (competencies) determined in the national curriculum, and value understanding learners’ levels of achievement, giving feedback to learners for further learning, and improving ways of teaching as necessary (please see Chapter 2. 2-6 Framework of Standardized Learner Assessment).

Abbreviations

LD Literacy Department

LEAF2 The Project on Improvement of Literacy Education Management

in Afghanistan

JICA Japan International Cooperation Agency

TWG Technical Working Group

DLC District Literacy Centre

PLC Provincial Literacy Center

NFE-MIS Non-Formal Education Management Information System

NGO Non-Governmental Organization

DED District Education Department

Table of Contents Preface

Framework of Monitoring of Literacy Programs

Authors

Frequently Asked Questions

Abbreviations

Chapter 1 Introduction ................................................................................................................ 1

1-1 The purpose of the guideline .............................................................................................. 1

1-2 How was the guideline developed? .................................................................................... 2

1-3 Who are the guideline for? ................................................................................................. 2

1-4 Sstructure of the guideline .................................................................................................. 2

Chapter 2 The Concept of Assessment of Learners .................................................................. 3

2-1 What is assessment? ........................................................................................................... 3

2-2 Types of assessments ......................................................................................................... 3

2-3 Why is assessment of learners important? ......................................................................... 4

2-4 Methods of the aassessment of learners ............................................................................. 5

2-5 What skills of learners are to be assessed? ........................................................................ 5

2-6 Framework of standardized learner assessment ................................................................. 8

Chapter 3 Pre-assessment of Learners ..................................................................................... 11

3-1 Introduction ...................................................................................................................... 11

3-2 Why pre-assessment should be conducted? ..................................................................... 11

3-3 Who will conduct the pre-assessment when and where? ................................................. 12

3-4 How to conduct pre-assessment? ..................................................................................... 12

3-5 Pre-assessment tools ......................................................................................................... 15

3-6 How to ask pre-assessment questions .............................................................................. 16

3-7 How to record and report the results of the pre-assessment? ........................................... 20

Assessment%20guidlines%20Eng%20reviseed%20201014.doc#_Toc401689352


3-8 What to do with the results of the pre-assessment? .......................................................... 23

Chapter 4 Basic and Post Literacy Standardized Assessments.............................................. 25

4-1 General information: ........................................................................................................ 25

4-2 Standardized assessments of learners’ achievement in literacy activities ........................ 25

4-3 Objectives ......................................................................................................................... 26

4-4 Who, where and when assessment should be conducted? ................................................ 26

4-5 Implementation steps of 1st, 2nd and 3rd assessments ........................................................ 27

4-6 Assessment record sheet ................................................................................................... 32

4-7 How to use assessment results? ........................................................................................ 34

4-8. 1st assessment tool .......................................................................................................... 36

4-9. Guidelines about the 1st assessment questions ................................................................ 38

4-10. 2nd assessment tool .......................................................................................................... 44

4-11. Guidelines about the 2nd assessment questions ................................................................ 46

4-12. 3rd assessment tool.......................................................................................................... 54

4-13. Guidelines about the 3rd assessment question ........................................................... 56

Annexes:

Annex 1. Pre-assessment tool

Annex 2. Pre-assessment record sheet

Annex 3. 1st Assessment tool

Annex 4. 2nd Assessment tool

Annex 5. 3rd Assessment tool

Annex 6. Basic and Post- literacy results record sheet




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Chapter 1

Introduction

1-1 The purpose of the guideline The purpose of this Guideline is to provide literacy facilitators with necessary information about assessments of learning achievements of learners in literacy activities. The information includes details, methods, and practical guides on how to conduct the learner assessments, record and use the assessment results.

It is expected, with the use of this guideline, that facilitators should be able to do the following:

Understand the basic concept and importance of assessments of learning achievements in literacy activities.

Assess learners or their learning achievements in literacy activities in more systematic and standardized way. Standardized assessments will be done at the following timing: (1) At the beginning of the literacy class (Pre-assessment). (2) After lesson 54 of Basic Literacy book (1st assessment). (3) After lesson 108 of Basic Literacy book at the completion of Basic

Literacy (2nd assessment). (4) At the completion of Post Literacy book (3rd assessment).

Record the assessment results. Conduct necessary follow-up actions based on the results of the learner

assessments such as change teaching method if needed, help weak learners and assign intelligent learners with slow learners to help them.

Also it is expected by reading this guideline monitors and other readers could be able to:

Coordinate about the learners’ assessment with monitors and respective offices of LD as well as other stakeholders.

Guide and instruct newly assigned facilitators how to conduct assessments.

Get sufficient information about assessment which is associated to their tasks.

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1-2 How was the guideline developed? In order to accomplish the above-mentioned objectives, the Technical Working Group (TWG) was established in 2010 with the professional and academic members of the LD. Since then, TWG had intensive meetings and developed the Guideline for facilitators including tools for assessing learning achievements. This was done with technical support from JICA/LEAF2 experts. Following the several field tests conducted in Kabul, Balkh, Bamyan, and Nangarhar provinces, also developed tools and guideline were shared with other directorates of LD and other literacy stakeholders for having their comments. Finally the guideline and assessment tools were revised for better applicability and usability based on the trial result from the field.

1-3 Who are the guideline for? This guideline is a precise and standard tool for all facilitators, monitors, managers and other personnel who are working in the field of literacy in Afghanistan.

1-4 Sstructure of the guideline The guideline consists of four chapters. Chapter1 explains what this guideline is for, how it was developed, and who it is for. Chapter 2 introduces readers to the basic concept of assessments, definition, types and need for assessment of learning achievements and standards of the current LAND Afghan curriculum. Chapter 3 explains as to how to conduct the Pre-assessment of learners and how to record and use the assessment results. Chapter 4 guides readers how to conduct series of assessments; 1st and 2nd assessments (Basic Literacy) and 3rd assessment (Post literacy). It is also explained about recording and use of the assessment results.

At the end of this guideline there are some annexes. These annexes include standardized questions of pre, first, second and third assessments with their record sheets .

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Chapter 2

The Concept of Assessment of Learners

2-1 What is assessment? Assessment in Dari word (Arziyabi) is composed of two parts (Arz =value/ importance and yabi=find) and literally means “find a value or importance of something”, or in other words it is a regular process to determine the progress of learners in achieving learning objectives.

Assessment in literacy activities is to find the value of learners in learning processes, that is, to find out and analyses as to which extent learners have acquired literacy skills, namely, skills of reading, writing and arithmetic in relation to daily life.

Assessment is an on-going process, which is conducted to understand learners’ levels of understanding at various stages of learning: before the start, during the process, and towards the end of learning.

The things which make an assessment constructive are its performance and application of its results, not the number of times conducted.

2-2 Types of assessments: There are mainly two types of learning assessment in terms of its purposes:

1- Formative assessment: This assessment is done during the teaching and learning, mainly in order to giving helpful feedback to and improving teaching and learning process, including solving any problems in teaching and learning process. By this assessment we determine the level of acquired skills by learners and as well as the need for changing teaching-learning process in the classroom.

2- Summative assessment: In this assessment, all the learning progress of learners during one course of learning is determined, which means whether or not learners have obtained standard levels of achievement at the end of an education and literacy program is identified. Also, the results of summative assessment help finding the efficiency of facilitators and

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literacy programs and making appropriate decisions for the literacy program for further improvements. Pre-assessment, the 1st and 2nd assessments introduced in this guidelines and also the daily assessments such as doing exercises, class activities, etc. could be examples of formative assessments. An example of summative assessment is the 3rd assessment (post-literacy) which is conducted at the completion of a 9-month literacy course. At the same time, as the scores of the 1st and 2nd assessment are reflected in the overall scores at the completion of post-literacy, which are explained later in this guidelines, the 1st and 2nd assessment are also considered as summative assessment.

2-3 Why is assessment of learners important? The overall aims of literacy programs are that people acquire literacy skills effectively and that they will be able to use the acquired skills in daily life. Whenever, learners are assessed properly in the process of learning, it is known whether or not theses aims have been achieved.

Also, the results of the learner assessment can indicate whether not teaching and learning processes are of quality and need more improvements. 9o

For example, the assessment of learners at the beginning of literacy classes can tell facilitators, monitors and relevant stakeholders to understand level of understanding of learners and define literacy methods based on it. Also, if learners have not acquired a certain level of literacy after some period of learning, it means that some things may not be effective enough in teaching/learning processes. The reasons like disaffection of learners in lessons because they are not related to their daily life situation sufficiently, inappropriate teaching methods, or lack of exercises of reading, writing, and arithmetic and other reasons may cause learners not to be motivated to learning or drop out of the course.

On the contrary, if results of learners’ assessment are satisfactory, it shows that there were good practices in teaching/learning processes. Learners’ assessment is not the only source of identifying and analysing good practices and improvement points in teaching/leaning processes, but it can give good indications for further analysis. Therefore, it is important to assess learners at various stages of learning, so that facilitators and learners can get feedback

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and encouragement based on the result of assessment of learners and improve teaching/learning processes.

2-4 Methods of the aassessment of learners There are various methods for this, such as questions and answers during lessons, observation by facilitators about learners’ participation in class activities, checking homework, dictation, etc. In Afghanistan, there are cases that a facilitator makes questions by his/her own and asks learners randomly and observe learners during lessons. This is called random assessment and important to continue.

However, it is very important to conduct standardized assessment. In standardized assessment, questions to ask learners are made based on a certain criteria or standard levels of literacy skills. This is because it is important for learners, facilitators, LD and other stakeholders to know whether or not learners, after some duration of learning in literacy courses, have reached expected levels of literacy skills determined in the country.

If a facilitator makes questions on his/her own, without any criteria, the contents and levels of the questions may differ depending on the facilitator. It is thus difficult to know, in a systematic way, whether or not learners have acquired a certain levels of literacy skills.

Therefore, this Guideline introduces standardized assessment tools and questions developed by LD based on the standard levels of literacy (called “competencies”) determined in the current LAND Afghan curriculum. These assessment tools will be used all over the country for all learners as a national standard system of assessment of learners in literacy courses.

More details on the assessment methods are introduced in Chapter 3 and 4 with practical examples.

2-5 What skills of learners are to be assessed? Skills of learners to be assessed in literacy activities are closely related to the aims of literacy education of a country. In the current national curriculum, “LAND Afghan”, standard levels of literacy skills are defined. It means that learners are expected to acquire a certain levels of literacy through learning, and it is important to assess learners based on these standard levels.

Based on LAND Afghan literacy curriculum there are two books: Basic and Post Literacy books.

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Basic Literacy book Contains 108 lessons and 36 exercises which are being taught during first six months. In Post Literacy book there are 36 topics, in total 73 lessons and is taught for last 3 months of literacy program. Thus, the total duration of leaning literacy standardized by LD is 9 months. Basic Literacy and Post Literacy books are further divided into 3 levels respectively as follows:

Description of lessons of Basic and Post-literacy Book Basic Literacy Post Literacy (Dari)

Level Level I

Level II

Level III Level l Level II Level III

Main Lessons

1-54 55-90 91-108 26 lessons 27 lessons 20 lessons

Note: In Basic literacy book in addition to main lessons there are 36

exercises too.

Basic Literacy book is equivalent to grades one and two of formal schools and post literacy book is equivalent to grade three of formal schools.

It means if a learner completed Basic Literacy and is under 15, for continuing education s/he can join 3rd grade of formal shools.

Learners who are 15 and above, s/he can join 4th grade of literacy schools after completing Post Literacy book. The literacy schools are special schools for adults. These schools are from grade 4 up to 9 or in some areas up to grade 12.

In literacy curriculum one month is 24 days, it means the Basic Literacy that has 108 lessons and 36 exercise have to be taugth in 144 days (6 months X 24 days), and Post Literacy that has 72 lessons to be taught in 72 days (3 X 24).

Basic literacy book 6 month × 24 days = 144 days

Post literacy book 3 month × 24 days = 72 days

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Literacy competencies in LAND Afghan

Standard literacy levels or called competencies are defined in each level of Basic Literacy and Post Literacy books. Each reading, writing, and arithmetic/math skill contains competencies that every learner should achieve it after completing related level. For example, competencies of literacy in Level 1 of Basic Literacy are as follows:

Reading Should be able to read words containing 5 letters Should be able to read main and sub contents. Should be able to read simple and short sentence consist of

4 words Should be able to read small paragraphs (4 sentences

paragraph) Should be able to read numbers from 1 to 999

Writing Should be able to write name and address. Should be able to write numbers from 1 - 999

Math Should be able to count, recognize & compare numbers 1-999.

Understand, Organize and identify differences of smaller number & higher numbers (1-999)

Should know the value of each digit in the numbers. Should be able to add two-digit number, which should not

have carryings. Should be able to subtract two digit numbers, which should

not lend from another.

In this way, standard levels of reading, writing and arithmetic are defined at each level of Basic Literacy and Post Literacy. The assessment questions introduced in Chapter 3 and 4 were developed based on these standard literacy levels, but learners’ practical use and levels of literacy skills in daily life were considered through conducting several trials of the developed tools.

Although other skills necessary for life, such as problem-solving, decision-making, communication skills, etc. (called “life skills”) are important to acquire through learning in literacy classes, it needs much more time and various techniques to assess them properly. Therefore, this guideline mainly focuses on the assessment of literacy skills based on the competencies of the curriculum as well as on learners’ daily life situation. Of course before the start of lessons, learners’ background information is collected and

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understandings of other knowledge related to life, such as Islam, health, and environment are assessed besides literacy skills so that facilitators know about learners well and consider the results in teaching processes.

2-6 Framework of standardized learner assessment The “framework of standardized learner assessment” developed by LD is shown in the next page. According to it, the assessments are to be conducted at the following timing:

Pre-assessment: Before starting lessons of literacy course. 1st assessment: After lesson 54/ at the completion of Level 1 of Basic

Literacy. 2nd assessment: After lesson 108/at the completion of Basic Literacy

(Level 2 and 3). 3rd assessment: At the completion of Post literacy

The details of each assessment, such as objectives, places to conduct the assessment, time allocation, contents of the assessment, and method, including who should do what , are explained in Chapter 3 (pre-assessment) and Chapter 4 (assessment of Basic Literacy and Post Literacy).

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S/

N

Series of

AssessmentWhen Where Purpose

Time

AllocationContent Method Remarks

1

Pre

-ass

ess

me

nt

(Dia

gn

ost

ic)

At the

beginning of

literacy classes

after learners'

enrolment

Literacy class

1.To identify learners' levels of

literacy and other knowledge

before the start of literay

classes

2. Facilitators consider the

result of assessment in

teaching

5 min/learner

・Reading, Writing,

Numeracy, and other

knowledge

・Level of

competencies: Level 1

(questions will be 3

categories: Easy,

Medium, Difficult within

Level 1)

Facilitator by

help of

monitor asks

each learner

individualy

one by one

The result of the Pre-

assessment will not be

informed to learnerse, so

that they do not lose their

motivaiton to learn, even if

the result is not good

enough.

2

1st

ass

ess

me

nt

(B

asi

c li

tera

cy)

At the

completion of

Level 1 of

Basic literacy

(After lesson

54 which is

equivalent to

Grade 1 of

formal school)

In the calss

(After the lesson

54 one day will be

allocated for

assessment)

For the Facilitator:

1. To identify the degree of

learners' understandings and

achievements.

2. To help learners improve

their learning, with special

attention to slow learners.

3. To assess his/her teaching

based on learners'

achievements and bring

necessary changes in teaching

method.

For the learner:

1. To know how much they

have achieved and learnt.

2. To be active and motivated

for further learning by knowing

their achievement level.

2 hours (120

min)

-Class

management;

10 min

-Writing

assesment; 40

min

- Oral

assement 70

min

・Reading, Writing, and

Numeracy

・Level of

competencies: Level 1

of Basic literacy


categories: Easy,


Level 1)

1 - Writing

assessment:

(math and

writing parts)

2- Oral

assesment :

(Reading part)

Result of assessment must

be shared with the learners,

even if they got low scores.

They can proceed to the

next level.

Framework of standardized learner assessments(Basic and Post-literacy) for literacy courses of Afghanistan

10

3

2n

d a

sse

ssm

en

t (

Ba

sic

lite

racy

)At the

completion of

Basic literacy

(After lesson

108 which is

equivalent to

Grade 2 of

formal school)

At the literacy

class (After the

108th lesson, 1

day will be

allocated for the

assessment)

Facilitators:



achievements.

2. To help learners improve their

learning, with special attention

to slow learners.

3. To evaluate his/her teaching

based on learners' achievement

and bring necessary changes to

teaching method.

Learners:

1. To understand to which

extent they have achieved and

learnt

2. To be active and motivated to

learn further by understanding


2 hours

(120 min)

-Class

Management;

10 min

-Writing

assesment;

40 min

- Oral

assement

70 min

Reading, Writing,

Numeracy

Competencies: Level 2

and 3 of Basic literacy


categories: Easy,


Level 2 and 3)

1 - Writing

assessment:

(math and

writing parts)

2- Oral

assesment :

(Reading part)

Result of assessment must

be shared with the learners

Even if their marks are low,

they can proceed to the post

literacy book.

If any learner want to quit

literacy class after

completion of basic literacy

facilitator should certify

his/her graduation from 2nd

grade of school with

coordination of DLC.

4

3rd

ass

ess

me

nt

(Po

st-l

ite

acy

)

At the

completion of

Post literacy

(which is

equivalent to

Grade 3 of

formal school)

At the literacy

class (After latest

lesson of post-

literacy, 1 day will

be allocated for

the assessment)

Facilitators:



achievements.

2.To evaluate his/her teaching

based on learners' achievement

and bring necessary changes to

teaching method.

Learners:

1. To understand to which

extent they have achieved and

learnt.

2. To be active and motivated to

learn further by understanding


Certificate:

The total of scores in 1st, 2nd

and 3rd Assessments will be

reflected in the certificate based

on the regulation.

2 hours

(120 min)

-Class

Management;

10 min

-Writing

assesment;

40 min

- Oral

assement

70 min

Reading, Writing, and

Numeracy

Competencies: Level1,

2 and 3 of Post-

literacy


categories: Easy,

Medium, Difficult)

1 - Writing

assessment:

(math and

writing parts)

2- Oral

assesment :

(Reading part)

Scores of 1st , 2nd and 3rd

assessments will be reflected

in the certificate based on LD

regulation .

11

Chapter 3

Pre-assessment of Learners 3-1 Introduction Pre-assessment is the first assessment of learners which is conducted before starting lessons in literacy classes to understand learners’ levels of knowledge and understanding in reading, writing, math and other specific areas as well as their background.

In this Chapter, details about the Pre-assessment of literacy learners are introduced step by step, from the objective, who should do it when and how, to how to record and use the results of the assessment.

3-2 Why pre-assessment should be conducted? The main objectives of the Pre-assessment of literacy learners are:

1. To identify learners’ levels of literacy and knowledge necessary for life before starting the lesson.

2. Facilitators consider the result in teaching.

Why are these important? The following are the main reasons for meeting each objective:

1. New learners who would like to join literacy classes have various educational and life background. Their abilities of reading, writing, numeracy, and other knowledge necessary for life (topics such as Islam, health, environment, etc.) may vary. It is thus important for facilitators and monitors, for the first place, to know and get familiar with learners’ understanding and knowledge levels as well as their background before beginning the first lesson. Without conducting Pre-assessment, it will be difficult to know to which extent learners have progressed during and at the end of the literacy class.

2. If facilitators know levels of literacy and other knowledge of each learner

through Pre-assessment, then they can reflect the result of the assessment in daily teaching. Some learners’ levels of understanding may be low, or middle, or high, but facilitators need to teach them flexibly according to their levels of understanding, with special attention to learners with low levels of understanding.

12

3-3 Who will conduct the pre-assessment when and where?

Who? It should be facilitators who will conduct the Pre-assessment of learners.

When? After learners enrolment in the class and before starting the first lesson.

A literacy course should be established after conducting needs assessments and researches on literacy activities and getting approval from influential persons in the community including Mulah Emam.

Where? In a place where literacy class is conducted or any appropriate places available in the area.

3-4 How to conduct pre-assessment? STEP1: Preparation

Before conducting Pre-assessment, the following items should be prepared:

1. Assessment tool: PLCs/DLCs should provide at least one copy of the Pre-assessment tool to each facilitator.

2. Record sheet: PLCs/DLCs should provide at least one copy of the recording sheet to the facilitator.

3. Pen: Each facilitator should have a pen. 4. Notebook: Each facilitator should have a notebook for taking notes. 5. File: If available from PLCs/DLCs in order to keep the record sheet for

the facilitator and the monitor.

The facilitator should study assessment tool carefully and remember contents of the assessment before starting the Pre-assessment.

You are now ready to conduct the Pre-assessment. The following are the next steps.

STEP2: Introduction to learners

The facilitator introduces himself/herself to all learners, in a friendly and open manner.

STEP3: Description of the purpose and process of the pre-assessment

The facilitator introduces the purpose and process of the Pre-assessment to the learners. However, the facilitator should NOT inform a learner that s/he is under the assessment, as some of the new learners may feel fear or get

13

stressed. Rather, the facilitator should tell a learner that they will conduct a brief interview with each learner as follows: “The purpose of this interview is to understand and get familiar with the situation of each learner. By the information you give us, it help us teach you better and appropriately, so your kind cooperation would be appreciated”.

It will take 5 minutes for each learner to get interviewed.

STEP4: Asking questions of pre-assessment to each learner:

In this step, the questions mentioned in the Pre-assessment tool should be asked to each learner according to directions in (page 17) and record the results in a particular record sheet (for recording please refer to Annex 2 for more details).

Please see page 16/Annex 1 for the Pre-assessment tool.

STEP5: Closing remarks of the pre-assessment

After asking all the questions of the Pre-assessment to each learner, the facilitator should appreciate each learner his/her cooperation and encourage

Note: During asking the reading part questions of pre-assessment, If a

learner cannot answer the easy question e.g. cannot answer the alphabet,

then facilitator can skip the word and sentence questions and move to the

writing part questions.

Note: Before inviting learners one by one for conducting the pre-

assessment, facilitator should select an appropriate place for him/herself,

so that other learners could not hear their question and answers.

14

him/her for learning in literacy classes. Also, the facilitator should tell each learner to ask him/her questions freely, if any. If there are no questions, the facilitator can tell each learner that s/he can go home or go to work. There is no lesson today (on the day of pre-assessment).

It is not mandatory for the facilitator to inform the result of the Pre-assessment to each learner, as it is to identify his/her levels of understanding mainly for the facilitator as explained in the objectives. However, if any learner would like to know his/her result of the Pre-assessment, the facilitator can inform the learner of his/her result individually, in a way that the learner will not be discouraged or feel disappointed. As learners are new learners to join literacy classes, it is natural and fine that they may not have good result in the Pre-assessment.

If the result of the Pre-assessment is informed to learners, the facilitator can tell them the result of each section of Math, Reading, Writing, and other knowledge. For example, if the learner is relatively good in the reading section (2 correct answers out of 3), the facilitator can praise it and encourage the learner to develop reading skills more. If s/he is not good at math (0 answer out of 3), then tell him/her: “it is ok that you cannot answer math questions now, as you are a new learner before joining a literacy class, so you do not need to feel disappointed. You have good talent and if you learn in the literacy class, you will be able to understand math questions. So, let’s learn together”.

Note: The contents of Math, Reading, and Writing of the Pre-assessment

are in accordance with the required levels of knowledge and skills of the

level 1 of Basic Literacy of the LAND Afghan curriculum. Other

knowledge necessary for life are also selected from the topics introduced

in the curriculum, such as Islam, health, environment, etc.

15

LEAF2/LD

2. Father's Name 3. Age 4. Gender5. Mother

tongue

6. Grade

completed7. Job

1

Q1

Q2

Q3

2

Q1

Q2

Q3

3

Q1

Q2

Q3

4

Q1

Q2

1

2 Use diarrhea medicine.

Q3

1

2

Municipality

Municipality & People

Write your name.

Write your province name where you are from?

Whose duty is to keep the environment clean.

In order to prevent diarrhea, what should you do?

Wash hands by soap and clean water, and wash fruits and vegetables before eating.

How many pillars does Isalm have?

Facilitator reads the following questions and two given sentences, and then asks learner to select the

correct answer.

Read one of the following words:

If you have 24 and add 10 more, how much will be the total?

If you deduct 28 from 38, how much will remain?

How many apples are there in the below picture:

LiteracyBook Mother Pray

Other necessary knowledge for life



Literacy Department

Math

Pre-Assessment

write (Eight).

General Information: Facilitator asks the following information from each learner:

Read the sentence

1. Name of Learner

Reading

Facilitator asks learner to read only one letter from the following alphabet table.

Clothes must be clean

Writing (Facilitator reads the questions to learner, and then learner writes the answer)

8. Reasons for joning a litearacy

class

3-5 Pre-assessment tools This assessment tool is consist of questions about the general information about learner, math, reading, writing and other necessary knowledge parts.

16

1. General Information:

The objective of asking questions of this part is to know about learners’ background and their motivation to learn in a literacy class. A facilitator asks the following each question from a learner and learner verbally answers to the questions:

1. Name of learner:

2. Name of learner’s father: 3. Age of learner: 4. Gender of learner : male or female 5. Mother tongue of learner: Please ask the language that the learner is

originally using at home, such as Pashto, Dari, Uzbek, Turkmen, Balochi, Pashai, etc.

6. Grade completed: please ask the learner whether or not he/she has been to

school before. If yes, please ask the learner which grade he/she has finished.

7. Job: please ask the learner what kind of job s/he is currently doing, such

as housewife, shop keeper, mechanics, tailor, employee at the government office, etc.

8. Why do you want to join this literacy class?

Please ask the learner why s/he would like to join this literacy class and record the reasons. If a learner answers just “reading, writing, numeracy”, please ask the learner further as to what kind of specific things in literacy or other knowledge they want to be able to do, such as:

Reading books, Holy Koran, signboards, letters, receipts, etc. Writing letters, fill in any forms such as application for ID cards,

shopping list, etc. Understanding numbers and calculation: using mobile phones, calculation

of money when shopping, recording family income and expenditure, etc. Learning about other knowledge and skills such as Islam, health,

vocational skills.

3-6 How to ask pre-assessment questions Below are the detailed information about how to ask the math, reading, writing and other life information pre- assessment questions from each learner

17

Although asking the purpose of and motivation to learn to each learner does not reflect in the assessment scores, it is important for the facilitator to understand it. This is because that it will be useful to understand about learners’ situation and reflect in teaching literacy in relation to learners’ real life situation.

2. Math part questions: This part has 3 questions. Ask them verbally.

Quesion1. How many apples are there in the below picture?

How to ask

The question

Facilitator shows a learner the picture of the apples depicted in the Pre-assessment tool and asks him/her to count the apples.

Correct answer

Eight (Learner will answer verbally).

Question 2 If you have 24 and add 10 more, how much will be the total?

How to ask the question

A facilitator asks this question to a learner verbally.

Correct answer

Thirty-four (Learner will answer verbally).

Question 3 If you deduct 28 from 38, how much will remain?


A facilitator asks this question to a learner verbally.

Correct answer

Ten (Learner will answer verbally).

18

3. Reading part questions: This part has 3 questions. Ask them verbally. Question 1 Read this letter


A facilitator chooses only one alphabet randomly from the alphabet chart in the Pre-assessment tool and shows to a learner to read it verbally.

Correct answer

If a leaner can read an alphabet shown by a facilitator verbally, it is correct.

Question 2 Read one of the words:

Book Mother Literacy Pray


A facilitator shows one of the above words “Book, literacy, mother and Namaz” and asks a learner to read it verbally.

answer Reading the selected word correctly.

Question 3 Read the sentence:

Clothes should be clean


A facilitator shows the sentence “Clothes must be clean” to learner to read it verbally.

Correct answer

Clothes must be clean. (Leaner answers verbally)

19

4. Writing part questions: This part has 3 questions. Ask them verbally. Question 1 Write (Eight).


A facilitator asks a learner to write 8 (eight) in the notebook or available paper.

Correct answer

8 (Learner writes the number)

Question 2 Write your name.


A facilitator asks a learner to write his/her name in the notebook or available paper.

Correct answer

Learner’s name (Learner writes his/her name)

Question 3 Write your province name where you are from.


A facilitator asks a learner to write the name of the province where a learner is from

Correct answer

Name of the province where leaner is from (Learner writes it)

5. Other necessary knowledge questions: This part has 3 questions. Ask

them verbally. Question 1 How many pillars are there in Islam?


A facilitator asks a learner the question verbally.

Correct answer

Five (Learner answers verbally)

Question 2 In order to prevent diarrhoea, what should you do?


A facilitator asks a learner the question verbally, giving the following two selections of the answer and asks a

20

learner to select a correct answer.

1. Wash hands by soap and clean water, and wash fruits and vegetables before eating.

2. Use diarrhoea medicine. answer No 1 (Learner answers verbally)

Question 3 Whose duty is to keep the environment clean?

1. Municipality

2. Municipality and people


Facilitator asks a learner the question verbally, giving the following two selections of the answer and asks a learner to select a correct answer.

1. Municipality 2. Municipality and people

answer 2. (A learner answer verbally)

3-7 How to record and report the results of the pre-assessment?

(1) How to record? Please see Annex 2 for the record sheet.

Before starting the pre-assessment, the following information needs to be filled.

- Name of Province, Name of District, Name of Village Please write the name of province, district, and village where the Pre-assessment is conducted.

- Name of staff who conduct the pre-assessment: Please write the names of staff who conduct the Pre-assessment.

- Title: Please write the title of staff who conducts the Pre-assessment

- Date of the pre-assessment: Please write the date when the Pre-assessment is conducted.

Then, as mentioned in the above section, while facilitator is asking the questions to a learner, s/he should record the answers in Pre-assessment record sheet (If there is a monitor, the monitor can also record answers of

21

learners in the record sheet). How to record each question of the Pre-assessment is explained below.

The contents of pre-assessment record sheet are as below:

1. Name of learner: Please write learner’s name

2. Name of learner’s father: Please write name of learner’s father

3. Age of learner: Please write learner’ s age

4. Gender of learner : Please write male or female

5. Mother tongue of learner: Please write the language that the learner is originally using at home, such as Pashto, Dari, Uzbek, Turkmen, Balochi, Pashai, etc.

6. Grade completed: If a learner has been to school before, please write which grade s/has finished, such as Grade 2 or Grade 4, etc. If a leaner has not been to school, please write NO.

7. Job: Please write what kind of job a learner is currently doing, such as housewife, shop keeper, mechanics, tailor, employee at the government office, etc.

8. Why do you want to join this literacy class? Please write the reason (s) why a learner wants to join a literacy class, such as:

Reading books, Holy Koran, signboards, letters, receipts, etc. Writing letters, fill in any forms such as application for ID cards,

shopping list, etc. Understanding numbers and calculation: using mobile phones, calculation

of money when shopping, recording family income and expenditure, etc. Learning about other knowledge and skills such as Islam, health,

vocational skills.

9. Math 10. Reading 11. Writing 12. Other knowledge

Please look at the record sheet from 9. Math to 12. Other knowledge. You can find the below columns to record the learner’s answers

22

S/N 2. Father's Name 3. Age5. Mother

tongue

6. Grade

completed7. Job

Q 1: □ Correct/ □ Wrong








9. Math

12. Other knowledge

Result

8. Reasons for joning a litearacy class1. Name of Learner


Q 3: □ Correct/ □ Wrong 10. Reading

4. Gender


13. Facilitaor's/Monitor's CommentsQ 3: □ Correct/ □ Wrong

11. Writing

Q1, Q2, and Q3 are three questions of math, reading, writing and other necessary knowledge parts of Pre-assessment.

Let’s see the Math section as an example;

Question 1: First question of math part: count the pictures of the apples described in the Pre-assessment tool. The correct answer is eight. If a learner can say the answer correctly, please check

Q1. □ Correct, like.

If a learner cannot answer correctly, please check Q1. □ Wrong, like . .

Question 2: Second question of math is: “If you have 24 and add 10 more, how much will be the total?” The correct answer is 34 (the learner verbally answers).

If the answer given leaner is correct, please check Q2. □ Correct, like .

If a learner cannot answer correctly, please check Q2. □ Wrong, like .

Question 3: Third question of math part is: “If you deduct 28 from 38, how much will remain?”

The correct answer is 10 (the leaner verbally answers).

If the answer given by leaner is correct, please check Q3. □ Correct, like.

If a learner cannot answer correctly, please check Q3. □ Wrong, like.

After checking all the questions of Math, Reading, Writing and other knowledge parts, write result of every learner in each section in the Result part based on the given directions in the record sheet.

If the learner could say (3 correct answer), write (very good) in his/her result.

If the learner could say (2 correct answer), then the result will be (Good). If the learner could say (1 correct answer), the result will be (Weak).

9.Math Q1

□Correct □ Wrong

Q2

□ Correct □Wrong

Q3

□ Correct □Wrong Result

23

If the learner could not answer any questions, the result will be (Very weak).

In case that you do not have enough time to write results of learners during the Pre-assessment, you can write it after finishing all the questions.

As you can write the results of (16) learners in one record sheet, please make copies of the record sheet to cover all the learners to whom you conduct the Pre-assessment.

13. Remarks Based on the results of the Pre-assessment for each learner, the facilitator can write his/her comments, if any, to keep in mind when teaching or organizing classes, etc.

(2) How and to whom to report? After recording the results of the pre-assessment, the facilitator should keep one copy of the filled record sheet in order to consider its result during the teaching. After conducting the pre-assessment, the facilitator informs the monitor about the assessment and shares result of the assessment and ask the monitor for further instructions.

3-8 What to do with the results of the pre-assessment? Basically Facilitator recognizes the levels of every individual learner through Pre-assessment, and select appropriate teaching method for effective teaching. Monitor, observes results of pre-assessment and improvement of each learner in writing, reading and math parts during monitoring of literacy classes. Record sheet of pre-assessment is not important to be kept in the DLC.

A facilitator needs to consider the following points based on the Pre-assessment results:

(1) In case that there are learners with different levels of literacy and other knowledge in one class:

Considering the results of the Pre-assessment of each learner, a

facilitator should encourage each learner for better learning.

Create friendly relations among learners to help each other during learning.

Sometime assign advanced learners in each group during group

work. Provide extra exercise to advanced learners if required and/or

requested.

24

(2) In case that a learner’s result is high in one skill but low in another skill:

For example, “very good” in reading, but “ very weak" in math, “good" in other knowledge and “weak" in writing, In this case, a facilitator should look at each skill of a learner and should teach a leaner to improve weak skills more by for example giving more exercise.

Memorandum:

When organizing literacy classes, the rules and regulation of the Literacy Department should be considered.

Below are some special cases that facilitator may face in the field:

If a learner can answer ALL of the questions of pre-assessment correctly (got very good result in all sections) what should be done? Based on the regulations of LD the leaner should anyway sit in the current literacy class and continue lessons as a learner with other learners in order to complete the literacy course duration (9 months) and receive the certificate by taking 30 or higher scores and completing exact days of presence in the class. This learner would be an intelligent learner and can help other weak learners aligned with the literacy facilitator. If any of the answers of learners in the pre-assessment is Not correct got (good, weak and very weak result), what should be done? Option 1: If the number of learners is just enough to organize one class

in a community, then regardless of the results of the pre-assessment, all the learners can learn together in one class.

Option 2: If there are enough learners to organize two classes in a community. A facilitator can organize one class for relatively advanced learners (Very good and good), and one class for low level learners (weak and very weak), If a leaner got Grade very good or good, but one section is (very weak), he/she should be registered in the low level learners class, considering the results of the pre-assessment as follows:.

However, the class should be organized flexibly, based on the number of learners as well as the convenient time for learners, as many adults have other engagements in life including working at home and/or outside.

25

Chapter 4

Basic and Post Literacy Standardized Assessments

4-1 General information: Literacy program is for 9 months and two books (Basic and Post Literacy) are being taught during this period.

Basic Literacy book; This book contains 108 lessons and 36 exercises which are being taught during six months.

Post Literacy book; This book is taught after Basic Literacy book and has three levels. This book contains 36 topics for each topic there are two lessons, the total number of lessons in Post Literacy are 72 and is being taught in 3months (72 days).

In the process of teaching/learning, facilitators are eager to know the result of conducted activities or changes of learners’ behaviour, knowledge and skills. Therefore, we conduct these assessments to know especially the level of learners’ improvement in reading, writing and math skills. This assessment is developed based on the international and national competencies which have already determined in the LAND Afghan curriculum. Through the assessment questions, we find whether or not learners reached to the required levels of competencies.

4-2 Standardized assessments of learners’ achievement in literacy activities

In Chapter 2, several topics related to the learners’ assessments are discussed, but in this section let’s discuss about the standardized assessments in literacy program during 9 months.

Important characteristic of standardized assessment of learners’ achievement:

Questions are made based on the competencies of literacy curriculum. To be conducted after a certain period of learning. Developed and prepared by professional members and authorized by

related authority. Same questions will be asked all over the country to every learner.

In total the following three standardized assessments for learners’ achievement are considered in literacy activities in Afghanistan:

1) 1st assessment: This assessment is conducted after lesson 54 of Basic Literacy: “3months after starting a literacy class” (Annex 3).

26

2) 2nd assessment: It is conducted at the completion of Basic Literacy book (after lesson 108): “6 months after t starting a literacy class” (Annex 4).

3) 3rd assessment (Post literacy):

This assessment is at the completion of post literacy book: “9 months after starting the literacy class” (Annex 5).

4-3 Objectives Objectives of assessment of learners’ achievements in literacy activities for the facilitator and learners are as follows, which are interwoven with each other.

For the facilitator:

1. To identify the degree of learners' understandings and achievements. 2. To help learners improve their learning, with special attention to slow

learners. 3. To assess his/her teaching based on learners' achievements and bring

necessary changes in teaching method.

For the learner:

1. To know how much they have achieved and learnt. 2. To be active and motivated for further learning by knowing their

achievement level. 3. Certificate: Assessment results will be reflected in the certificate based

on the regulation.

4-4 Who, where and when assessment should be conducted?

Who: facilitator of the class (In case the facilitator is not present, monitor or another facilitator can do it, too)

Where: Literacy classroom (or any other appropriate places)

When:

1st assessment; Right after the lesson 54 of basic literacy.

2nd assessment; at the completion of Basic literacy book.

3rd assessment: At the completion of Post literacy book.

27

4-5 Implementation steps of 1st, 2nd and 3rd assessments:

Step1: Preparations before assessment

Before teaching lessons 54 and 108 of Basic Literacy specify the assessment day and inform it to the learners and tell learners to bring needed materials such as pen, paper or notebook on the assessment day.

Give necessary information about the assessment to the learners. E.g. this assessment is to know your progress in writing, numeracy, reading and other information. Even if you get high or low scores, it does not mean that you are failed or passing, or repeating the class. Based on the result I will try more to teach you better and help more with the learners who got low scores. All of the learners will be preceded to the next level.

Before completing lessons 54 and 108 of Basic Literacy and Post- literacy, the facilitator prepares the assessment tool and result record sheet in cooperation with the monitor.

Preparing needed materials: 1. Related assessment tool 2. Results record sheet 3. Board, duster, chalk and pen

Reading contents of the assessment tool. Studying assessment guideline.

Duration: 1st, 2nd and 3rd assessments are conducted in two hours (120 min) respectively. - Class arrangement: 10 min - Written assessment: 40 min - Oral (reading) assessment: 70 min

The facilitator can adjust the time of written and oral assessments as needed.

If the Number of learners in a class is too many, facilitator can decide whether to conduct the oral assessment on the same day or next day.

Note: If any learner is absent or comes late on the assessment day, you can

assess him/her next day when they are present to class. There is no lesson on

the assessment day, but if a learner has any problem you can solve it before

conducting the assessment.

28

Step2: How to conduct assessment?

The 1st and the 2nd assessment (Basic Literacy) and the 3rd assessment (Post literacy) are conducted in two parts:

At first, written part and then oral parts should be conducted.

If requested by learners to conduct written part today and oral part tomorrow, the request can be accepted by the facilitator as needed. This is because that Non-formal education is to be conducted in a flexible manner in consultation with learners, based on their life situation.

Duration: 40 minutes: For time allocation to each question refer to the 1st and 2nd assessment questions of Basic Literacy in pages 38 and 46 and the 3rd assessment (Post Literacy) in pages 54.

Methods of assessment 1) Organize the learners in class by arranging them in appropriate spaces

from one another, so that they will not see paper of one another. If there is not enough space in the class;

If possible find a wider place for conducting written assessment. Facilitator should try to convince the learners to not cheat, and

understand them to solve the question themselves, because I want to know yours real level of learning achievements.

A) Written assessment B) Oral Assessment

A) Written Assessment;

Writing and math parts of 1st, 2nd and 3rd assessments which are consists of 10 questions must be conducted as written assessment.

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2) Tell the learners to have a pen and notebook or white paper with them.

3) Say some information about how to write the answers, E.g. explain the way of written assessment questions for the learners and say: there are two parts in written assessment; writing and math. I will read or write on the board the writing and math parts questions and then you will write answer of each question in accordance with the sequence of the questions, such as the 1st answer, the 2nd answer, the 3rd answer and so on in their paper or notebooks.

4) Then, Facilitator asks each question of the writing part according to the given instructions for each question (How to ask, time of each question and scoring are mentioned in "page 36 “, "page 44 “ and “page 52“ 1st , 2nd and 3rd assessments questions), and asks learners to write the answers in notebooks or paper. It is better to ask learner to listen carefully to the questions and write the accurate answer.

5) After asking each question, give the learners enough time to solve it. After completing the writing part, the facilitator asks learners to draw a horizontal line in their paper/notebooks to separate writing and math parts.

6) Then facilitator asks the

questions of math part based on the given instructions. In 1st, 2nd and 3rd assessment the 4 basic mathematic operation questions have a sentence, facilitator should read the sentence and then write the math question on the board and asks learners to copy

Note: Maximum time for each question is as allocated in the

guideline, so facilitator need to keep the time, in case that learners

could answer the question earlier then the allocated time, you can go

on to the next question

Note: Learners do not need to write the question in their papers, they

have to write only the answer E.g. Q1. In writing part of 2nd

assessment is: (Write names of four kinds of fruits), Learners should

write only names of 4 fruits, not the question itself.

Note; the facilitator asks all the learners to write their names on their

papers or in notebook paper. If any of them could not write his/her

name then facilitator helps him/her.

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the question and then solve it in their papers.

7) After finishing written assessment questions, collect all the answer papers from learners.

Needed materials: - Related assessment tool: If you conduct 1st assessment you should use the

reading part questions of 1st assessment, and the same for 2nd or 3rd assessment.

- Learners' written assessment papers (Handwriting): - The answers sheet you collected from each

learner should be used for scoring of reading part assessment as you see in the picture.

- Assessment record sheet - Pen

Method of assessment:

- After collecting papers of learners, the facilitator arranges learners to sit in their places.

- Then facilitator invites learners one by one according to the order of the written assessment paper collected from each learner.

You can see a good practice by Balkh and Nangarhar facilitators about the reading part of 1st assessment. They wrote the reading part questions in flash cards.

B) Oral Assessment

Reading parts of the 1st and 2nd assessments of Basic Literacy and the 3rd assessment of Post- literacy book are done as oral assessment

Duration: 70 minutes (Facilitator can adjust time of the oral assessment as required)

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- Facilitator asks all the reading part questions to each learner according to the given instructions in ("page 36 “, "page 44 “ and “ page 52“ for 1st , 2nd and 3rd assessments questions).

- Write the memo of the correct and wrong answers in each learner's written assessment paper, like Q1 = (2 scores), Q2= (zero).......Q5= (2 scores) and so on.

Note: To keep good discipline ask each learner after the oral assessment

to leave the class for their business or home.

Reading part score of

each learner should be

recorded in his/her

written assessment paper.

Note: Before inviting learners one by one for conducting the reading

part questions, facilitator should select an appropriate place for

him/herself, so that other learners could not hear their question and

answers.

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4-6 Assessment record sheet As it has mentioned before, assessments of Basic Literacy has 2 sections (writing and oral). You can record scores of each section in the record sheet as follows:

Please refer to Annex 6 for the Record Sheet for Assessments of Learning Achievements.

Record Sheet for Assessments of Learning Achievements

1- Province ( ) 2. District ( ) 3. Village ( ) 4- Name of Facilitator ( )

Post-literacy

1st assesment 2nd assesment 3rd assessment

Writing

Math

Reading

Total

LEAF2/LD

Total

Score of

Assessments

Graduaction GradeLiteracy skills Basic Literacy

6- Date of Assessment: (1st assessment "Basic literacy" ( / / ) 2nd Assesment "Basic literacy" ( / / ) 3rd assessment "Post literacy" ( / / )

S/N

7- Learners' Graduation Grade by completing at least 108 days (female) and 129 days (male) attendance and total scores of assessment: First (100 -75 scores) Second (74- 50 scores)

Third (49 -30 scores) Fourth (29 - 1)

Number of Present

DaysLearners' Name Father's Name

5- Code No: ( )

Assessment record sheet is consists of the following parts:

1. Province: name of related province 2. District: name of related district or area. 3. Village: name of related village. 4. Facilitator’s name: 5. Code number: specific course number or code number of each

course. 6. Date of assessment: write the date of each assessment in the blanks

e.g. 1st Assessment, 2nd Assessment (Basic Literacy), and 3rd Assessment (Post Literacy).

7. Serial number: Attendance number of each learner is written here. 8. Learner’s introduction: contains name and father name of learner. 9. Literacy skills:

Writing, math and reading skills are being assessed during Basic Literacy assessments (1st assessment and 2nd assessment) as well as in the 3rd assessment (Post literacy).

Post-literacy


Writing

Math

Reading

Total

Total

Score of

Assessments


S/NNumber of Present


10. Scores: The following table shows distribution of scores for each assessment;

Literacy level

Name of assessment

Score of each skill Score

Basic Literacy 1st Assessment

Writing: 10 Math: 10 Reading: 10

30

33

2nd Assessment Writing: 10 Math: 10 Reading: 10

30

Post literacy 3rd Assessment

Writing: 20 Math: 10 Reading: 10

40

Total Scores 100 - In Basic literacy assessments (1st and 2nd assessments), the total scores for each assessment are 30 scores (Writing: 10, Math: 10, Reading: 10).

- In the 3rd assessment (Post Literacy), the total scores are 40 (Writing: 20, Math: 10, and Reading 10).

- The total scores of Basic Literacy and Post Literacy assessments are 100.

11. Attendance percentage: According to the literacy department regulations, literacy class learners should complete definite percentages of the attendance in order to be able to receive certificate. The exact presence percentage is 50% for female, which is 108 days out of 216 days including both Basic and Post literacy books. For male it is 60% which is 129 days out of 216 days including both Basic and Post literacy books. But if due to some reasons or holidays the education year become shorter the percentage should be counted based on the real no of days in education years. Learners can join in each assessment of Basic and Post literacy even if they don’t complete the exact percentage of attendance, but they will not be certified at the end of the course.

12. Graduation grade: After the completion of the Post literacy assessment, as it is mentioned in the record sheet, you can specify each learner’s grade based on the total scores he/she has got in the assessments and the number of his/her attendance days in the literacy class. For example, if the total scores of a learner in three assessments are between 75-100 and completed 50% or 108 days of attendance (female) and completed 60% or 129 days (male), it is called as the first category/grade. If the total scores of a learner is among 50-74 and completed above attendance days, it is called 2nd category/grade. If the total score is between 30-49 with completing required attendance days as mentioned above is the third category/grade and if the total score of a learner is less than 30 it is 4th category/grade (Repeater). And also if a leaner get even high scores like 81, 69, 57… but don’t complete required attendance days of literacy program that is a grade 4 or repeater learner. 13. Signatures: At the last part of record sheet there is space for signature of facilitator, monitor, DLC, DED and PLC managers.

Please see the sample of the record sheet which is filled for some learners:

34

Record Sheet for Assessment of Learning Achievements

Post-literacy


Writing 8 9 18 35

Math 6 8 10 24

Reading 10 10 7 59

Total 24 27 35 86

Writing 6 8 15 29

Math 10 10 8 28

Reading 8 9 6 23

Total 24 27 29 80

Writing 4 4 9 17

Math 6 4 8 18

Reading 8 6 4 18

Total 18 14 21 53

Writing 2 3 3 8

Math 2 4 4 10

Reading 2 3 3 8

Total 6 10 10 26

No Of present

days

200

180

130

210

1- Province ( ) 2- Name of District ( ) 3- Name of Facilitator ( )

Father's NameTotal

ScoreLiteracy skills

Basic Literacy

4 Hussain Ali Repeater

2 Sabir khan Grade 2

3 Mahbob shah Grade 3

Shah wali

Rahmat khan

Rajab Ali

7- Learners' Graduation Grade by completing at least 108 days (female) and 129 days (male) attendance and total

scores of assessment: 1st (100 -75 scores) 2nd (74- 50 scores) 3rd (49 -30 scores) 4th (29 - 1)

1

4- Date of Assessment ; (1st assessment "Basic literacy" ( / / ), 2nd Assesment "Basic literacy" ( / / ), 3rd assessment "Post literacy" ( / / ))

S/N

Jan AliShah pour

Grade

Grade 1

Learners' Name

4-7 How to use assessment results?

A. The 1st and the 2nd assessment (Basic literacy) The facilitator distributes learners their handwriting papers and asks

them to see their errors. By this way they will know their results. After sometime the facilitator has to collect all the papers back. Learners should not write anything in the papers.

The facilitator keeps the assessment record sheet with him/her, so that s/he can use it for improving the teaching process. Also, the facilitator may know who needs more support and cooperation, and then friendly ask intelligent learners to help with slow learners. In order for slow learners not to feel humility, the facilitator says something about the importance of cooperation with each other for improving their knowledge.

The facilitator gives a brief report of each assessment (1st and 2nd assessment) to the monitor.

The facilitator keeps the record sheet with him/her to record the 3rd assessment (Post literacy) result.

If after completion of Basic Literacy (after the 2nd assessment) a learner cannot continue the class due to personal problems, etc., the facilitator in consultation with DLC can confirm learners’ graduation from Basic Literacy (Grade 2).

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B. The 3rd assessment (Post literacy) Based on the total of all 3 assessments (1st, 2nd and 3rd assessment),

identify the grade of each learner. Give necessary information to the learners about the importance of

continuing learning and further study. If some follow up materials are available you can provide to the

learners. Submit the results record sheet to the DLC to issue certificate of

graduation to the learners based on the regulation of LD.

36

4-8. 1st assessment tool is consists of writing, math and reading questions. In total there are15 questions, the writing and math 10 questions are to be conducted as written assessment and the 5 reading part questions as oral assessment individually from each learner.

37

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4-9. Guidelines about the 1st assessment questions: Facilitator can read the detailed guidance about each question (time, how to ask, correct answer and how to score) of the 1st assessment as below:

1. Writing part questions: This part has 5 questions, each question has 2 scores, and total score is 10. Q1 Your name.

Time 3 minutes

How to ask Facilitator guide learners to write their names on their papers completely.

Correct Answers

Writing name of each learner.

Scoring - If answer is correct = 2 scores

- If answer is wrong = (0) score.

Q2 Write: ZH (ژ )

Time 3 minutes

How to ask Facilitator repeats (ZH) letter to the learner three times to write on their papers.

Answer Writing (ZH) letter.


- If answer is not correct = (0) score

Q3 Write: I (Two letters word)

Time 3 minutes

How to ask Facilitator repeats "I" word clearly and repeatedly 3 times until the learners could write in their papers.

Answer Writing "I" word completely.



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Q4 Write: Desk

Time 3 minutes

How to ask Facilitator read “desk" word clearly and repeatedly 3 times to the learners, to write in their papers.

Answer Writing "desk" word completely.



Q5 Write: Wealth

Time 3 minutes

How to ask Facilitator reads "Wealth" word obviously and repeatedly 3 times to the learners to write in their papers.

Answer Writing “Wealth " word completely.



2. Math Part questions: This part has 5 questions, each question has 2 scores, total 10 scores. Q. 1 Write: 8

Time 2 minutes

How to ask this question

Facilitator repeats (8) repeatedly 3 times to the learners to write in their papers.

Answer Writing "8"



40

5 3 +

4 2

Q. 2 Write: 69

Time 2 minutes

How to ask Facilitator asks learners to write "69", repeat the number 3 times

Answer Writing number "69".



Q. 3 Ahmad had 42 sheep and buys 53 more, find out how many sheep he will have in all?

Time 5 minutes


Facilitator reads the sentences of Q3 ,

writes the question on the board as

shown in the figure and asks

Learners to write in their papers and then Solve it.

Answer Writing (95) in the total



Q 4 Farida had 85 Afs and then she bought

some notebooks by 71 Afs, find how many Afs remain with her?

Time 5 minutes

How to ask Facilitator reads text of the subtraction

question and then write it on the

board and asks learners to write in

4 2 5 3 +

7 1 -

8 5

7 1 -

8 5

41

their papers and then solve it.

Answer 14



Q 5 Write each digit of the following number in its related blank in given figure:

Time 5 minutes

How to ask Facilitator writes number and

given figure on the board and

guide learners to copy in their

papers and then write each digit in their related blank spaces.

Answer hundreds Tens ones



3. Reading part questions: This part has 5 questions, each question has 2 scores, in total 10 scores. Q. 1 Facilitator randomly selects two (one 3 digit and one 2 digit

number) from the following numbers to the learner to read:

Time 1 min

5 9 4

594 Hundreds Tens Ones

Hundreds Tens Ones

42

How to ask Facilitator shows learner one number from 3 digit and one from 2 digit numbers to read.

answer Reading selected number completely.

Scoring - Reading both number correctly = 2 score

- Reading only one number = 1 score

Q. 2 Facilitator asks each learner two of the following words to read:

HealthFather Homeland Good

WorkBread Think Clean

Time 1 min

How to ask Facilitator asks learner two of the above 3 letters words to read.

answer Reading both words completely with correct pronunciation.

Scoring

- Reading both words correctly = 2 score

- Reading only one word = 1 score

Q. 3 Facilitator randomly select two words to the learner to read: MunificenceExpenditures

HumanNeed

SkillJob

TailoringAdvice

Time 1 min

How to ask Facilitator points out two of the above 5 letter words and asks learner to read.

answer Reading selected word completely with correct pronunciation

Scoring

- Reading both words correctly = 2 score

- Reading only one word = 1 score

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Q. No: 4 Facilitator randomly select one sentence to the learner to read:

Murad is working. Literacy is good.

Asad went to school. Khadija was facilitator.

Time 1 min

Correct answer

Reading selected sentence completely with correct pronunciation.

Scoring - Reading sentence correctly = 2 score

- Reading 2 word of sentence = 1 score

- Cannot read = (0) score

Q No: 5 Facilitator randomly select one of the following billboard and show it to the learner to read it.

Time 1 min

How to ask Facilitator randomly select one of the billboard to a learner and ask him/her to read it.

answer Reading content of the signboard correctly.

Scoring - Reading all the contents correctly = 2 score

- If can read 1 sentence correctly = 1 score

44

4 4-10. 2nd assessment tool is consists of writing, math and reading questions. In total there are15 questions, the writing and math 10 questions are to be conducted as written assessment and the 5 reading part questions as oral assessment individually from each learner.

45

46

:questions assessment nd2 uidelines about theG11. -4 Facilitator can read the detailed guidance about each question (time, how to

as below: 2nd assessmentthe of ask, correct answer and how to score)

1. Writing part questions: There are 5 questions in this part, each question has 2 score, in total 10 scores.

Q1 Write names of four kinds of fruits.

Time 3 min

How to ask Ask learners to write names of four kinds of fruits they know. Learners should not write the question, but only the answer.

Answers - Writing names of 4 fruits correctly, Doesn’t matter whether it’s dry or fresh fruit. For example; Apple, Pear, walnut, Almond etc. - If learners write more than 4 fruits it's ok.

Scoring - Writing names of 4 fruits with correct spelling = (2) scores - Writing names of 4 fruits with spelling mistakes, but reader can understand = (1) score - Writing names of 2 or 3 fruits correctly = 1 score - If learner write names of more than 4 fruits, the correct names will be counted as correct answers (ignore the others)

Q 2 Write 2 sentences about your "homeland"?

Time 3 minutes

How to ask Facilitator asks learners to write 2 sentences about the "homeland". Learners should not write the question, but only the answer.

Answer Writing 2 sentences about "homeland".

Example; We love our country, our country is beautiful.

Scoring - If write 2 sentences correctly= 2 scores

- If write 1 sentence correctly = 1 score

- If write 2 sentences with spelling mistakes, but reader can understand it = 1 score.

47

Q 3 Write a letter to your family member who is far from home.

Time 7min

How to ask - Facilitator tells learners suppose one of your family members is far from house, write him/her a letter to express him/her family situation.

Answer - Write a personal letter that states family situation.

Scoring - Writing a letter correctly without spelling mistakes = 2 scores - Writing a letter with spelling mistakes, but reader can understand the concept = 1 score.

Q4 Fill in the following "Leave Form".

Time 5 min

How to ask Facilitator writes this leave form on the board and tell learners, "if you cannot come to the class tomorrow and you submit this leave form to me(facilitator)". Then, ask learners to write it from the board and fill in the blanks in their papers.

Answer Fill in all 4 blanks (Date, Reason of leave, number of days and name) correctly. For example:

Scoring - If learner completely filled all the blanks correctly = 2 scores

Date: _________________ To: Facilitator Reason: ____________ Number of days: __________ Name:___________________

48

- If learner completed all blanks with spelling mistakes, but reader can understand it = 1 score

- If learner completed 2 or 3 blanks correctly = 1score

Q 5 Write these numbers:

5692 8317

Time 3 min

How to ask Facilitator tells each 4 digit number repeatedly 3 times and asks learner to write them in their papers.

Answer Writing both numbers correctly: 5692 and 8317

Scoring - If learner write both 4 digit numbers correctly = 2 scores.

- If learners write one 4 digit number correctly = 1 score.

2. Math Part questions: This part has 5 questions, each question has 2 scores, total 10 scores.

Q 1 A farmer sold his wheat and rice products respectively by 1369 and 5422 Afs. How many Afs did he earn in all ?

Time 4 min


Facilitator read the sentences of the

question and then write the question

on the board and asks learners to write

it in their Papers and then solve it.

Answer Write (6791) as sum.

Scoring -If answer is correct= 2 scores.

-If not correct = zero.

1369 5422 +

49

Q 2 Mahmood had 3452 Afs, he gave alms 1216 Afs to the poor people. How many Afs left with him?

Time 3min

How to ask Facilitator read the sentences of the

subtraction question and then write

on the board and asks learners to write

It in their papers and then solve it.

Answer 2236

Scoring - Correct answer = 2 scores

- Wrong answer = 0 score

Q 3 Fatima and her husband went to bazzar to buy cloth for their childern for Eid. If the cost of one meter of cloth is 56 Afs, How much do they need to buy 6 meters of cloth?

Time 3min

How to ask Facilitator read the question and meanwhile

Write numbers on the board, as shown in

the figure and then asks learners to write

in their papers and then solve it.

Answer

Scoring - Correct answer= 2 scores.

- Wrong answer = 0 score

3452 1216 -

56 × 6

336

56 × 6

6

3452 1216 -

56 × 6

50

Q 4 Ahmad is a shopkeeper, he has 24 kgs rice and wants to give it to 2 persons equally. How many kgs rice will be given for each person?

Time 3 min

How to ask - Facilitator read the question and meanwhile

Write numbers on the board, as shown in

The figure and then asks learners to write

in their papers and solve it

Answer 12

Scoring Correct answer= 2 scores.

Wrong answer = 0 score.

Q 5 How many minutes are there in one hour?

Time 2 min

How to ask Facilitator asks learner to find and write how many minutes are there in one hour.

Answer 60 min



51

Reading part questions: This part has 5 questions, each question has 2 scores, in total 10 scores.

Q 1 Facilitator shows two pictures to the learner and asks him/her to show the related word among list of words and then read them.

Time 1 min

How to ask Facilitator indicate every individual learners two different pictures and to find its word and then read.

Correct Answer

- Find and read the selected words correctly.

Scoring - If can find and read both words = 2 scores

- If can find and read only one word= 1 score

Q 2 Facilitator selects one sentence and asks the learner to read it?

Mothers should keep medicine out of reach of children.

We pay attention to education of our child.

Pray in Juamaat (Gathering) has best rewards.

Healthy food has benefits for health of human.

Time 1 min

52

How to ask - Select only one sentence to the learner to read.

Answer Reading the selected sentence correctly.

Scoring - If can read the sentence completely: 2 scores

- If the learner cannot read 2 words in sentence = 1 score.

- If cannot read more than 2 words in selected sentence = 0

Q 3 Facilitator selects two of the topics to the leaner to read and then talk about one of them for 1 min:

Halal Sport Mother milk Vaccine

Planting Peace

Time 2min

How to ask Facilitator selects two words to the learner to read and then talk about one of them for one minute. If a learner do not know how to start talking about the selected topic, the facilitator should ask him/her some guiding questions e.g. What is the topic? How it is important for our life...

Answer Reading the selected words and talking about.

Scoring - Reading the word and talking about= 2 scores

- Reading both words, but cannot talk about = 0 score

Q 4 Facilitator selects two four digit numbers to the learner to read;

6942 9465 8760 2835

Time 1min

How to ask - Indicate two 4 digit numbers to each learner to read.

Answer Reading both numbers correctly

Scoring - Reading both numbers = 2 scores

- Reading one number = 1 score

53

Q 5 Facilitator tells learner a number orally to find it in the following calendar and then specify related day.

Time 1min

How to ask - Tell every learner any number between 1 and 31 and ask to find the number and then show what day is the day in the calendar.

Answer - Finding correct number and day

Scoring - Finding number and related day = 2 scores

- Finding one of them = 1 score

54

4-12. 3rd assessment tool is consists of writing, math and reading questions. In total there are15 questions, the writing and math 10 questions are to be conducted as written assessment and the 2 reading part questions as oral assessment individually from each learner.

55

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4-13. Guidelines about the 3rd assessment questions: Facilitator can read the detailed guidance about each question (time, how to ask, correct answer and how to score) of the 3rd assessment as below:

1. Writing Part questions: This part has 5 questions; each question has 4 scores, in total 20 scores.

Q 1 Introduce yourself in four sentences (including name, father name, place of living, province and etc(.

Time 3 min

How to ask Facilitator tells learners to introduce themselves in four sentences. Which means they should say for example; their name, father name, place of living, village, province, age and etc as sentences.

Correct Answer

Introducing themselves in four sentences. For example; my name is Shakir. My father name is Naser. I am a shopkeeper in the city. I live at Bala village.

Scoring This question has 4 scores: - Writing 4 or more than 4 correct sentences about introduction= 4 scores. - If learners write 4 sentences having spelling mistakes but reader can get the meaning = 3 scores.

Q 2 Invite one of your friends to the Quran Karim Recitation ceremony by a letter.

Time 4 min

How to ask - Facilitator tells learners to invite one of their friends to the Quran Karim Recitation ceremony by a letter. Learners should somehow answer who? Where? When and for what they invite their friend, in their letters.

Correct Answer

- Writing a letter for inviting their friends. For example; Mr. Ahmad Khan we have Quran Karim Recitation ceremony at 10 AM tomorrow. You are invited to come to our house which is located in Bala village.

Scoring This question has 4 scores:

- Writing the letter completely = 4 scores.

- Writing incomplete letter, for example; if in the letter it was not clear who is invited, where, when and for what? in this

57

case 1 or more scores should be decreased.

- If the letter can answer all above mentioned questions, but there are spelling mistakes that reader can get the meaning = 3 scores.

Q 3 Prepare grocery list for the wedding ceremony as below:

No Materials Quantity 1

2

3

4

Time 4 min

How to ask Facilitator draws the above table on the board and tells learners to draw the table on their papers and then write name of four materials which are needed for a wedding ceremony with their quantity.

Correct Answer

Writing names of four materials with their quantity in the table, for example:

No Materials Quantity 1 Rice 5 sack

2 Cooking oil 10 Can

3 carrot 2 kg 4 Flour 2 sack

Scoring - Writing names and quantity of four materials correctly = 4 scores.

- Writing names and quantity of 2 materials = 2 scores.

- Writing only quantities without names = Zero

Q 4 Write four sentences about literacy.

Time 4 min

How to ask Facilitator tells learners to write four sentences about literacy, they can write about need, importance and benefits

58

of literacy.

Correct Answer

Writing four sentences about literacy. For example:

Literacy is good. Learning is obligatory for Muslim men and women. Literacy is light. Literacy has benefits. I can read signboards....

Scoring - Writing four sentences about literacy = 4 scores.

- If there are spelling mistakes but reader can get concept = 3 scores

Q 5 Write a distich of any poem that you know.

Time 3 min

How to ask Facilitator tells learners to write one distich of any poem that they know.

Correct Answer

Writing one distich of a poem. For example; A distich of Dari poem

How nice and true prophet said

To seek knowledge from cradle to the grave.

Scoring - Writing both hemistich of distich correctly = 4 scores.

- If there are spelling mistakes, but reader can understand it = 2 scores

59

2. Math Part questions: This part has 5 questions, each question 2 scores, total 10 scores.

Q 1 Write number 582367 in the related place value cells:

Ones Tens Hundreds Thousands 10 Thousands

100 Thousands

Time 3 min

How to ask

Facilitator writes number (582367) and draws

the above table on the board and tells

learners to write each number in the related

place value cell.

Correct Answer

Ones Tens Hundreds Thousands 10 Thousands

100 Thousands

7 6 3 2 8 5

Scoring

- Writing all 6 digits of the given number in related cells = 2 scores.

- Writing 3 digits in order in the related cells = 1 score.

- Writing one or two digits = zero.

Q 2 Ahmad sold grapes by 85349 Afs and some apples by 35792 Afs, find out totally how many Afs he earned?

Time 3 min

How to ask Facilitator reads the content of this question

and simultaneously writes the numbers on

the board as shown, and tells learners to

write the numbers in their notebooks and then solve.

Answer 121141

85349 35792 +

85349 35792 +

582367

One

s

tens hundre

ds

thousa

nd

10

thousa

nd

10

thousa

nd

100

thousa

nd

60

Scoring -Correct answer= 2 scores.

-Wrong answer = 0 score.

Q 3 Naser had 76843 Afs and spent 53954 Afs for building a house, find out how many Afs left for him.

Time 3 min

How to ask Facilitator reads the content of this

question and simultaneously writes

the numbers on the board as shown,

and tells learners to write the Numbers

in their notebooks and then solve them.

Answer 22889



Q 4 Price of 1kg carpet weaving string is 53 Afs, find out price of 428 kg of carpet weaving string.

Time 3 min

How to ask Facilitator reads the content of this question writes the numbers on the board as shown simultaneously, and tells learners to write the Numbers in their notebooks and then solve them.

Answer 22684

76843

53954 -

76843

53954 -

61



Q 5 Amina bought 560 notebooks from bazaar and wants to distribute them to 16 literacy courses, find out number of notebooks for each course.

Time 3 min

How to ask Facilitator reads the text of this question

and writes the numbers on the board as

shown simultaneously, and tells learners to

write the Numbers in their notebooks and then solve them.

Answer 35

Scoring -Correct answer= 2 scores.

-Wrong answer = 0 score.

3. Reading Part questions: This part has two questions. Question one has 2 scores and Question number two has 8 scores, total 10 scores.

Q 1 Dear facilitator randomly select one of the following billboards and ask each learner to read it and say what it is..

Time 2 min

How to ask Facilitator asks learners to read the selected sign board completely and say briefly what has written in it.

Correct Reading all the writings and say what it is. For example; it is a billboard of a tailoring. It is for female and male. It

62

Answer accepts each kind of clothes order.

Scoring This question has 2 scores:

-Reading and say what is written = 2 scores.

-Reading only the contents correctly = 1 score.

Q 2 Dear facilitator ask each learner to read the following text and then ask him/her one of the following question.

Ahmad was a learner and completed the literacy class.

One day his neighbour’s wife came to Ahmad’s home and asked him to bring her son’s letter to Mullah Emam to read.

Ahmad said: I will read it for you.

Woman said: Can you read?

Ahmad said: Yes! I can read the letter, because I graduated from the literacy course.

Ahmad read the letter and then explained it briefly to the woman that your son wrote; his task completed, He sent 2,000,000 Afs for building Masjid of village and he also wrote that he will send 135,000 Afs more after two months.

Questions: Q1: Why did neighbour’s wife came to Ahamad's home?

Q2: Who read the letter?

Q3: How Ahmad became a reader? Q4: How many Afs did her son sent for Masjid building?

Time 4 min

How to ask

First, facilitator asks each learner to read contents of the table carefully and then asks them one of the four questions.

Correct Answer

Reading content of the table.

Answering to one of the questions.

Below are sample of correct answers for each question:

Answer 1: For sending her son’s letter to the Mullah Imam to read.

-Because she couldn’t read the letter.

63

-Asked Ahmad to help her reading her son’s letter.

Answer 2: Ahmad.

Answer 3: Went to literacy course.

Answer 4: 2 million Afs.

Any answer that somehow tells the purpose.

Scoring This question has 8 scores in total.

Reading all the text completely = 6 scores

- If a learner cannot read 2 words from the whole text 1 score should be deducted.

- If cannot read 3-4 words, deduct 2 scores.

- If cannot read 5-6 words, deduct 3 scores.

- If Cannot read 7-8 words, deduct 4 scores.

- If Cannot read 9-10 words, deduct 5 scores.

- If cannot read more than 11 words, deduct 6 scores

-Answering one of the questions related to the content = 2 scores.

Annexes

Annex-1

LEAF2/LD

2. Father's Name 3. Age 4. Gender5. Mother

tongue

6. Grade

completed7. Job

1

Q1

Q2

Q3

2

Q1

Q2

Q3

3

Q1

Q2

Q3

4

Q1

Q2

1

2 Use diarrhea medicine.

Q3

1

2

Municipality

Municipality & People

Write your name.

Write your province name where you are from?

Whose duty is to keep the environment clean.

In order to prevent diarrhea, what should you do?

Wash hands by soap and clean water, and wash fruits and vegetables before eating.

How many pillars does Isalm have?

Facilitator reads the following questions and two given sentences, and then asks learner to select the

correct answer.

Read one of the following words:

If you have 24 and add 10 more, how much will be the total?

If you deduct 28 from 38, how much will remain?

How many apples are there in the below picture:

LiteracyBook Mother Pray

Other necessary knowledge for life



Literacy Department

Math

Pre-Assessment

write (Eight).

General Information: Facilitator asks the following information from each learner:

Read the sentence

1. Name of Learner

Reading

Facilitator asks learner to read only one letter from the following alphabet table.

Clothes must be clean

Writing (Facilitator reads the questions to learner, and then learner writes the answer)

8. Reasons for joning a litearacy

class

Annex-1

Annex-2

Annex-2

Annex-3

Annex-3

Annex-4

Annex-4

Annex-5

Annex-5

Record Sheet for Assessments of Learning Achievements

1- Province ( ) 2. District ( ) 3. Village ( ) 4- Name of Facilitator ( )

Post-literacy


Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

Writing

Math

Reading

Total

5- Code No: ( )



Literacy Department

Number of Present


6- Date of Assessment: (1st assessment "Basic literacy" ( / / ) 2nd Assesment "Basic literacy" ( / / ) 3rd assessment "Post literacy" ( / / )

S/N

7- Learners' Graduation Grade by completing at least 108 days (female) and 129 days (male) attendance and total scores of assessment: First (100 -75 scores)

Second (74- 50 scores) Third (49 -30 scores) Fourth (29 - 1)

LEAF2/LD

Total

Score of

Assessments


Annex-6 Annex-6

Documents

Annex - JICAEng).pdf · certificate. Ministry of Education. Learners’ Assessment . Islamic Republic of Afghanistan Literacy Department ... Fazl Ahmad CLC Officer Abdulrazaq Khogiyani