NATIONAL
ACHIEVEMENT SURVEYS
(Cycle III)
A presentation by
Educational Survey Division
NATIONAL COUNCIL OF EDUCATIONAL
RESEARCH AND TRAINING
Sri Aurobindo Marg, New Delhi 110016 (India)
2014
Overview
Standardized tests and questionnaires(School, pupil and teacher) are used to get
learning achievement data and background information
Objectives
•
•
•
To study the achievement level of
students in different subjects.
To study the difference in
achievement with respect to area,
gender and social groups.
To study the effect of intervening
variables like home, school and
teacher on students’ achievement.
Pupil
•
NAS is sample based survey, designed to check the health of the educational
system and provides information about the learning achievement of students.
•
•
•
•
Number of siblings
Physically challenged
Language spoken at home
Homework checked at home, etc.
School
•
Conducted under the Sarva Shiksha Abhiyan (SSA) programme of Government of
India in government and government-aided schools .
•
•
•
•
No. of working days
No. of period per day
Infrastructural facilities
Instructional material, etc.
•
Educational and professional
qualification
Employment status
Teaching resources, etc.
Teacher
•
•
•
Survey Cycles
Survey Cycle
Class V
Class VIII
Class III
Cycle I
2001-05
2003-08
2003-07
Cycle II
2005-08
2007-10
2007-09
Cycle III
2009-12
2011-14
2012-14
Subject tested
Mathematics,
Language,
Environmental
Studies
Mathematics,
Language,
Science
Social Science
Background Questionnaires
Student, Teacher and School
Mathematics,
Language
Steps in National Achievement Surveys
I. PRE CONDUCT
II. CONDUCT
III. POST CONDUCT
• Planning and
Management
• Sampling for main
survey
• Development of data
entry manual
• Curriculum Analysis
• Development of
manual for training
of field functionaries
and administration of
tools
• Data management:
Batching, entry and
cleaning*
• Printing tools
• Data analysis and
interpretation
• Item development
• Development of
questionnaires
• Sampling (piloting)
• Translation of item
pool
• Piloting of test items
• Analysis of piloted
data and finalization
of tools
• Training of field
functionaries
• Merging of cleaned
files
• Reporting
• Administration of
tools
* Data Cleaning
• Codes were checked (State, District, School, Student, Gender, Area, Test Form, Medium).
• Cases with identical pattern of responses, were dropped.
• Students appeared in more than one form of the same subject were dropped.
Survey Coverage
States/UTs
District
Classes
Cycle I
Cycle II
Cycle III
Cycle I
Cycle II
Cycle III
Class III
29
32
34
111
254
298
Class V
30
33
31
113
244
271
Class VIII
29
32
33
103
189
285
School
Teachers
Classes
Cycle I
Cycle II
Cycle III
Cycle I
Cycle II
Cycle III
Class III
5,293
7,341
7,046
8,533
10,369
14,092
Class V
4,787
6,828
6,411
10,796
14,810
10,851
Class VIII
4,378
9,239
6,722
16,612
24,071
24,486
Sampling Procedure
Frame
Students enrolled in government and governmentaided schools
Stages
3 stage : districts, schools, students.
A. District
Number of districts :Using Finite Population
Correction (FPC)
At least 40% of the total districts in a state
B. School
Number of Schools
The number of schools sampled from a district was
determined by the total number of students required for
testing and the average class size within the state/UT.
Selected schools by using PPS
One replacement school was assigned for each
sample school.
C. Student Taken all sections in consideration
Students selected by using SRS
maximum 40 and minimum 9 students
Grade wise selection
District
Class III & VIII:
By using FPC (Finite Population Correction) formula (Maximum 27)
At least 40% of the total districts in a state
Schools: In most of the states on an average 250 schools
Section
Class III: One section in each school selected randomly (if more
than one section)
Class VIII: Taken all sections in consideration
Students: Students selected by using SRS
Class III: maximum 20 and minimum 5 students
Class VIII: maximum 40 and minimum 9 students
Improvements in Cycle III
•
•
•
Framework for assessment used in development of Test items.
Increased measurement points in each subject area by using multiple test
forms (Classes III & VIII: 2 forms) Class III : 50 measurement points in
mathematics and 36 in language, Class VIII : 90 measurement points.
Scaled score were computed to know the performance of students
D
B
Anchor Block
C
•
•
•
E
IRT equates the multiple
booklets through common
anchor items
Scannable OMR sheets (in class VIII) were used to collect data from the
field.
RIEs faculty is involved in scanning of data.
Intensive training in data collection was provided to state coordinators and
district coordinator.
Reporting of Results Using IRT
• 2 parameter model used : item difficulty and student ability.
• Results reported in scaled scores
• Scaled scores are scores that have been mathematically transformed
from one set of numbers (i.e., the raw score) to another set of numbers
in order to make them comparable in some way
Advantages
• IRT places students and test items on the same numerical scale. This
enables us to produce meaningful ‘maps’ of item difficulty and student
ability.
• In IRT, the difficulty parameter for an item does not depend on the group
of test takers. This allows us to use multiple test booklets to increase
measurement points in any subject and these can be linked.
• IRT also allows us to compare scores from tests used in different cycles
- an essential characteristic for monitoring progress over time.
100
Low achievement
200
300
Mid-point = 250
400
High
achievement
Current Status
Class VIII
•
Draft Report of Class VIII has been sent to external experts for
review.
•
State specific results will be shared in the month of
February– March 2014
Class III
•
Some reflections are being made here without using sample
weights
•
Weights are being calculated for finalisation of the data analysis
work.
Overall Score
247 (0.5)
Table 
Overall Score
Boys : 246 (0.6)
Girls : 249 (0.5)
Table 
Overall Score
Rural : 247 (0.6)
Girls : 252 (1)
Table 
Reading
Comprehension :
Percentile
Score
• This graph shows the
spread of achievement in
each state.
•
•
The 50th percentile shows
the performance that half
of the students in that
state would be expected
to achieve (the median).
Overall
In reading, Uttar Pradesh
has many students who
did very well (i.e. they are
to the right hand side of
the scale) .
50th Percentile Overall : 242
Percentile Score: Reading Comprehension
State /
Union Territory
10th
25th
50th
75th
90th
percentile percentile percentile percentile percentile
Range
75-25
Range
90-10
A & N Islands
Andhra Pradesh
Arunachal Pradesh
Bihar
Chandigarh
Chhattisgarh
Dadra Nagar Haveli
Daman & Diu
Delhi
Goa
Gujarat
Haryana
Himachal Pradesh
Jammu & Kashmir
Jharkhand
Karnataka
Kerala
Madhya Pradesh
Maharashtra
Manipur
Meghalaya
Mizoram
Nagaland
Odisha
Puducherry
Punjab
Rajasthan
Sikkim
Tamil Nadu
Tripura
Uttar Pradesh
Uttarakhand
West Bengal
185
188
182
181
217
187
193
222
187
205
189
187
191
179
181
186
204
186
194
186
183
192
189
183
181
200
185
207
179
183
178
185
192
212
218
201
205
231
215
221
240
216
226
216
217
222
192
205
217
231
212
225
212
199
217
220
209
203
226
212
225
203
205
209
217
223
232
238
225
231
268
231
240
275
237
258
237
243
266
218
229
238
282
235
270
228
223
231
237
231
225
267
229
246
229
227
242
244
262
275
273
263
275
287
274
275
305
280
281
276
283
298
229
275
273
319
279
309
269
258
272
272
279
267
293
272
271
276
272
284
283
297
309
303
294
311
319
314
303
320
316
320
312
317
331
268
312
304
339
312
336
298
283
302
306
315
295
318
308
292
314
308
319
316
325
62
55
62
70
56
60
54
65
64
55
59
66
76
36
70
56
88
67
84
56
59
55
52
71
65
68
60
46
73
68
75
66
74
124
115
112
130
101
128
110
98
128
115
123
130
140
90
132
118
135
126
141
112
100
110
117
133
114
118
124
85
136
125
141
131
133
Overall Distribution
190
215
242
279
310
63
120
• Inter quartile
range is highly
variable.
Lower than
50th percentile of
Kerala.
Lower than
75th percentile of
Kerala.
50th and
75th percentile of
Kerala.
Overall Score
245 (0.6)
Table 
Overall Score
Boys : 246 (0.7)
Girls : 245 (0.6)
Table 
Overall Score
Rural : 246 (0.7)
Girls : 241 (1.4)
Table 
Mathematics :
Percentile
Score
•
•
•
This graph show the
spread of achievement in
each state.
The 50th percentile shows
the performance that half
of the students in that
state would be expected
to achieve (the median).
In mathematics,
Arunachal Pradesh and
Tamil Nadu have very
similar average
performance.
50th Percentile Overall : 235
Overall
Percentile Score: Mathematics
State /
Union Territory
10th
25th
50th
75th
90th
percentile percentile percentile percentile percentile
Range
75-25
Range
90-10
A & N Islands
Andhra Pradesh
Arunachal Pradesh
Bihar
Chandigarh
Chhattisgarh
Dadra Nagar Haveli
Daman & Diu
Delhi
Goa
Gujarat
Haryana
Himachal Pradesh
Jammu & Kashmir
Jharkhand
Karnataka
Kerala
Madhya Pradesh
Maharashtra
Manipur
Meghalaya
Mizoram
Nagaland
Odisha
Puducherry
Punjab
Rajasthan
Sikkim
Tamil Nadu
Tripura
Uttar Pradesh
Uttarakhand
West Bengal
200
196
194
201
208
196
207
217
195
206
198
199
202
201
200
201
208
210
203
205
191
205
197
195
190
207
199
199
181
208
209
196
205
217
214
212
221
221
215
222
226
212
219
214
217
218
218
220
216
220
225
218
221
208
219
216
215
211
221
217
214
209
222
226
215
219
229
225
224
254
234
225
259
260
222
230
223
229
232
238
247
228
230
265
229
245
222
232
226
229
223
240
229
224
223
250
271
228
234
270
249
248
301
262
259
290
285
238
260
244
265
276
297
304
261
255
307
262
300
235
268
254
265
239
269
268
245
247
303
318
261
267
311
270
273
344
276
303
317
311
264
272
268
317
312
340
345
311
267
340
303
346
265
312
305
310
264
310
312
267
274
353
359
302
316
53
35
36
80
42
44
68
59
26
41
30
48
58
79
84
45
35
83
44
78
27
49
38
50
28
49
51
31
38
81
93
45
48
111
73
79
143
68
107
110
94
69
66
70
118
111
138
145
110
59
130
100
141
75
107
108
115
74
103
113
68
93
145
150
106
111
Overall Distribution
201
217
235
269
304
51
103
• Inter quartile
range is highly
variable.
Lower than
50th percentile of
Uttar Pradesh.
Lower than
75th percentile of
Uttar Pradesh.
50th and
75th percentile of
Uttar Pradesh.
Overall Score
251 (0.6)
Table 
Overall Score
Boys : 252 (0.7)
Girls : 251 (0.7)
Table 
Overall Score
Rural : 252 (0.7)
Girls : 249 (1.1)
Table 
Science :
Percentile
Score
•
•
•
This graph shows the
spread of achievement in
each state.
The 50th percentile shows
the performance that half
of the students in that
state would be expected
to achieve (the median).
In science, Jharkhand
has a very similar
performance to the
national average.
50th Percentile Overall : 243
Overall
Percentile Score: Science
State /
Union Territory
10th
25th
50th
75th
90th
percentile percentile percentile percentile percentile
Range
75-25
Range
90-10
A & N Islands
Andhra Pradesh
Arunachal Pradesh
Bihar
Chandigarh
Chhattisgarh
Dadra Nagar Haveli
Daman & Diu
Delhi
Goa
Gujarat
Haryana
Himachal Pradesh
Jammu & Kashmir
Jharkhand
Karnataka
Kerala
Madhya Pradesh
Maharashtra
Manipur
Meghalaya
Mizoram
Nagaland
Odisha
Puducherry
Punjab
Rajasthan
Sikkim
Tamil Nadu
Tripura
Uttar Pradesh
Uttarakhand
West Bengal
208
193
189
182
208
198
222
227
189
213
200
196
202
196
189
193
211
190
202
199
195
205
200
198
185
202
193
218
180
205
184
190
211
226
214
213
210
225
219
243
247
212
230
220
219
223
218
215
214
230
217
222
220
214
222
218
223
206
223
217
234
209
226
216
214
227
254
232
232
232
243
236
275
275
230
261
239
238
246
239
242
232
262
245
242
243
226
240
234
250
228
243
237
261
232
257
247
233
249
288
260
266
272
270
268
311
311
261
298
273
274
275
295
281
265
286
298
273
296
248
273
267
284
256
272
273
281
268
301
307
269
279
331
282
306
314
294
305
335
347
287
330
301
322
313
339
323
302
317
343
307
346
274
322
315
323
278
310
322
313
296
346
352
304
318
62
46
54
61
45
49
68
64
49
68
53
56
52
77
67
51
56
81
51
76
33
51
49
61
49
49
56
47
59
75
91
55
52
122
89
118
132
85
108
113
120
98
117
101
126
111
143
133
109
106
153
104
147
80
117
115
124
93
108
129
95
116
141
168
114
107
Overall Distribution
199
221
243
279
316
58
116
• Inter quartile
range is highly
variable.
Lower than
50th percentile of
Kerala.
Lower than
75th percentile of
Kerala.
50th and
75th percentile of
Kerala.
Overall Score
251 (0.6)
Table 
Overall Score
Boys : 252 (0.7)
Girls : 251 (0.7)
Table 
Overall Score
Rural : 252 (0.7)
Girls : 249 (1.3)
Table 
Social Science :
Percentile
Score
•
•
•
This graph shows the
spread of achievement in
each state.
The 50th percentile shows
the performance that half
of the students in that
state would be expected
to achieve (the median).
In social science, West
Bengal has a very similar
average performance to
the national average but a
narrower spread.
50th Percentile Overall : 242
Overall
Percentile Score: Social Science
State /
Union Territory
10th
percentile
25th
percentile
50th
percentile
75th
percentile
90th
percentile
Range
75-25
Range
90-10
Andhra Pradesh
Arunachal Pradesh
Bihar
Chandigarh
Chhattisgarh
Dadra Nagar Haveli
Daman & Diu
Delhi
Goa
Gujarat
Haryana
Himachal Pradesh
Jammu & Kashmir
Jharkhand
Karnataka
Kerala
Madhya Pradesh
Maharashtra
Manipur
Meghalaya
Mizoram
Nagaland
Odisha
Puducherry
Punjab
Rajasthan
Sikkim
Tamil Nadu
Tripura
Uttar Pradesh
Uttarakhand
West Bengal
188
187
183
210
201
200
221
192
205
196
193
201
184
187
197
210
196
195
186
184
190
195
188
180
211
196
205
175
192
185
189
198
210
209
213
226
220
223
248
214
224
213
217
222
204
218
220
230
223
220
209
201
208
214
209
200
232
218
226
201
218
218
215
219
227
228
243
248
241
264
274
231
252
230
239
247
226
249
239
260
265
248
229
221
228
231
229
222
259
245
246
226
254
266
235
240
255
263
285
269
272
307
311
262
279
264
273
270
272
299
270
281
307
275
270
241
265
267
261
243
277
286
270
255
298
318
270
272
275
308
324
292
305
329
339
282
309
293
319
305
312
337
311
308
343
308
313
272
305
308
285
269
307
334
300
278
336
355
304
308
45
54
71
44
52
84
63
48
54
51
56
48
69
81
50
51
85
56
61
39
57
53
51
44
45
68
45
53
80
100
55
54
86
121
141
82
104
129
118
90
104
97
125
105
128
150
114
98
147
113
127
88
116
113
97
89
95
138
96
103
144
170
114
110
Overall Distribution
194
217
242
275
309
58
114
• Inter quartile
range is highly
variable.
Lower than
50th percentile of
Uttar Pradesh.
Lower than
75th percentile of
Uttar Pradesh.
50th and
75th percentile of
Uttar Pradesh.
What Student Know and Can Do ?
LANGUAGE
Locate Information
Overall, 54% students were able to respond correctly on items based on locate
information, i.e.; simple retrieving of information from the given text. Some examples
are :
•
•
About two-third of students can identify that sports goods are mainly manufactured
in Punjab.
About 60% students can find out that the bark of neem tree is rough and scaly
Grasp Ideas/Interpret
•
•
•
Overall students ability on Grasp Idea/Interpret is slightly lower on items tested as
compared to cognitive process locate/retrieve information. Some are as under:
More than half (58%) of the students can interpret the use of ‘dried leaves of neem’
in daily life
Slightly higher than half (56%) of the students can grasp idea from the given
advertisement that consumption of yellow peas dal is healthy and nutritious for
human.
What Student Know and Can Do ?
LANGUAGE
Infer/Evaluate
•
•
•
The variations of responses related to Infer/Evaluate on the given text was 26% to
46%. The following are the outcomes:
Only 46% students could infer that why Baba Amte felt proud.
Only 26% students could infer from the give story, that what qualities of Himmat
Singh helped him to capture the thief.
MATHEMATICS
Number System
•
•
•
About 60% students can find out one’s digit of the square root of a four digit number.
Nearly 44% students can find out cube root of a four digit number.
Approximately 78% students are able to understand the concept of perfect square.
What Student Know and Can Do ?
MATHEMATICS
Algebra
•
•
•
Approximately 58% students were able to find numeral co-efficient of monomial.
Nearly 78% students were not able to solve linear equation in one variable.
About 78% students could not be able to find the value of algebraic expression at
any integer.
Ratio and Proportion
•
•
Only the item based on simple item could be responded by 31% students.
Performance of students on items on ‘Ratio and Proportion’ was low, i.e.; 21% to
27%.
Mensuration
•
•
About 84% students were not able to calculate area of circular path.
About 82% students were not able to calculate volume of a cylinder.
What Student Know and Can Do ?
MATHEMATICS
Geometry
•
•
About half of the students were able to calculate exterior angle of a quadrilateral by
use of angle sum property.
Nearly 77% students do not know the relationship between internal and external
property of polygon.
Data Handling
•
•
Nearly half of the students can draw conclusion from given bar graph.
Nearly 42% students can draw conclusion from data table.
SCIENCE
Biology
•
•
•
•
About 65% students can reason out the effects of crop rotation and its impact on
crop production.
38% students could recall the appropriate stage/time of vaccination.
About 57% students can recall the name of the scientist who coined the term ‘Cell’.
Nearly 43% students could identify the process of binary fission in Amoeba depicted
in the diagram.
What Student Know and Can Do ?
SCIENCE
Biology
•
About 41% students can reason out the consequences of loss of forests.
Physics
•
•
•
•
About 41% students know that why movable parts of a sewing machine are oiled.
About 50% students could reason out the consequences of electric appliances
handled with wet hands.
About 43% students know the measuring unit of very long distance.
More than 60% students could recall the biggest planet of solar system.
Chemistry
•
•
•
•
Nearly 54% students know that cotton is the best suited fibre to skin.
More than 50% students could reason out why oxygen is essential for human life.
About 52% students can recall exhaustible natural resources.
About 44% students can reason out the process of chlorination of water.
What Student Know and Can Do ?
SOCIAL SCIENCE
History
•
•
•
About 45% students know about the treatment meted out to Indians by British
Official (General Dyer) in infamous episode of Jallianwala Bagh massacre.
About 41% students can identify the extent of spread of the revolt of 1857 in the
given map.
About 48% students are able to explain the reasons of spread of European Trading
Companies in India.
Geography
•
•
•
•
•
About two-third students can identify the processes of cross production.
About 56% students can identify various forms of irrigation in the given picture.
Nearly 47% students know feature of economic activities.
About 45% students know different rivers of India.
About two-third students understand various industrial activities.
What Student Know and Can Do ?
SOCIAL SCIENCE
Civics
•
•
About two-third of the students know the minimum age of marriage for men and
women as per the Constitution of India.
Only 45% students know that Supreme Court is not a part of Parliament in India.
Association of Learning Achievement
with Intervening Variables
Students’ Background Factors
Behaviour problems such as absenteeism are associated with lower
achievement but there might be other factors which contribute to lower
achievement.
•
•
•
•
The results suggest that coming from a larger family is associated with lower than
average performance.
Students with only one sibling outperform by a small, but statistically significant
amount, those who have two or more brothers and sisters.
The higher the parents education the more likely a student is to do well.
Achievement has been found to be associated with language spoken at home is the
same as the language of instruction or whether the school is in an urban or rural
environment.
Association of Learning Achievement with Intervening Variables
contd...
School Factors
There are several factors associated with the school that seem to be associated
with achievement.
•
•
•
•
•
Government aided schools have lower performance, even when the key factors such
as socio-economic status, location etc. are taken into account.
Schools with pucca buildings tend to do better.
Co-ed schools are doing better than single sex (boys/girls) schools.
Students who go to schools which who have a 6 day week do better than those at
schools which have a 5 day week.
Schools which have more than 180 working days a year tend to achieve better.
School leadership and governance
School leadership and governance seems to have a key role in achievement.
•
•
•
•
Students at schools where the head teachers also teach classes tend to do better.
Students at schools which have been inspected tend to do better.
Students at schools who reported behaviour problems, such as late arrivals,
absenteeism, skipping classes or violations of school rules, tend to do worse.
Having VEC/AEC/SMC committees is associated with better performance.
Association of Learning Achievement with Intervening Variables
contd...
The pupils’ perspective
The pupils perspective is very important and anything that affects a students’
ability or desire to attend school regularly and pay more attention in various
curricular activities could impact on achievement.
•
Incentive schemes such as offering a midday meal, free uniforms and scholarships
appear to be associated with higher achievement.
Teaching and learning approaches
The teacher is key in mediating learning and the study looked at various factors
around the teacher and their teaching practices.
•
•
Students who had there homework checked by their teacher every day tend do
better.
Students who reported that they work with other students in small groups in solving
mathematical problems tended to perform significantly better in mathematics.
Reading Comprehension
Mathematics
Locate Information
The bark of neem tree is
1.
2.
3.
4.
Knowledge
The one's digit of the square root of 2025 is :
smooth and green.
rough and scaly.
soft and scaly.
hard and green.
1.
2.
3.
4.
1
4
5
6
Percent Correct: 60.1%
Percent Correct: 60.8%
Application
Infer/Evaluate
Neem is called a “wonder tree” because
1.
2.
3.
4.
its twigs are used for brushing teeth.
it is a useful fertilizer.
it protects newly born babies.
each part of the tree is useful.
Percent Correct: 31.5%
Three exterior angles of a quadrilateral are 70o,
80o and 100o. The fourth exterior angle is :
1.
2.
3.
4.
70o
80o
100o
110o
Percent Correct: 52.7%
Science
Social Science
Knowledge
Knowledge
Chlorination is the process to purify water. It is
done to
1.
2.
3.
4.
remove harmful gases.
separate suspended impurities.
kill harmful germs.
change the colour of water.
What attracted European trading companies to
India?
1.
2.
3.
4.
Percent Correct: 43.6%
Percent Correct: 47.8%
Reasoning
Application
Oxygen exists in nature in the form of a gas. It
is essential for our life because it
1.
2.
3.
4.
enhances the growth of plants.
is used as an antiseptic.
is used for purifying water.
is used during respiration.
Percent Correct: 50.8%
Gold and Silver
Cotton, Silk and Spice
Flora and Fauna
Horses and Cattle
A powerful caste decided to teach Rathnam a
lesson. They set his hut on fire. He escaped
and filed a case in a local police station. Which
of the following acts rescues him?
1.
2.
3.
4.
Sedition Act 1870
Civil Rights Act 1964
Prevention of Atrocities Act 1989
Minimum Wages Act 1948
Percent Correct: 33%
NAS
Class III
Overall Score
252 (0.4)
Overall Score
252 (0.4)
Overall Score
Boys : 251 (0.5)
Girls : 253 (0.5)
Overall Score
Boys : 252 (0.5)
Girls : 252 (0.5)
Overall Score
Rural : 252 (0.5)
Urban: 256 (1.2)
Overall Score
Rural : 251 (0.5)
Urban: 254 (1.3)
Performance of Students in Class III
85.5
90.0
80.0
70.0
Language
65.4
58.6
60.0
50.0
40.0
30.0
20.0
10.0
0.0
Listening
Recognition
Comprehension
90.0
76.2
80.0
70.0
66.1
62.9
77.0
69.4
65.6
60.0
50.0
40.0
30.0
20.0
10.0
Mathematics
0.0
Geometry
Number
Measurement
Money
Data handling
Patterns
LANGUAGE ITEMS
Look at the pictures and recognise the correct name of the
picture. Then encircle the correct answer.
1. Ball
2. Doll
Percent Correct: 89%
1. Table
2. Chair
Percent Correct: 85.3%
LANGUAGE ITEMS
19-24. Read the following passage and encircle the answers of the
questions.
You must have seen butterflies. Do you know where a butterfly comes
from?
The mother butterfly lays an egg on a leaf or plant. A small caterpillar
comes out of the egg.
The caterpillar eats leaves and grows bigger. Then the caterpillar attaches
itself to a leaf and makes a large cocoon. This is a kind of shell that protects
it from other animals. Inside the cocoon it grows wings and legs.
Finally, the cocoon opens and the new beautiful butterfly comes out. It
slowly opens its wings and then it flies away.
What happens inside a cocoon?
1.
Caterpillar changes into a butterfly.
2.
Caterpillar keeps eating leaves.
3.
Caterpillar grows big.
Percent Correct: 45.2%
MATHEMATICS ITEMS
Money
Which of the given three notes shows
the correct amount of money to buy the
toy?
Rs. 40
Percent Correct: 80.2%
MATHEMATICS ITEMS
Number
37 boys and 26 girls are studying in a school.
What is the total number of children studying
in the school ?
53
63
513
Percent Correct: 74.0%
MATHEMATICS ITEMS
Geometry
Which of the following shapes is not shown in the figure below?
Rectangle
Triangle
Circle
Percent Correct: 66.9%
Way forward
• Review Committee NAS Class V suggested that 3 year
cycle per class is an appropriate timeframe to derive
maximum benefit from the survey findings.
• Efforts have been made to reduce the time period to
complete the NAS.
• Steps have been taken to make variables more
understandable to various stake holders by developing
subject wise reports.
• Planning to take steps for more in-depth analysis to
see the influence of various variables related to
students’ background, school environment and some
teachers’ related variables.
Thank you
For your time and attention