TIIE-EL-Endline Report
Introduction
As a part of the Technology Integration for Inclusive Education (TIIE) project of IT for Change, a module was developed for assessing mathematics and language abilities of students in grades 6 and 7 in government higher primary schools in Bengaluru at the end of the academic year and a series of interactions. The aim was to facilitate an understanding of their progress through the year. The end line engaged around x students from x schools in a series of activities, wherein students worked individually or in pairs to complete assigned tasks. Their responses were used to learn more about students’ levels of learning, cognitive skills, their engagement and the challenges they faced.
Objectives
Methodology
End line module design - GMP
The sessions in the schools have primarily focused on maths, language and SEL to some extent. The end-line assessment will assess students’ foundational competencies in maths and language that the project has attempted to develop using inclusive pedagogies. The end-line assessment will take into account students’ learning in the curricular areas that were focused on during the classroom sessions, students’ perspectives on inclusivity in the classroom, teacher perspectives on students’ responses and learnings, facilitators’ reflections from the sessions, camps and workshops conducted.
The assessment will incorporate UDL principles in its design and implementation. The assessment tools will be similar to what had been used during the baseline where interactions were done individually and in small groups with the students in a non-test-like environment. Maximum care would be taken to ensure that students don’t feel nervous or scared. Multiple modes of assessment will be employed to allow students to show their learning in different ways. It will also include student portfolios to be able to track students’ learning progress over the course of the project.
In the baseline it was found that students across schools have behavioural issues and struggle with interpersonal skills. Taking this into consideration, the TIIE sessions have tried to incorporate elements of SEL. Observations, evidence and students’ responses from the sessions will be analysed to understand the extent to which some of these elements have been internalized by the students or have helped address some of the issues.
As part of the maths assessment, students’ understanding of place value, addition, subtraction and multiplication operation was assessed. Providing multiple means of actions and expressions is a key principle of UDL which underlines the need to differentiate the ways in which learners can express what they know and understand. The maths end-line assessment will incorporate this by evaluating students’ abilities in different formats.
End line Mathematics activities
As part of the language assessment, the objective here was to understand the language competencies of students at the time of the end line study. The relative change in these competencies between baseline and end line, in the intervention schools, was meant to provide important inputs on the effectiveness of the TIIE implementation. Questions were used to assess students' skills such as listening, speaking, reading, and writing, creative expression and their ability to follow instructions, based on pre-designed rubrics. The tool was then digitized using a Free and Open Source Software (FOSS) called ‘Xerte’. Data collection was done digitally and uploaded to a central aggregate platform using the FOSS phone app ‘ODK Collect’ for the rubrics corresponding to different ability/ competency levels for each of the skills assessed. This was conducted face-to-face for each individual student.
Student interaction
Students’ feedback on the different inclusive strategies used in the classroom such as working in smaller groups, differentiated instruction, multiple modes of engagement, alternate models for understanding, etc. taken informally through one-on-one or small group interactions.
Questionnaire for children for collecting feedback
1. Which of the Maths sessions was/ were your favourite? Why?
2. Which of the Language sessions was/ were your favourite? Why?
3. Did you learn something new in the sessions? What was it?
4. Have you tried reading stories in other languages (in Language Lab)? Did you like the stories? Why/ Why not?
5. What did/ do you like the most about our sessions? Why?
6. What did/ do you not like about our sessions? Why?
Teachers feedback
Teachers’ perspectives on whether the sessions have contributed to any positive change in students captured through interviews with subsequent questionnaire.
Questionnaire for teachers for collecting feedback
Introduction of Teacher-Name, Class, Subject,
1. How is the children's participation in this year's classes?
2. Have children ever shared/ told you anything about our class/ activity?
3. Do you think our classes have any effect on children? Can you give an example?
4. What is your favourite aspect of our classes? Why
5. Are there any reasons why you are unable to attend our classes?
6. At your school, what changes can we make to improve our work? Would you like to give us some advice on that?
7. What are some challenges your school faces, which a program of our kind will not/did not address at all.
8. Would you like us to continue working in your school next year? Why?
Methodology :
TIIE school sessions have been conducted in the 5 participant schools over the course of the last 8 months. An end-line assessment is proposed to be conducted in the participant schools in the second and third weeks of February 2023. Since the same number of sessions covering the same topics could not be conducted in all the 5 schools due to different reasons, the assessment will also be modified accordingly, depending on what has been done in each school.
Piloting Mathematics end line tool at Byrasandra school. (Asha comment in telegram - We noticed yesterday in the baseline data that most students were able to solve addition without carry-over, and they would’ve had practice over the course of the year as well. Hence, for the end-line, we thought we need not assess this again.)
