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1© FSG |

Program to Improve Private Early Education

(PIPE) APPROACH TO DEVELOPING SCORING TOOL TO ASSESS READINESS

OF SCHOOLS (STARS) OCTOBER 2022

www.fsg.org/pipepipe@fsg.org

2© FSG |

Glossary of terms (1/2)

YAffordable Private Schools (APSs):Schools that charge fees less than INR 27,200 ($360) per annum, and typically

provide education up to grade 10

YEarly Childhood Education (ECE):The formal education a child receives between the ages two through five. Typically

early childhood is considered to range from birth to age six, this narrower definition has been chosen to reflect the

when formal pre-primary education is typically provided in India YEnglish-medium education: Education where language of instruction is English YMarkers:Indicators or signs that parents use to assess whether their child is learning

Markers to test recall: Questions used by parents to assess their children for content memorized using rote methods

(e.g., asking the child to recite numbers)

Markers to test concepts:

(e.g., asking the child to count items) YPreschooling/ Pre-primary classes:All formal educational classes prior to first grade

YProgram to Improve Private Early Education (PIPE):Program that aims to replace rote with activity based learning in all

300,000 APSs in India

YActivity based learning (ABL): Learning through structured play-based activities, games, and experiences that provide

developmental benefits across the cognitive, physical, and socio-emotional domains

YABL solution provider: Private companies providing ABL solutions including curriculum materials, teacher training and

continuous support for proper implementation of the program

YPartner: Private companies that have partnered with PIPE and provide high-quality ABL solutions to APSs

3© FSG |

Glossary of terms (2/2)

YPartner solutions:Play/ activity based programs including curriculum materials and continuous support for proper

implementation of the program, provided by PIPE partners YPIPE teachers: Teachers teaching in APSs served by PIPE partners

YSTARS: Scoring Tool for Assessing Readiness at School to assess the impact and sustainability of ABL in APSs

YPIPE APSs: APSs using PIPE partner solutions

YControl APSs: APSs using no external interventions YFull curriculum PIPE APSs: PIPE APSs using full school curriculum YSingle subject PIPE APSs: PIPE APSs using single subject curriculum Y1 year PIPE APSs: APSs with partner solutions for 1 year Y2 year PIPE APSs: APSs with partner solutions for 2 years Y3 year PIPE APSs: APSs with partner solutions for 3year Y4 year PIPE APSs: APSs with partner solutions for 4 years

4© FSG |

Agenda

1Overview of the Scoring Tool to Assess Readiness of

Schools

2Approach to developing the tool

2.1Classroom observation

2.2Child learning outcomes

2.3Stakeholder interview

3Key relevant resources

4Backup

5About FSG and PIPE

5© FSG |

PIPE developed the Scoring Tool to Assess Readiness of

Schools with two objectives

Track impactof good pedagogy (e.g. Activity-Based Learning) in preschool by measuring change in the classroom environment and child learning outcomes Track sustainabilityof good pedagogy by measuring administrator, teacher and parent engagement 1 2

6© FSG |

Why the Scoring Tool to Assess Readiness of Schools ?

YAdapted to Indian

context based on existing tools (ECERS 3, IDELA)

YAssesses

stakeholder buy-in on good pedagogy in addition to change in classroom environment and learning outcomes

Efficient Scalable Comparable

YLess than 4 hours

required to complete assessment in a school

Y3-4 days training

required Y expert probing skills

YProduces a simple

score on 100

YEach score has a

clear description

Rigorous

7© FSG |

STARS contains 5 sections to track sustainability and impact of good pedagogy

Description

Rationale

Example

Teacher

interviews

YChecks if teacher

Has received

training to teach in early years

Manages

parent concerns

Recommends

pedagogy

YTeacher capability

and buy-in is essential for good implementation

YHas it been easy

to address parent complaints about the pedagogy?

Sustainability

SectionsAdministrator

interviews

YChecks if

administrator

Knows that

good pedagogy helps learning

Shares

benefits with parents

YAdministrator

understanding and buy-in is essential for continued use of good pedagogy

YAccording to you,

how does a good teacher teach counting?

Parent

interviews

YEvaluates level of

parent engagement

YChecks parents

awareness of and satisfaction with the school

YParent

understanding and buy-in is essential for continued use of good pedagogy

YAt the end of Sr.

KG/ this grade

what should your child know in

English?

Classroom

environment

Child learning

outcomes

YAssesses physical

setup of classroom

YAssesses culture

through peer interactions and teacher-student engagement

YIn a safe classroom

environment students take risks, ask questions promoting better interaction among children and staff

YTeachers asks

open-ended questions and responds positively

YMeasures child

learning outcomes in numeracy, literacy and cognitive task

YAssessments for

end of Sr. KG and

Grade 2

YGood pedagogy

understanding of concepts and learning outcomes YR

YSolve two

subtraction problems (Gr 2)

Impact

Note-Please refer herefor the detailed tool

8© FSG |

The entire tool is scored on 100

Section Numberof

questions (A)

Maximum

score per question (B)

Numberof

interviewees assessed (C)

Actual Score

(=A*B*C)

Normalised

scores (on 1001)

Classroom

environment11313320

Child learning

outcomes:End of UKG

14168430

Child learning

outcomes:End of

Grade 2

17158530

Administrator

interview 43

1131011

Parent interview

23

5501041

Total53265100

1. For each section, the total score will be proportionally adjusted to maximum scores identified in this column.. For

e.g., if a classroom scores 27 out of 33, the normalized scores will be calculated as (27/33)*20 or 16.36

9© FSG |

Agenda

1Overview of the Scoring Tool to Assess Readiness of

Schools

2Approach to developing the tool

2.1Classroom observation

2.2Child learning outcomes

2.3Stakeholder interview

3Key relevant resources

4Backup

5About PIPE

10© FSG |

PIPE followed a 3-step process to develop a robust classroom environment tool

YDeveloped criteria to

assess tools under consideration

Contextually relevant

Granular

Easy-to-use

YReviewed 4 classroom

assessment tools

Early Childhood

Environment Rating

Scale 3 (ECERS 3)

Classroom

Assessment Scoring

System Tool (CLASS)

Early Childhood

Education Quality

Assessment Scale

(ECEQAS)

Measuring Early

Learning Environments

(MELE)

YSelected ECERS-3as it

most closely fit criteria laid out in step 1

YThe ECERS 3 tool was

modified and adapted to ensure:

Relevance

Ease of use

Comprehensiveness

Adapted toolDeveloped criteriaSelected tool

123

11© FSG |

Contextually

relevant YAssesses factors that determine a good learning environment YAssesses factors that are relevant to Indian APSs

Granular

YProvides an objective assessment about the classroom environment through observation-based criteria YDifferentiates effectively between bad, good and better environments YCaptures improvements or changes to the classroom environment

Easy to use

YCan be used with 3-4 days of training

YCan be used by individuals not trained in education

YAllows for objective scoring

CriterionDescription

PIPE looked for tools that were relevant to the APS context, granular and easy to use

Adapted toolDeveloped criteriaSelected tool

123

12© FSG |

PIPE leveraged the ECERS 3 tool to develop the classroom environment assessment section

Tool nameDescriptionSelected?Rationale for

selecting / notselecting

Early Childhood

Environment Rating

Scale 3 (ECERS 3)

3rdedition of ECERS-R

scale

Captures: Classroom

environment data for 35 items organized in 6 sub-scales

Training required:3-4days

YesYCovers relevant criteria

YGranular

YEasy-to-use

Classroom Assessment

Scoring System Tool

(CLASS)

Captures:Teacher behaviors

linked to student learning

Training required: 2days

NoYFocused on interactions between staff

and children and among children

YDoes not evaluate materials, physical

environment, planning and curriculum

Early Childhood

Education Quality

Assessment Scale

(ECEQAS)

Captures:Classroom

environment data for 63 questions across 3 sections

Training required: 1day

NoYScoring is insufficiently simplified

YSome aspects not relevant to urban

APSs (e.g. hazardous conditions,

noise pollution)

Measuring Early

Learning Environments

(MELE)

Captures:Classroom data across

7 sections

Training required: Unavailable to

PIPE

NoYVersion of tool assessed not

simplified enough

Adapted toolDeveloped criteriaSelected tool

231

13© FSG |

PIPE shortlisted 11 sub-scales from ECERS-3 that were the most relevant to the Indian APS context (1/7) Sub-scaleItemRationale for including /not including in STARS

Space and

furnishings YIndoor spaceYChildren require space to interact and engage in learning experiences YThe teacher needs to access students to facilitate learning

YFurnishings for care, play

and learning

YSpace and resources are constrained at APSs

YGiven space and resource constrains in APSs it is rare to see furnishings other than desks

YRoom arrangement for

play and learning YSpace and arrangement are critical to effectively implement good pedagogies like activity-based learning YWhile availability of space is important, it needs to be used in order to have impact YSpace for privacy YGiven space constraints in an APS, solution providers have little control over this aspect YPrivacy does not have the same cultural value as in a Western/

American context

YChild-related displayY

classroom work and learning

YSpace for gross motor

play YMost APSs do not have a garden/ compound or play space YGross motor equipment YGiven the absence of open play spaces, it is unlikely that an APS will have space for gross motor equipment

Adapted toolDeveloped criteriaSelected tool

231
Assessment area included in STARSAssessment area dropped from STARS

14© FSG |

PIPE shortlisted 11 sub-scales from ECERS-3 that were the most relevant to the Indian APS context (2/7) Sub-scaleItemRationale for including /not including in STARS

Personal care

routines YMeals/snacksYSolution providers have little control over this aspect E.g. Most children are toilet trained by the time they start preschool in India E.g. Most children at APSs also carry their own snacks from home

YToileting/ Diapering

YHealth practices

YSafety practices

Adapted toolDeveloped criteriaSelected tool

231
Assessment area included in STARSAssessment area dropped from STARS

15© FSG |

PIPE shortlisted 11 sub-scales from ECERS-3 that were the most relevant to the Indian APS context (3/7) Sub-scaleItemRationale for including / not including in STARS

Language and

literacy

YHelping children expand

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