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Studies and Working Documents No. 2
Original
Drafts Instruments for Assessing Learning Achievements
Survey Questionnaires and Tests
by
Paul Pawar, Holger Daun, Zhao Shangwu, Chen Xiaoda
Institute of International Education
Stockholm University, Sweden
Unit for Inter-Agency Cooperation in Basic Education
Paris, November, 1992
The views and opinions expressed in this working document are those of the
authors and do not necessarily reflect those of UNESCO
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MONITORING EDUCATION-FOR-ALL GOALS
Studies and Working Documents
No. 1
Monitoring and Surveying Learning Achievements - A Status Report
Vinayagum Chinapah, September 1992
No. 2
Drafts Instruments for Assessing Learning Achievements - Survey
Questionnaires and Tests
Paul Pawar, Holger Daun, Zhao Shangwu and Chen Xiaoda, November 1992
No. 3
Prototypes de questionnaires, réflexions de méthode
Christine Audouin-Leroy, Cheick-Omar Fomba et Nadera Hajji, Janvier 1993
No. 4
Instruments for Assessing Learning Achievements - Some Basic
Considerations
Susanne Schniittgen, February 1993
No. 5
A Statistical Digest of Selected Educational Development Indicators
Brazil, China, Jordan, Mali, Mauritius, Morocco, Nepal and Zimbabwe
Vinayagum Chinapah and Qutub Uddin Khan, February 1993
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PREFACE
This working document Draft Instruments for Assessing Learning
Achievements - Survey Questionnaires and Testshas been commissioned by
UNESCO as part of the series of studies and working documents for the joint
UNESCO-UNICEF project Monitoring Education-For-All Goals. It
has been prepared by a group of researchers (Paul Pawar, Holger Daun, Zhao
Shangwu, and Chen Xiaoda) of the Institute of International Education (IIE),
Stockholm University, Sweden. IIE has for several decades played an
important “think-tank” role in the development of educational survey
instruments and tests.
The aim of this document is to present a battery of general instruments for
monitoring learning achievements emerging from previous studies and surveys
in both developed and developing countries. This exercise serves as an input
to the development and further adaptation of country -specific instruments for
the project. The battery of instruments is sent to national task forces of
countries participating in the project with a view to ensure participation and
discussion around major problems and issues related to the construction of
survey instruments, i.e., the nature, presentation, format, content, relevance,
validity and reliability of these instruments.
This document consists of four parts. In Part I, a battery of survey
questionnaires is presented: (1) pupil questionnaire; (2) parent questionnaire;
(3) teacher questionnaire; and (4) school questionnaire. This is then followed
by a battery of test items for learning achievements in three major domains:
(1) reading and word knowledge -- Part II; (2) numeracy -- Part III; and (3)
life skills -- Part IV).
It is opportune for this project to have these instruments prepared at this initial
phase. However, more efforts from further consultations at both international
and national levels are needed to facilitate capacity building in survey
methodology.
Vinayagum Chinapah
UNESCO
Project Director
November 1992
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CONTENTS
Introduction
1
Part I
Questionnaires: Pupil, Parent, Teacher and School
5
Part II
Test Items: Reading and Word Knowledge
34
Part III
Test Items: Numeracy
53
Part IV
Test Items: Life Skills
69
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ASSESSING LEARNING ACHIEVEMENT
Achieving well-defined standards of learning by children in
schools is a powerful success indicalor of the system that
works. . . . . . . . . . . Specification of Minimum Levels of Learning
(MLL) should meet the purpose of increasing learning
attainments and serve as performance goals for the teacher and
output indicator for the system. For this, the Minimum Levels
of Learning must have, apart from relevance and functionality,
the attributes of achievability, understandability, and
evaluability. (Indian National Council of Educational Research
and Training, 1986: Minimum Levels of Learning at Primary
Stage, New Delhi).
Turning A Debate Into A Working EFA Challenge
The above quotation is a controversial statement both in its Indian context and outside. There
is currently a debate with very old roots among both academicians, educational practitioners,
and administrators regarding the usefulness of learning achievement tests particularly in the
context of school pupils. Before we delve briefly into this debate, let us define a few words.
An achievement test is a developed and documented standardized test put together by a
teacher or by a competent learning agency. In some countries like Britain, the expression
attainment test is sometimes used as being synonymous with achievement test. The basic
unifying characteristic of all achievement tests is to measure what pupils have learnt. It is
with this understanding that agencies monitoring EFA goals regard the problems of
achievement tests as challenges awaiting further improvement action instead of considering
them as dead-end crippling limitations.
Critics And Their Charges
Critics of achievement tests give, among others, the following reasons for being unhappy
with pupil attainment exercises:
(a)
That it is difficult to know exactly what it is that achievement tests are
purported to measure.
(b)
That the selection and framing of achievement test questions can be very
tricky and slippery business, a venture that even
seasoned experts hesitate to
gamble with.
(c)
Where inter-group and international comparisons are involved, some
achievement test questions can be very ethnocentric, ideologically loaded, and
culturally biased.
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That
national
school
curricula
are basically
artifacts
art, and not science,
to the original document
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(d)
which implies that expanded national curricula cannot be fairly compared
without doing irreparable damage to the curricula of minority culture groups.
(e)
Finally, achievement tests turn a deaf year to the supplications of old
philosophers that, understanding and achieving do not necessarily result in
doing, let alone in effecting necessary corrective action.
Doing Something Constructive About The Challenges
In preparing this draft instrument concerning the assessment of learning achievement with
specific reference to the basic goals of the World Conference on Education for All, we are
fully aware of the above criticisms. However, we consider them as working challenges and
not as immutable testaments that seal the doom of educational researchers and practitioners
in that respect. As an educational researcher once said, we should insist that these problems
are not weaknesses of achievement studies, but their strength. It is a call to further reflective
duty.
Some Assumption Behind The Test
In this draft instrument, we have made the following assumptions:
(a)
that the pupils who will take the test are in grade four in the formal primary
school system, which implies that they have completed three full years of
formal basic education; and
(b)
that national education authorities in charge of basic education should feel free
to adopt, adapt, modify, re-frame, subtract or add to these questions so as to
reflect greater relevance in their specific socio-economic contexts. This point
cannot be over emphasized, and must be considered as a top priority. Under
normal circumstances, the tests ought to be translated and conducted in the
pupils’ mother tongue.
A Contribution To EFA Goals
Minimum levels of learning can be specified in a variety of ways. In this draft document, we
are only beginning a dialogue which should be carried on at various national and regional
levels towards a reasonable medium and long-term realization of EFA goals. The
establishment of minimum levels of learning is basically a qualitative issue. Properly
conceived, achievement tests can be structured to suit national contexts, thereby assisting to
throw more light, for example, on problems of identifying irrelevant and excessive load in
an existing basic curriculum, as well as suggesting ways to effect greater relevance and
functionality in basic education. What else could be closer to the spirit of the 1990 Jomtien
Conference than these? The Final EFA Report at Jomtien (1990) sub-sections 4 and 6, say:
2
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The ultimate
affirmed
by "Original"
the Declaration
Education
for All is to meet the basic learning needs of all children, youth
and adults. The long-term effort to attain that goal can be
maintained more effectively if intermediate goals are
established and progress towards these goals is measured.
(Sub-section 4, page 52, with emphasis added).
Time-bound targets convey a sense of urgency and serve as
a reference against which indices of implementation and
accomplishment can be compared. (Sub-section 6, page 53,
with emphasis added).
The Structure Of The Draft Instruments
These instruments are in four main parts. Part I is a set of relevant questionnaires described
as pupil, parent, teacher, and school questionnaires. The basic reason for collecting relevant
information at these levels is to provide practitioners and researchers with extra qualitative
and quantitative data that throw more light on pupils’ learning situations and learning
environment.
Part II handles basic literary issues. Included in this section are test samples on basic
vocabulary, synonyms and antonyms, word-picture associations, and simple reading
comprehension exercises. Some of the comprehension texts are so chosen that they touch
upon different fundamental subject areas that are of interest towards the realization of EFA goals.
Part III deals with basic numeracy questions. Like the other sections, the target here is to
have a wide variety of questions dealing with numeracy issues. For example, there are simple
questions that test a pupil’s (a) conceptual understanding, (b)procedural knowledge. as well
as (c)problem solving abilities. Conceptual understanding refers to mathematical skills that
help a child to recognize, label, write numbers, read tables or figures, and compare the
values of two or more numbers. Procedural knowledge refers to mathematical skills that
enable a child to add, subtract, multiply, and divide whole numbers and fractions, as well
as make meaning out of decimal data, irrespective of whether such data is in the form of
tables, figures, or otherwise. Problem solving skills require pupils using their understanding
of numbers and numerical concepts including their computational skills, to solve simple
problems of daily life relating to units of money, length, weight, capacity, volume, area, and
time. At this problem solving skill level, pupils should demonstrate the ability to recognize
and formulate problems, determine the sufficiency and consistency of data, select and modify
procedures, and basic reasoning techniques required in everyday life situations.
Part IV deals with what has been called “Life Skills” in some of the relevant literature.
Other researchers prefer to call it “Survival Skills”, “Social and Nature Studies”, or
“Environmental Studies”. What is common to all these terminologies is that, the subject
consists of two main aspects: the natural, and the man-made (or social) dimensions. The idea
is to foster in the learning child, a basic understanding of the interrelationships and interdependencies among these domains, and how to, within limits, survive and prosper within
that interplay while helping to preserve, sustain, and improve the chances of other species,
present and future, that are also party to this nature-man-arrangement.
3
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1.
What is your name?
Surname:
Other Name(s):
2.
Home address:
3.
How old are you?
Years and
4.
months,
Are you a boy or a girl? (check/ one box only )
Boy
1
Girl
2
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5.
6.
7.
8.
9.
What kind of area is your home located?
Urban
1
Rural
2
How many members are there in your family?
Two
1
Three
2
Four
3
Five or more
4
Do you have any brothers/sisters?
I have none
1
I have one
2
I have two
3
I have three
4
I have more than three
5
Have you ever been to kindergarten?
Never
1
Yes, for one year
2
Yes, for two years
3
Yes, for three years or more
4
Number of years repeated in primary school:
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10.
Number of absences from school since the beginning of this term?
days.
Reason:
Sickness
1
Weather
2
Transport problem 3
No special reason
11.
12.
13.
❑
4
What is the distance of school from your home?
Less than 1/2 kilometres
1
1/2 to 1 kilometres
2
1 to 2 kilometres
3
More than 2 kilometres
4
What is the means for you to go to school usually?
Foot
1
Bicycle
2
Bus (subway)
3
Car
4
Boat
5
Horse
6
Other
7
Do you think that you have too much school work to do when you are at school?
No
1
Yes
2
7
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14.
15.
16.
Do you think that you have too much house work to do when you are at home?
No
1
Yes
2
Do you get a daily newspaper at home?
No
1
Yes
2
How easy is it for you to get from your family the following things you need
for your education?
Very
easy
easy
Difficult
Very
Difficult
School materials (books, pens,
papers, . . .)
Allowances for school activities
(excursions, shows, picnics,...)
Allowances for transport to your
school if it is needed
17.
About how many hours do you usually watch TV or video at home on a school
day?
I do not watch TV or video
1
Up to 1 hour
2
Between 1 and 2 hours
3
Between 2 and 3 hours
4
Between 3 and 4 hours
5
Between 4 and 5 hours
6
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18.
About how many books are there in your home?
None or few
(1 - 10)
Some
(11 - 30)
About one shelf
(31 - 100)
More than one shelf (more than 100)
19.
20.
21.
22.
❑
❑
❑
How often do you borrow books from a school or public library?
Never
1
Hardly ever
2
Once a month
3
Once a week
4
More than once a week
5
How good are you at reading?
Not very
.-good
1
Average
2
Good
3
Very good
4
How often do you read to someone at home?
Never
1
1 or 2 time a week
2
3 or 4 times a week
3
Nearly every day
4
How often do your parents or other people at home ask you what you have been
reading?
Never
1
1 or 2 time a week
2
3 or 4 times a week
3
Nearly every day
4
9
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23.
24.
25.
26.
How often do you get literacy homework?
Never
1
1 or 2 time a week
2
3 or 4 times a week
3
Nearly every day
4
How often do you get numeracy homework?
Never
1
1 or 2 time a week
2
3 or 4 times a week
3
Nearly every day
4
About how much time do you spend weekly on your literacy homework?
None
1
Less than 1 hour
2
Between 1 and 2 hours
3
Between 2 and 3 hours
4
Between 3 and 4 hours
5
More than 4 hours
6
Do you try your best in your homework?
I do not get homework
1
I always try my best
2
I usually try my best
3
I usually do not try my best
4
I never try my best
5
I never do homework
6
10
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27.
28.
29.
How often are you helped with your homework?
I do not get homework
1
I rarely get help
2
I sometimes get help
3
I get help most of the time
4
What do you usually do when you have questions during class?
I never have question
1
I always ask teacher
2
I usually ask teacher
3
I usually do not ask teacher
4
I never ask teacher
5
How many hours do you sleep every day?
hours.
30.
How often do you go to the following places during a month?
Never
1-2
times
Cinema and cultural shows
Religious places
Museum
Relatives’ places
Excursion
Other town or villages
Classmate’s home
Hospital or clinic
Children’s palace
11
3-5
times
More than
5 times
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31.
What do you think about the following matters on school education?
very
good
good
Not
know
Very
bad
Bad
The way teacher teach
The quality of your school
Classroom condition
Types of reward and punishment
Examination and Promotion
The quality of your textbooks
The school services (health, feeding,
book-loan programmes, etc.)
The school activities (excursions,
visiting, sports, shows, etc.)
32.
How important do you think are the following things in order to do well in school?
Important
Good school and teacher
❑
❑
❑
❑
❑
❑
Enough hooks and materials
Educated parents
Good and helpful classmates
Regular homework/classwork
Study hard
Attendance and punctuality
Interesting in learning
12
Not know Not important
❑
❑
❑
❑
❑
❑
❑
❑
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33.
Please indicate whether the following statements are true or false.
True
False
❑
I like to go to school
I prefer my school to any other one
❑
❑
❑
My school get good results in examination
We have better teacher in our school
Teachers are very striik in our school
❑
My class teacher does care about me
Teachers often ask me questions during class
❑
❑
My class teacher likes me
My classmates are very clever
❑
My class is the vest in our school
❑
❑
❑
❑
❑
My classmates think that I am very clever
I like some subject better than others
I go to school to learn good manners
I go to school to pass examinations
I go to school in order to get a good job
I go to school in order to play with friends
I go to school in order to get education
❑
School gives children education in order to help
their parents in the future
School makes a child an intelligent person
Holiday and Week-ends are better than school days
❑
I like all the subjects at school
13
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Parental Questionnaire
Pupil’s ID:
1
Please state your age
Mother:
2
25 years or younger
1
26-30 years
2
31-35 years
3
36-40 years
4
41-45 years
5
46 years or older
6
Father:
25 years or younger
1
26-30 years
2
31-35 years
3
36-40 years
4
41-45 years
5
46 years or older
6
Religion of parents:
Mother:
Father:
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3.
Number of persons living in your household:
4.
Please indicate how many rooms are available at home (including kitchen).
rooms.
5.
How many years of school education did you have altogether?
(If you have had no school education, please enter “0”)
Mother:
years(or full-time years equivalent to nearest whole number).
Father:
years(or full-time years equivalent to nearest whole number).
6.
Please indicate your occupation by ticking the appropriate box.
Mother:
Professional/managerial
Farming
1
2
Clerical
3
Home duties
4
Semi-/unskilled
5
Skilled
6
Father:
Professional/managerial
1
Farming
2
Clerical
3
Home duties
4
Semi-/unskilled
5
Skilled
6
15
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7.
Please indicate your expectation of your child’s future occupation by ticking the
appropriate box.
Mother:
Professional/managerial
1
Farming
2
Clerical
3
Home
4
duties
Semi-/unskilled
5
Skilled
6
P r o f e s s i o n a l / m a n a g e r i a1l
8.
Farming
2
Clerical
3
Home
4
duties
Semi-/unskilled
5
Skilled
6
Please state the salary you family receive Annually.
(unit) per year.
9.
Family possessions:
Yes
Farming
No
land
Cattle
Electricity lamp
Radio
Tape recorder
T V
Refrigerator
Sewing machine
❑
❑
❑
❑
❑
❑
❑
Bicycle
❑
❑
❑
❑
❑
Camera
❑
Clock
16
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10.
Please indicate how often do you contribute to your child’s education in respect to the
following?
Mother:
Never
Less than
once a week
1 or 2
times a
week
3 or 4 times
a week
More than 4
time a
week
1 or 2
times a
week
3 or 4 times
a week
More than 4
times a
week
Encourage child to study
Help child with school work
Check school work
Give extra-coaching
Father:
Less than
once a week
Never
Encourage child to study
Help child with school work
Check school work
Give extra-coaching
11.
How often does the family buy newspaper?
Everyday
1
Only on some days
2
Only on weekends
3
Never
4
12,
How many years more (including the present year) would you like the child to go to
school?
Mother:
years
Father:
years
17
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13.
How many times has the parents met the following persons and discuss schooling of
your child since the beginning of the year?
Number of times
School head teacher
Child’s class teacher
Other school teacher
18
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Teacher’s ID:
1.
2.
Please state your sex.
Male
1
Female
2
Please state your age.
25 years or younger
1
26-30 years
2
31-35 years
3
36-40 years
4
41-45 years
5
46 years or older
6
3.
Religion:
4.
What is the distance of school from your home?
Kilometres.
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5.
What is the means for you to go to school usually?
Foot
1
Bicycle
2
Bus (subway)
3
car
4
Boat
5
Horse
6
Other
7
6.
Please indicate in minutes you usually spend from home to school (one way).
7.
Do you have any traveling costs to school?
8.
9.
10.
Yes
1
No
2
If yes, traveling allowance are allocated
entirely
1
partly
2
No at all
3
Please indicate your academic qualification.
Primary education
1
Junior secondary education
2
Senior secondary education
3
University
4
Post graduate education
5
Please indicate how much teacher training or teacher education you have received.
None
1
Secondary teacher training
2
Teacher training college education
3
20
.
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11.
HOW many months of in-service training did you receive as a teacher?
months.
12,
Including this year,
how marry years altogether have you been teaching?
years
how marry year altogether have you been teaching mathematics/literacy?
years.
13,
14.
15.
Please state the number of hours you spend at school in a typical school week on the
following activities.
Teaching mathematics
1
Teaching literacy
2
Teaching other subjects
3
Preparing lessons
4
Checking students’ homework
5
Helping students
6
Please state the number of hours per week on the average you spend outside school
hours (after school, evenings, etc.) on the following activities.
Preparing lessons
1
Checking students’ homework
2
Helping students
3
How often do you read academic journals or other periodicals related to your teaching
in general?
1
Regularly (each week)
Occasionally (several times a year) 2
Rarely or never
3
21
❑
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16.
Please indicate how many pupils are there in your class?
pupils.
17.
18.
19.
Pupils in your class are streamed as children of
Mixed ability groups
1
High ability groups
2
Average ability groups
3
Low ability groups
4
Are you in favour of streaming by ability groups?
Yea
1
No
2
In assessing the work of your students, how often do you make use of each of the
following types of assessment?
!
I
Frequently
Occasionally
Rarely
Never
Standardized teats produced
outside the school
Teach-made objective test
Performance on homework
assignments
Performance on classroom
question
20.
Do you fell that limitations of facilities and equipment in your school hamper your
teaching?
Very seriously
1
Slightly
2
Not at all
3
22
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21.
Do you fell that there are restrictions on your freedom to adapt the teaching syllabus
to suit your particular style of teaching and the needs of your students? If so, what is
the source of the authority determining the restrictions?
1
I feel no restrictions
I fell restrictions, determined by authorities within the school 2
❑
I fell restrictions, determined by authrorities outside the school 3 ❑
22.
Please state the salary you receive as a teacher. (Please note that this item is optional,
but it would be of great value to the study if you would answer it.)
a. Annual salary: approximate gross amount before tax has been deducted:
(unit) annual.
b. Annual tax deducted: approximate amount of tax paid in the previous year:
(unit) annual.
23
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School Questionnaire
SCHOOL ID NUMBER:
1. Name of School:
2. Address of School:
Personal Data of School Head Teacher
3.
Please state your sex.
Male
1
Female
2
4. Please state your age
1
2
3
4
5
6
❑
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5.
6.
7.
Please indicate your highest academic qualification.
Primary education
1
Junior secondary education
2
Senior secondary education
3
University
4
Post graduate education
5
Please indicate how much teacher training or teacher education you have received
None
1
Secondary teacher training
2
Teacher training college education
3
Including this year, how many years altogether have you been teaching?
years.
8.
Including this year, how many year altogether have you served as a school head
teacher?
In present school
years.
In other school(s)
years.
School-Community or Regional Characteristics
9. To which of the following regional characteristics does your school belong? Tick one only)
10.
Urban
1
Sub-Urban
2
Rural-Centre
3
Rural-Vicinity
4
How is the community or region served by your school looking like? (Tick as
appropriate)
Not at all
Entirely
Partially
•
Agricultural
•
Industrial
❑
❑
❑
25
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11.
what is the approximate size of the community or region served by your school in
respects to the following?
Number of inhabitants:
Number of primary-school age children:
12.
How many schools are there in the community or region served by your school (not
including your own school)?
Number of pre-primary schools:
Number of primary schools:
Number of secondary schools:
13.
14.
Do you feel that there are enough places in your’ school in order to satisfy the demand
in the community or region for primary education?
Yea
1
No
2
Which of the following facilities or services are available in the neighborhood or
vicinity of your school? Tick as appropriate)
1
Electricity
Water taps
2
Public water closet/toilet
3
Telephone
4
Hospital/Dispensary
5
Public library
6
Post Office
7
Police Station
8
Public centre for shows, conferences,
9
talks, and other cultural activities
1
Public places (parks, gardens, playgrounds, .s..)
1
Cinema
12
Bank
1
Workshop (hairdresser, tailor, carpenter...)
14
❑
Transportation (bus and taxi)
❑
15 ❑
16 ❑
17 ❑
18 ❑
Religious centre or church
1
Market and shop (for foodstuff, livestock...)
Market and shop (for garments, footwear...)
Youth club (sport and literary)
26
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School Facts and School Facilities
15.
Please indicate the timetable system operating in your school.
5 day
16.
❑
or 6 day cycle ❑
or 7 day cycle
❑
How many periods are in an average school week/cycle for grade 3 pupils? Please
include periods allocated to scheduled activities such as lessons, sport and assemblies,
but excluded periods allocated to recess and lunch breaks.
period per week.
17.
What is the usual number of minutes in each period?
minutes.
18.
What is the number of we&s/cycles in a school year? Please exclude time allocated to
vacations.
weeks or cycles.
19.
For each grade level, please state the average class time per week/cycle allocated to
each of the indicated subjects. Please state the time in periods per week. Enter a dash
(-) if not taught.
Grade level
Literacy
Numeracy
1
2
3
4
5
6
27
Life skill
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20.
Please till in the following information concerning your school.
Pupil
Total number of pupils:
Number of boys only:
Number of repeaters:
Pupils admitted this year:
Pupils transferred/left this year:
Teacher
Total number of teachers:
Male only:
Newly admitted or transferred to the school:
Left or transferred from the school:
Classroom
Average number of pupils per classroom:
Average size of classrooms per square yards:
Number of classes having morning shifts:
Number of classes having afternoon shifts:
School Budget
Teachers’ monthly salaries:
Other personnel’s monthly salaries:
Yearly budget for maintenance and repair:
Yearly budget for school materials and equipments:
Yearly allowances for books, stationery . . :
21.
What is the source of operating costs for your school: for example, salaries for teaching
and non-teaching staff, maintenance and repairs?
totally or almost wholly provided by the government
1
partially provided by the government
totally or almost wholly provided by private sources
2
(including fees paid by students)
22.
What is approximately the unit cost per pupil in your school?
(unit).
28
3
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23.
Which person or group of persons is responsible for making the decisions in the
following matters? (Please circle on letter in each row.)
Key: A
a central or regional authority
B
a school council or board
C
the school head teacher
D
a teacher or group of teachers from the school
E
some other person or group of persons
F
does not apply to this school
Central
authority
School
council
determining the range or type of subjects
taught in the school
A
B
C
D
determine the content of courses at
individual grade levels
A
B
C
D
Principal Teachers
Other
Does not
apply
F
E
F
choosing textbooks for students
A
B
C
D
E
F
selecting pupils for entrance to the school
A
B
C
D
E
F
determining the size of tuition fees
A
B
C
D
E
F
determining conditions of employment for
teachers
A
B
C
D
E
F
select teachers for the school
A
B
C
D
E
F
selecting the school principal
A
B
C
D
E
F
making roles and regulations for the pupils
A
B
C
D
E
F
24.
What is the age of your school building(s)?
years.
29
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25.
what do you think about the condition of the following facilities and services at your school?
(Tick as appropriate)
Adequate
Inadequate
Not
Available
Number of classsrooms
Number of activity rooms (hobby, music, drama,
dance, quiz, shows)
Rooms/office for personnel
Furniture
Teaching aids and materials
Television
School yard/playground
School garden
School library
School First aid centre/box
Book-loan programme
I
Feeding programme
Health programme
Number of teaching personnel
I
Other school personnel (clerk, caretaker, guardian...)
Electricity
!
Water taps, wash basins, toilets
Canteen
26.
What was your school performance at the Primary School graduate Certificate
Examinations last year?
No. taking examination:
No. passing examination:
30
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27.
Which of the following criteria are usually applied for admitting pupils in your school?
(Tick as appropriate)
Place of residence
1
Age
2
Performance on entrance examination
3
Parental acquaintance with school
Parental group (ethnic, religious,
4
5
professional/occupational...)
6
Child’s past academic results
28.
29.
What are the criteria for selecting and streaming pupils in your school? (Tick as
appropriate)
Performance on teats and examinations
1
Teacher regular assessment
2
Pupil’s behaviour and conduct
3
Parental educational background
4
Attendance and punctuality
5
Place of residence
6
Age
7
Alphabetical order
8
No streaming
9
How would you assess the socio-economic status (SES) of children attending your
school? SES means level of family education, income, occupation, home amenities, etc.
(Tick as appropriate)
Average
High
❑
All children
❑
❑
Some children
❑
❑
No children at all
30.
Low
How marry times has the Primary School Inspectorate visited your school during this
year?
times.
31
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31.
Please indicate the purpose of the visit(s). Tick number 1 for the first priority, number
2 for the second priority, etc.
1
2
3
4
5
6
Administrative matters
To prepare reports for the central authority
To assess teachers
To advise teachers
To solve school problems
To assess pupils
32.
33.
Does your school have any Parent-Teacher Association?
Yes
1
No
2
If the answer is yes, please indicate how marry times it has met since the beginning of
this year?
times.
34,
If the answer is yes, please indicate in which of the following activities it engages in?
(Tick as appropriate)
Community Development Work
1
Socio-cultural activities
2
Discussing school matters (facilities, programs...)
3
Discussing pupils affairs (discipline, needs... )
Discussing educational matters (books, methods
4
5
of teaching, curriculum...)
Discussing school rules and regulations
32
6
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Attitudinal Items
35.
How would you assess the all-round quality of your school in respect to the following?
(Tick as appropriate)
Very
High
High
Average
Low
Very
Low
Learning facilities
Teaching facilities
School discipline
Teachers competence
pupils competence
Parental co-operation
Community co-operation
Teacher co-operation
Teachers’ absenteeism
pupils’ absenteeism
School wastage (drop-outs
failures, repeaters...)
Facilities in the locality
36.
How would you assess the primary school education in respect to the following? (Tick
as appropriate)
Very
Good
Good
School curriculum
Teaching methods
Administration and Management
Selection process
Educational relevance
Teacher-Training
Recruitment of teachers
33
Fair
Weak
Very
Weak
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PART II
READING AND WORD KNOWLEDGE
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Section 1
WORD KNOWLEDGE
INSTRUCTIONS
In this section, a pair of words is given for each question. Some of the pairs are
OPPOSITES which means they are as different from each other as possible. Other
pairs have nearly the SAME MEANING. If you think a pair of words mean nearly the
same thing, draw a circle around the letter S. Here is one example:
Fast
Quick
If you think the pair of words have opposite meanings, then draw a circle around O.
Here is one example:
shut
Open
Answer the rest of the questions in this section in the same way.
o
s
1.
Wild
Tame
2.
Reward
Punish
0
s
3.
Victory
Win
0
s
4.
Rain
Drought
0
s
5.
Footwear
Shoe
0
s
6.
Differ
Vary
0
s
7.
Deep
Shallow
0
s
8.
Polling
Vte
0
s
9
Village
City
0
s
10
Poison
Vitamin
0
s
11
Smooth
Slippery
0
s
12
Spend
Save
0
s
13
Work
Employment
0
s
35
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14
Send
Transfer
0
S
15
Clean
Polluted
0
S
16
Totally
Completely
0
S
17
Rural
Urban
0
S
18
Toilet
Latrine
0
S
19
Stop
Continue
0
S
20
Interior
Exterior
0
S
21
Sormy
Windy
0
S
22
Job
Vacancy
0
S
23
Mixed
Pure
0
S
24
Select
Choose
0
S
25
Progress
Improvement
0
S
26
Define
Specify
0
S
27
Happy
Sad
0
S
28
Female
Male
0
S
29
Pool
Lake
0
S
30
Bold
Brave
0
S
31
Clever
Wise
32
Plan
Proposal
0
S
33
Disunity
Order
0
S
34
Rule
Regulation
0
S
35
Protect
Destroy
0
S
South
0
36
36
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0
S
Silent
0
S
Major
Minor
0
S
Freedom
Independence
0
S
37
Prevention
38
Noisy
39
40
Cure
SECTION 2
SIMPLE VOCABULARY
INSTRUCTIONS
In the following sentences, one word is underlined. This is followed by words or a
group of words marked A, B, C, and D. For each underlined word, choose a meaning
from A, B, C or D that beat suits it. Put a circle around the letter that stands for the
right choice. Here is one example:
Example:
He is my uncle
A.
B.
C.
D.
mother’s brother.
father’s friend.
sister’s child.
father.
In this example, the correct answer is A, which is marked with a circle.
Answer all questions in this section in the same manner.
1.
Measure the radius of the circle.
A.
all round circumference
B.
breadth
C.
all round area
D.
life
37
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2.
3.
4.
5.
6.
The season for farming has come.
A.
method or manner
B.
period
C.
important
D.
end
A.
river
B.
sea
c.
well
D.
small fishes
Big fishes like the ocean.
Ten plus eight sum up to 18.
A.
square
B.
equal
C.
add
D.
divide up
Please, return the story book.
A.
give away
B.
bring back
C.
read when you like
D.
use
A.
B.
C.
D.
father’s sister
younger sister
mother’s mother
friend
She is my aunt.
38
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7.
8.
9.
10.
My stomach can easily digest bananas.
A.
misunderstand
B.
increase the weight of
C.
soften and take in
D.
pay for
Li Ping had an egg and tea for breakfast.
A.
the last meal of the day
B.
lunch and dinner
C.
the first meal of the day
D.
the night
Farmers try to stop erosion of the soil.
A.
the manure
B.
the wearing away
c.
the sharing
D.
payment of
Run home! There will be a storm soon.
A.
beautiful sunshine with rain
B.
very strong wind with rain
c.
very light rain
D.
no rain
39
Section 3
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INSTRUCTIONS
Draw a circle around the picture which means the same thing as the word shown in
front of each line of pictures.
For Example:
BAG
The correct picture is circled with a pencil, as above. Do the rest of the exercises in this
section in the same way.
40
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1
4
FLOWER
AEROPLANE
10 CHILDREN
I
40 (a)
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11
STAR
12 TREE
13 SNAKE
14
BIRD
15
RAIN
> ‘“;-r. .
<---
16 ELEPHANT
17 C O W
---18 LIGHTNING
19 TELEPHONE
20 QUESTION MARK
40
(b)
, . . ..
i
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Section 4
Reading Comprehension
INSTRUCTIONS
Read the following passages carefully. After each passage, there are four questions.
Each question has four suggested answers marked A, B, C, and D. For each question,
only one of the four suggested answers is correct. Put a circle around the letter in front
of the correct answer.
FIRST READING: River Nile starts partly from Lake
Victoria. It is the longest river in Africa.
The Nile is 3,400 miles long. It flows
through countries like Uganda, Sudan,
and Egypt.
Questions
1.
From where does the river Nile partly begin?
A.
B.
C.
D.
from Egypt
from Sudan
from Lake Adams
from Lake Victoria.
The correct answer is D. So put a circle around D. Continue in the same manner for
the rest of this section.
2.
Which is the longest river in Africa?
A.
B.
C.
D.
3.
river Uganda
river Congo
river Nile
river Volta
How long is the river Nile?
A.
B.
C.
D.
3,400 kilometres
3,400 miles
not known
from Sudan to Egypt
41
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4.
Name two countries through which the Nile flows.
A.
B.
C.
D.
Uganda and Ghana
Egypt and Malawi
Egypt and Sudan
Sudan and Nigeria
SECOND READING:
1.
What does our teacher think about the Earth?
A.
B.
C.
D.
2.
our Prime Minister’s teacher
our Prime Minister and many college teachers
our teacher’s wife
nobody
Who are in some danger?
A.
B.
C.
D.
4.
that it is getting more closer
that it is getting warmer every year
that it is getting warmer every 100 years
that it is dead
Who also thinks in the same way as our teacher does?
A.
B.
C.
D.
3.
Our clam teacher thinks the Earth is getting warmer
every year. Our Prime Minister and many college
teachers also think in the same way. Human beings,
animals, fishes, plants, rivers, and the oceans of the
world are in some danger. The danger is partly made
by man!
boiled fishes and cooked plants
nobody
human beings, fishes, plants and animals
dead ocean animals
Who partly causes the danger?
A.
B.
C.
D.
man
ocean fishes
our Prime Minister
nobody
42
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THIRD READING: BUY FRUIT VITAMINS!
Vitamins are useful for the growth of the
body. We get vitamins into our body by
eating good and balanced food. Many
vitamins can be found in foods like
vegetables, fruits, eggs, fish, lever, and
meat. Vitamin D helps our bones to grow
well.
1.
Our bodies need vitamins to grow well.
A.
B.
C.
D.
2.
How do we get vitamins into the body?
A.
B.
C.
D.
3.
not true
true
not correct
false
by selling good and balanced food
by selling fruits
by eating good and balanced food
by not being ill
Where can vitamins be found?
A.
B.
C.
D.
in the street
in foods like vegetables, fruits, fish and meat
in maps,
in the vitamin
43
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4.
What does vitamin D do?
A.
B.
C.
D.
it helps our bones to grow well
it helps girls to remain girls
it helps fatness
it helps nobody
FOURTH READING:
DAILY VITAMIN TABLETS
How to use:
One tablet a day for people 18 years old and above.
For children 1-17 years old: only half a tablet, once a
day.
(a)
(b)
Each tablet contains:
Vitamin A, B, C, and D.
Made by:
Vita Company, Nairobi, Kenya.
Made on:
1st June 1992.
Use before:
30th June 1995.
1.
How many tablets should adults (18 years old and above) take a day?
A.
B.
C.
D.
2.
Kofi is 9 years old. How many tablets should he take a day?
A.
B.
C.
D.
3.
half a tablet
1 tablet
2 tablets
1st June
no tablet
1 tablet
half a tablet
2 tablets
Each tablet contains . . . . . .
A.
B.
C.
D.
vitamin E
vitamin K
vitamin P
vitamin A
44
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4.
One can use the vitamin tablets before which date?
A.
B.
C.
D.
1st June 1992
30 June 1995
any time
as our friends say.
FIFTH READING: OUR SCHOOL TIMETABLE
...
MONDAY
Period ONE
8-9am
PLAY-TIME
9- 9.30am
Maths
I
Play-time
Play-time
Play-rime
Period TWO
9.30-10.30 am
Language
Life Skills
Maths
Period THREE
10.30-11.30 am
Art and Craft
Language
Writing
What time is PLAY-TIME?
A.
B.
C.
D.
2.
Social Studies
P.E.
1
Closing:11.30 am
1.
WEDNESDAY
TUESDAY
8 am
10.30 am
9-9.30am
8-9 am
On which day do we have Life Studies?
A.
B.
C.
D.
Tuesday
Wednesday
Monday
every day
45
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3.
During which period do we have Art and Craft?
A.
B.
C.
D.
4.
every day
all periods
Period TWO
Period THREE
Writing is only on Wednesdays.
A.
B.
C.
D.
Fake
True
Sometimes
Not true
46
SIXTH READING: PEMBA ISLAND
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Thereinisimage
a small
island
in on
the"Original"
Indian Ocean
Pemba.
different kinds of animals on Pemba island. Pemba Island is shown in the
drawing below. Pemba Town is the capital town. The pictures show the
areas of Pemba where one can find some types of birds and animals.
PEMBA TOWN
I
1.
From Pemba town, in which direction do we have elephants?
A.
B.
c.
D.
2
to the west
to the south
to the north
to the east.
In which ocean is Pemba Island?
A.
B.
c.
D.
4.
the south
the north
the east
the west
From Pemba town, in which direction is Lake Tango?
A.
B.
c.
D.
3.
to
to
to
to
Pacific ocean
Atlantic ocean
Indian ocean
Atlantic ocean
Which of these living things cannot be found on the Pemba Island map?
A. Snakes B. Snails C. Elephants D. Butterflies
47
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SEVENTH READING:
A LETTER
7 Children Street,
Masai Village,
1st November 1992.
Dear Pupil,
We are the parents of Wajio Gundu, a class four pupil in your school. Wajio
has a bigger brother called Toti who goes to college in the city. We are
happy to invite you to a milk and meat party on Friday, 18th December
1992. It will be Toti’s 14 birth day. Bring your friends. The party will take
place at the New Masai Village Hall at 5 p.m. Welcome!
Yours ever,
Mr. Baba Gundu . . . . . . . . . . . .
Mrs. Wajiro Gundu. . . . . . . . . . .
1.
When was this letter written?
A.
B.
C.
D.
2.
What is the name of Wajio Gundu’s father?
A.
B.
C.
D.
3.
Baba Gundu
Wajiro Gundu
Toti
Wajio Gundu
What kind of food will be served at the party?
A.
B.
C.
D.
4.
today,
7th November, 1992
1st November, 1992
18th December, 1992
rice
potatoes and fish
tea and bread
milk and meat
Where will the party take place?
Number 7, Children Street
A.
we don’t know
B.
New Masai Village Hall
C
in the city
D.
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EIGHTH READING:
A POEM (also a school song)
Now the day is over
Night is drawing near
Shadows of the evening
Still across the sky
1.
What is it that is over?
A.
B.
C.
D.
2
What is drawing near?
A.
B.
C.
D.
3.
the sky
day
nothing
night
What is still across the sky?
A.
B.
C.
D.
4.
the night
the day
the poem
the song
shadows of the next day
shadows of the night
shadows of the evening
shadows of the poem
Which of the following words mean the same thing as across?
A.
B.
C.
D.
over
to the left
however
ever
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NINTH READING:
BIRTH CERTIFICATE
was born at
This is to say that
SURNAME
in
on the
FIRST NAME
of
DAY
c o r n y
TOWN
19
MONTH YEAR.
The Births Officer,
Nairobi.
1.
What is the surname of Mungai Peter?
A.
B.
C.
D.
2.
In which town was Mungai Peter born?
A.
B.
C.
D.
3.
Kitale
Kiambu
Mombasa
nobody knows
In which country was Mungai Peter born?
A.
B.
c.
D.
4.
Mungai
Peter
nobody knows
Kiambu
China
Japan
Kenya
Poland
In which year was Mungai Peter born?
A.
B.
C.
D.
1973
1963
1953
1983
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TENTH READING:
ROBIN HOOD
Long, long ago, when great Kings ruled England, the story of Robin Hood was
first told.
Robin Hood lived in Sherwood Forest with his two friends Allan-a-Dale and Little
John. They took money from rich people, and gave it to poor men and women in
need. Here is one example:
Robin Hood:
Allan-a-Dale:
“Hold him, even if he is the King! Count how much gold he
has in his bag!
“I find .one
. hundred pieces of gold, Robin”.
Little John:
“What a lucky day!”
Robin Hood:
“Take fifty pieces of gold, and give him back fifty!”
King Richard:
“Good heavens! How can you do such a thing to your King?”
Robin Hood:
“Oh rich King, just go and tell Saint Martin about this. Tell
him that Robin Hood took the gold to give to the poor in
Sherwood Forest”.
1.
Where in England did Robin Hood live?
A.
B.
C.
D.
2.
Which of the following people was a good friend of Robin Hood?
A.
B.
C.
D.
3
in the long, long forest
in the Sherwood Forest
in London.
in the poor people’s forest
King Richard
Saint Martin
Light Don
Allan-a-Dale
How much gold was the King carrying in his bag before he met Robin Hood?
A.
B.
C.
D.
fifty pieces of gold
hundred pieces of gold
bag of money
full bag of money
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4.
What would Robin Hood do with the gold he took away from the rich King?
A.
B.
C.
D.
give it to Little John to buy food in Sherwood Forest
give it to poor men and women in Sherwood Forest
give it to Saint Martin
give it back to King Richard later
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UNESCO EFA-GOALS PROJECT INSTRUMENTS (PART III)
ASSESSMENT INSTRUMENT OF NUMERACY SKILLS
Instruction: Read the following questions carefully. After each question, there are four
suggested answers marked A,B, C and D. For each question, only one of the suggested
answers is correct. Put a circle around the letter in front of the correct answer.
Example 1. Count the balls in the following picture. How marry balls are there in this
picture?
A. 7
B. 9
C. 12
In example , the right answer is the Answer D. Put a circle around D as above.
Example 2. Mrs. Wan is a primary school teacher. She works 5 days a week and 8
hours a day. How many hours do Mrs. Wan work per week?
A. 13
C. 49
D. 30
The right answer in example 2 is the answer B. Mark B with a circle as above.
Directions: Now you will answer all the questions in the same way. You can start from
any question that you think is easier for you, and keep going until the end of the test.
Work as quickly as you can. Do your best to answer each question, even if you are not
so sure. Choose the answer you think is best.
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You have 30 minutes to do this test. Look only at your own work.
1. Which of the following number series is in correct numerical order?
A. 7, 11, 14, 26, 19
B. 19, 11, 7, 26, 14
C. 14, 19, 26, 7, 11
D. 7, 11, 14, 19, 26
2. Which of the following numbers is twenty-five?
A. 21
B. 25
C. 5
D. 52
3. Count the circles first and then answer the question: How many circles are there in
this picture?
A. 24
B. 20
C. 12
D. 10
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4. Add:
A. 26
B. 32
C. 22
D. 52
5. Dan buys a ball for 55 cents. How much change does he get back from $1.00?
A. 55 cents
B. 45 cents
C. 100 cents
D. 10 cents
6. Add:
A. 91
B. 121
C. 115
D. 125
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7. Martin decided to start reading a book 4 pages per day. How many pages would
Martin have read after 7 days?
A. 11
B. 3
C. 24
D. 28
8. Subtract:
A. 11
B. 20
C. 21
D. 37
9. A class of 54 students were divided into 6 groups. How many students were there
in each group?
A. 4
B. 5
C. 7
D. 9
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10. Multiply:
A. 34
B. 52
C. 387
D. 367
11. The square above has been divided into two equal parts. What is the distance
around all four sides of the shadowed part?
+------12 cm--------+
A. 24
12 cm
B. 36
C. 72
D. 144
12. Divide:
156÷ 13= ?
A. 179
B. 12
C. 13
D. 143
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13. Joe was born in a big family. He has his father, mother, 2 brothers and 3 sisters.
What is the total number of people in his family including himself?
A. 5
B. 6
C. 7
D. 8
14. Subtract:
A. 108
B. 112
C. 109
D. 194
15. If in a village of 900 people, 1/3 of their population can swim, how many people
in this village can NOT swim?
A. 310
B. 800
C. 600
D. 300
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16. Multiply:
A. 8996
B. 5856
C. 225
D. 121
17. At a certain store, the price of two magazines are $3.5 and $2.4 for each. John is
going to buy one copy of each magazine. How much will John pay for these two
magazines?
A. 3.5
B. 7
C.59
D. 6.5
18. Which of these numbers is closest to 27 ?
A. 7
B. 20
C. 25
D. 34
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19. The graph shows the distance travelled by a tractor during a period of 4 hours.
How fast is the tractor moving?
A. 1 kilometer per hour
B. 2 kilometers per hour
C. 4 kilometers per hour
D. 8 kilometers per hour
0
1
2 3 4
Time (hours)
5
20. Divide:
52÷4= ?
A. 48
B. 56
C. 13
D. 12
21. There are 12 people in a meeting room. Among them 7 are women. How many of
them are men?
A. 7
B. 10
C. 2
D. 5
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22. Multiply:
7.4 x 1.2 = ?
A. 8.88
B. 8.18
C 8.6
D. 8.68
23. Anna’s mother is a tailor. She makes 10 clothes everyday. After four days’ work,
how many clothes would be made by Anna’s mother?
A. 30
B. 40
C. 19
D. 60
24. Subtract:
32.4-15 = ?
A. 17
B. 17.4
C. 17.9
D. 30.9
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25. Which of the following is true about 1/5 of 35?
A. 6
B. 3/5
C.7
D. 3.6
26. Sofia is ill and visits doctor. The doctor gives her 18 pills, and ask her to eat the
pills three time a day and 2 pieces a time. In how many days will Sofia finish these
pills?
A. 6
B. 3
C. 4
D. 2
27. Add:
2/7 + 3/14 = ?
A. 5/14
B. 1/2
C. 5/7
D. 6/7
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28. Alix’s father works in a town, which are 3.1 kilometers away from his home.
Alix’s father goes to work in the morning and back home in the everning. How many
kilometers should Alix’s father walk everyday?
A. 6.2
B. 3.2
C. 4.1
D. 10
29.
615.24
In the above number the digit 4 represents
A. 4 x 1/100
B. 4 x 1/10
C. 4 x 1
D. 4 x 100
30. Which of the following is a pair of equivalent fractions?
A. 5/8 and 2/3
B. 5/6 and 2/3
C. 4/5 and 15/14
D. 3/5 and 9/15
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31. Divide:
5/12 ÷ 2/3 = ?
A. 5/8
B. 1/4
C. 7/12
D. 5/12
32. Matchsticks are arranged as follows:
———
If the pattern is continued, how many matchsticks are used in making the forth figure?
A. 12
B. 15
C. 17
D. 20
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33. Find the sum:
3 weeks 5 days
+6 Weeks 6 days
A. 9 weeks 1 day
B. 9 weeks 4 days
C. 10 weeks 1 days
D. 10 weeks 4 days
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Enclosed Notes for Numeracy Skill Assessment
1. General Introduction about Numeracy Skill Assessment Instrument
This numeracy skill test, as test battery, consists of 33 items. It is designed to assess
the minimum level of mathematical skills at the grade 4 in the context of developing
countries. The maximum test time should not be more than 30 minutes. The number
of teat items in this test session should not be more than 20 items.
2. Assessment Framework of This Instrument
As a starting point, the existing test specifications from IAEP and IEA assessments, the
minimum level learning at primary stage in India, and the relevant literature about
numeracy definition and assessment were reviewed. According to the Unesco EFA goal
project rationale, and taking the mathematics teaching practices and curricula in
developing countries into consideration, we agree upon the following numeracy
assessment framework.
This assessment will measure four content area at three skill levels. The four content
areas are whole number, decimal, fraction, table, graph and figure. Classification
of mathematics topics into these content areas is helpful, instructionally, to summarize
achievement within various content areas. It is also helhful to indicate, expressed by
percentages in different countries, to what extent the different countries or regions
within a country emphasize various mathematics topics. This sometimes inevitably
involves some overlap.
The three skill levels, adapted from 1991 IAEP Assessment, are conceptual
understanding, procedural knowledge and problem solving. Conceptual
understanding refers to the mathematical skills such as: to recognize, label, write
numbers, and read tables and figures, and compare the value of two or more numbers.
Procedural knowledge refers to the skills to add, subtract, multiply, and divide of whole
number, decimal fractions or data from table, and figures. At this skill level, students
should demonstrate abilities in the numerical operations such as selecting and applying
appropriate procedures correctly, verifying and justifying the correctness of a procedure
using concrete models or symbolic methods, calculate using numerical and graphical
data, and sometimes those non-computational skills such as rounding and ordering.
Problem solving skills require students using their understanding of numbers and
numerical concepts, and their computational skills to solve simple problems of daily life
relating to units of money, length, weight, capacity, area and time. At this skill level,
students should demonstrate the abilities to recognize and formulate problems,
determine the sufficiency and consistency of data, select and modify procedures and use
reasoning. With this skill level classification, an international comparison and diagnosis
on another dimension will be possible.
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The following table provides a brief description of numbers of test items and its
distribution at each content area and skill level.
Table 1. CONTENT-SKILL GRID FOR NUMERACY TEST
objective
conceptual
understanding
test items
procedural
knowledge
test items
problem
solving
test items
1. count (No.3)
2.write (No.2)
3. compare
Numerical value
(No. 1)
(No.18)
1.add(no.4)
(No.6)
2.subtract
(No.8)
(No.14)
3.multiply
(No. 10)
(No. 16)
4.divide
(No. 12)
(No.20)
l.add
(No.13)
(No.33)
2.subtract
(No.5)
(No.21)
3.multiply
(No.7)
(No.23)
4.divide
(No.9)
(No.26)
l.understand
(No.29)
l.multiply
(No.22)
2.subtract
(No.24)
l.add
(No.17)
2.multiply
(No.28)
fraction
l.understand
(No.30).
l.add
(No.27)
2.divide
(No.31)
1 subtract
(No. 15)
2.multiply
(No.25)
5
table,
figure and
graph
1 read table
(No.19)
l.add & subtract
(No. 11)
l.add &
multiply
(No.32)
3
13
33
content
whole number
decimal
total
7
13
67
total
20
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3. Correct answer and Assessment score
Item No. 1
D
Item No.17 C
Item No.2
B
Item No.18 C
Item No.3
A
Item No.19 B
Item No.4
C
Item No.20 C
Item No.5
B
Item No.21 D
Item No.6
D
Item No.22 A
Item No.7
D
Item No.23 B
Item No.8
C
Item No.24 B
Item No.9
D
Item No.25 C
Item No.10
C
Item No.26 B
Item No. 11
B
Item No.27 B
Item No. 12
B
Item No.28 A
Item No. 13
D
Item No.29 A
Item No.14
A
Item No.30 D
Item No.15
C
Item No.31 A
Item No. 16
A
Item No.32 B
Item No.33 D
Scoring criteria
1 score for each correct answer.
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Part IV
LIFE SKILLS
In this section, you will find a number of questions or statements followed by four
suggested answers. In each case, only one of the suggested answers, A., B., C., and
D., is correct. Choose the right answer and make a circle around the letter that stands
in front of your answer. For example:
Which of the following insects destroy farm crops and vegetation?
A.
B.
C.
D.
mosquitoes
house-flies
locusts
butterflies
The correct answer is C. Put a circle around C like this C. Answer the rest of
questions in this section in the same way.
1.
Malaria and yellow fever are usually got from bites from which insects?
A.
B.
C.
D.
2.
Which of the following items is NOT poisonous to a child when swallowed into
the stomach?
A.
B.
C.
D.
3.
hair lice
mosquitoes
house-flies
spiders
kerosene
petrol
tomato juice
car engine oil
Many mushrooms are safe and good to eat. But some mushrooms are
poisonous.
A.
B.
C.
D.
true
false
don’t know
nobody knows
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4.
Continuous dizziness in a person can be caused by ............?
A.
B.
C.
D.
5.
Since yesterday, John has been to the toilet or latrine many times in a day, and
the stool (or toilet waste) is very watery. Maybe John has . . . . . . . . .
A.
B.
C.
D.
6.
a policeman or hunter
your fat friend
a nurse, or a doctor, or your mother
a film or cinema
Which of the following creatures is NOT dangerous to man?
A.
B.
C.
D.
9.
cool the head and body with cold water
do nothing but sing frequently
laugh at him
bandage his head
If you have continuous diarrhea for more than one or two days, see . . . . . . .
A.
B.
C.
D.
8.
chest pains
a healthy stomach
diarrhea
eye troubles
If someone gets a very high body temperature, what should be done at first in
case there is no nurse or doctor?
A.
B.
C.
D.
7.
many factors
thirst only
only hunger
nothing
a scorpion
a spider called tarantula
a black snake called cobra
a live chicken
The eating of uncooked pork from dirty pigs that go freely about the village can
give . . . . . . . .
A.
tapeworms
B.
aids
measles
C.
D.
good health
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10.
Sunshine is good for both human beings and plants.
A.
B.
C.
D.
false
true
don’t know
nobody knows
11.
A child who has measles can spread it to other children who play with him?
A.
nobody knows
B.
don’t know
C.
true
false
D.
12.
House-flies from open latrines or toilets often leave bacteria or dangerous germ
on . . . . . . . . .
A.
B.
C.
D.
13.
uncovered food
nobody
kitchen fires
burning fires
Look at the following map carefully.
s
From village A, in which direction can you find village B?
A.
B.
C.
D.
to the North
to the East
to the West
to the South
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14.
Look at this map carefully,
s
* Village X
River T
<
\
RiverU
From Village X, river T is flowing towards which direction?
A.
B.
C.
D.
15.
water from shallow pits
boiled water
water from running gutters
any water from any well
We do vaccination to prevent the disease vaccinated against.
A.
B.
C.
D.
17.
towards the North
towards the South
towards the West
towards the East
Which of the following types of water is best for drinking?
A.
B.
C.
D.
16.
>
true
don’t know
false
not at all true
Suppose you are in a village classroom built of mud or cement and an
earthquake is beginning slowly to shake the building. What should you do?
A.
B.
C.
D.
sit down and cry
pray and shout earthquake! Earthquake!
run out of the building to an open field or open area with no
buildings
sit by the wall and call the teacher
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18.
Which of the following people are law and order officers in your country?
A.
B.
C.
D.
19.
Musa is a farmer who lives in a village near a small town. Last week, he
received a lot of money after selling his farm produce. Where would you advise
Musa to keep his money?
A.
B.
C.
D.
20.
nurses
the police
fishermen
very old grand-fathers
in a hole dug on his old farm
under his bed at home
in an old pot in his wife’s kitchen
in a good bank nearby
Tawa is a good farming and cattle rearing district in a tropical country. Which
of the following practices can lead to W-ii erosion, bad fining weather, and
reduced rainfall in Tawa district?
A.
B.
C.
D.
night marketing and cooperative selling
small school gardening, flower growing in schools, and week-end
fishing
frequent vegetation clearing, tree cutting, bush burning, and the
over-grazing of pastoral lands
tree planting, use of good manure, and fish farming
21 and 22: Study the chart below carefully and answer questions 21 and 22.
MAIZE GROWING FIGURES IN TWO DISTRICTS
1991
1992
TAWA District
500 tons
400 tons
TAITA District
400 tons
600 tons
21.
Which district produced more maize in 1992 than the other?
A.
B.
C.
D.
Tawa district
Taita district
no district
not possible to know
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22.
How much maize did Tawa district produce for the two years together?
A.
B.
C.
D.
23.
You are the new prefect of your class. Which of the following items would
you have in your new classroom FIRST AID BOX?
A.
B.
C.
D.
24.
bring it to my parents
sell it to others
don’t care
try to return it to the loser
It is good to stop school completely before grade 6 in order to make money
to contribute to your family.
A.
B.
C.
D.
27.
yes
I should discuss it with my parents
I should discuss it with my best friend
I don’t know
If you find a watch in your classroom, what should you do?
A.
B.
C.
D.
26.
medicine on AIDS, some perfumes, a comb, a mirror, etc
a book on AIDS, a pencil, chalk, body pomade, medicine for
treating measles, etc
new bandages, dettol, scissors, pain-killing tablets, clean cotton
wool, etc
oranges, apples, mango fruits, toys, etc
If a stranger asked you to follow him or her to a place far away from you
home to get money or delicious food, should you do as what she or he said?
A.
B.
c.
D.
25.
1000 tons
1900 tons
900 tons
600 tons
yes
no
I don’t know
partly right
If your neighbor calls your names, what you should do to him?
A.
B.
C.
D.
fight with him immediately
call his name
try to know the reason first
don’t care about it
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28.
Handling electricity lines and equipment needs prior knowledge and skills.
A.
B.
C.
D.
29.
Reading book in bed just before sleeping is a good reading habit
A.
B.
C.
D.
30.
yes
not at all
I don’t know
anynody can try it
yes
sometimes yes
not at all
I don’t know
If you promise somebody an appointment, two hours late is not a big
problem.
A.
B.
C.
D.
It is not a problem
it is a problem
two parts should understand each other
try not to be too late next time
The following Life Skill Questions can also he adapted or modified to suit
specific country situations. In that case, national agencies will have to fit in
suitable alternative answers.
31.
How can you make sure that your daily food contains all that your body needs?
32.
Many households in your country use wood when cooking food. What is the risk
in the long-run in using too much wood?
33.
If all people in your compound cannot find anything but trees for making fire,
what do they have to do for making sure that coming generations also will be
able to cook their food?
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34.
Mention three contagious diseases in your home environment.
A.
B.
c.
35.
What causes the disease that you have mentioned under A above?
36.
Tell briefly how you can protect yourself against the disease that you mentioned
under A above. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37.
What causes the disease that you have mentioned under B above?
38.
Tell briefly how you can protect yourself against the disease that you have
mentioned under B above . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39.
What causes the disease that you have mentioned under C above?
40.
Tell briefly how you can protect yourself against the disease that you have
mentioned under C above . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41.
What causes malaria in a person’s body?
42.
What can you do to avoid getting malaria?
43.
Why is it important to build latrines?
44.
How and where should the latrines of your home compound, for instance, be
constructed?
45.
When you have visited the latrine, what is important to do before you come into
contact with other persons?
46.
What are the most common accidents that cause children in your home
environment to get wounded or hurt?
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47.
Mention two things that people in your home environment can do in order to
avoid accidents of the type you have mentioned?
48.
What causes thunder?
49.
If there is sometimes thunder in your home environment, what can people do in
order to avoid getting wounded by it?
50.
When there are many cars passing on the road that you have to cross, what is
important for you to do in order not to be involved in an accident?
51.
You are on the road and one of your mates is wounded by a car so that blood
is coming very rapidly from the hollow behind his or her knee . . . . . . . . . . . . . . . .
(i)
Why is this dangerous for him or her?
(ii)
What can you yourself do to help him or her immediately?
52.
You come to the road and find the following: A young girl has just been
smashed by a car. She is unconscious and blood is coming from her mouth.
What is necessary to do immediately if she is not to die?
53.
Even if the rain is proper and the seeds are good, the harvest on the fields in
your home environment can become bad. Tell one important reason for this
.............
54.
What can people in your home environment do in order to prevent the reason
you gave (immediately above) from happening? . . . . . . . . . . . . . . . . . . . . . .
55.
If the harvest is so bad that you and your family do not have enough to eat from
the house stores, are there any wild plants that you can eat?
A.
B.
C.
yes
I don’t know
no
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56.
If you have answered yes to the question above, mention two types of such
plants:
A. . . . . . . . .
B. . . . . . . . .
57.
Your father wants to buy a certain type of medicine next time he visits the
district town to sell mandioca. The medicine costs 110 units of money. For each
mandioca that your father sells, he will receive 5 units of money. How many
mandiocas will he have to sell in the town market in order to get the 110 units
of money?
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