Macro Survey and Evaluation in English Nali-Kali

Macro Survey and Evaluation of English Nali-Kali

Introduction 

Evaluation is normally conducted at 2 levels:

  1. The first is at the level of the child and the classroom.
  2. The second is at the level of the system which includes:

  • The quality of implementation of the programme at the level of the school and teacher.  
  • The quality of the support that the teacher is receiving at the level of the school, cluster, block district and state.

Data on the above indicators are often important as it provides important pointers on the gaps in classroom processes and provides points for steps to be taken to fill the gaps.

These gaps can be at the level of supplies monitoring and support but most importantly at the level of the teacher to understand the support required.

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Evaluation and Supervision

Evaluation and supervision in education is expected to be a supportive process, not a punitive one. 

Especially in the early years of a programme when a method is being tried out, it is important to understand what is going right and what is not working.

In the first year of the programme, a lot of effort was spent in trying to find out the quality of the material, ease of transaction and how the curriculum can be made more teacher and student-friendly.

In the next few years as the curriculum is implemented over a larger number of schools the attempt of the evaluation will be to check on issues that require handling and gaps in teachers understanding and transaction that have to be filled with training.

For this reason, it is important that the teachers, CRPs and BRPs are honest and accurate in their reviews and reportings that the gaps can be filled in the early years of the programme.

Non-negotiables in ENK

In order to make the review system fair and ensure that schools are not held responsible for matters over which they have no control, the review system starts with ensuring that all the basic conditions are necessary for the classroom to function effectively is in place. 

These are called non-negotiable items without which it is difficult to get quality. Non-negotiable elements  in an ENK programme include the following:

1. All material for teaching Nali Kali must be in the school. 

2. The teacher should have undergone the 5-day training in ENK. 

3. The TPR ratio in the ENK class is 1: 30. 

4. ENK must be allotted 80 minutes a day in the time table. 

5. All 3 classes must be starting at level 1 of ENK. 

System-related indicators

Gaps in the efficiency of the system are measured by factors of availability and access.

Availability 

It is measured by 2 factors, availability of essential TLM for teaching all segments of the programme and trained teacher to teach in the English Nali Kali class.

If any of these 2 conditions are not fulfilled, no further evaluation /review of the school needs to be conducted.

Access 

Even if the teachers and material are present if the school is not allocating 80 minutes for ENK then results are expected to be less than adequate.

Teacher-related indicators

The remaining indicators measure the quality of classroom processes and they include.

Use

Use is measured by a number of indicators:

  • Is the teacher using the materials given or does she continue using the textbook approach? 
  • Is the teacher following the time table or is she just focusing on those segments that she finds easy (e.g. language rhyme and no presentation/ all R&W and very little L&S)
  • Is she using all the TLM or only those a few easy ones (focus on workbooks and not on another part of the teaching process)

Adequate coverage 

It is measured by 2 indicators:

1. whether the teacher is following all the steps laid out in the instructions, and

2. inclusion of all children i.e. whether the teacher includes all children in her teaching or focuses only on a few who are easier to handle.

These two measures assess the quality of the teacher and the impact of her teaching which is the quality of the students.


Teacher quality

Teacher quality depends on the activity that is being implemented and is usually measured by:

Oral work: preparedness /pronunciation/clarity of instructions/ and understanding of methods. 

R&W: understanding of methods/ understanding of Thatte process/ clarity of instruction and / checking of work and correction.

Student performance

Student performance is checked at 2 points in oral language:
 
1. When the activity is ongoing. This is most essential as teachers need to see which children are seeming to be shy and unsure. Teachers must make a note of children who are hesitant to answer and do not answer. Such students must get special attention in subsequent classes.

2. Weekly reviews must be held informally to check progress, especially on concept understanding and grammar. Students who stumble must be caught early and supported.


Students performance in R&W must be caught at 2 points:

1. Regular checking of the workbook to ensure that children are understanding and doing exercises with understanding.
 
2. 'I Can Do' exercises that act as regular checks at the end of each concept. 

Reporting

It is important that gaps in implementation are brought to the attention of concerned authorities immediately.
 
Availability and access issues should be brought to the attention of administrative heads as these can be sorted out only by administrative action.

Use, and quality issues should be reported to the academic support head who should be able to probe the problem further and come to a conclusion on how the teacher can be supported. 

It may be emphasized again that there may be many causes for poor implementation and the response has to be supportive, not punitive.

Reports from the quality monitors will feed into training and refresher programmes in the following years.

A macro survey at the end of the year will assess these indicators at the end of the year.




Credits: Samagra Shikahsna Karnataka and UNICEF
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