Guidelines to conduct FA 2 Tool -II for Class III, IV and V [ As a Part of TaRL]

Guidelines to conduct FA 2 Tool -II for Class III, IV and V [ As a Part of TaRL]. Here are the Detailed Guidelines to conduct the Tool 2 in Formative Assessment Exams as a Part of TaRL Baseline Exams.  t is proposed to integrate the Teaching at the Right LeveI (TaRL) assessments with formative assessments for classes III IV, and V. Beginning with FA ll, TaRL assessment shall be conducted under TooI-2 for Telugu, English, and Mathematics in classes lll, lV, and V.
 

Guidelines to conduct FA Tool -II for Class III, IV and V

lt is proposed to integrate the Teaching at the Right LeveI (TaRL) assessments with formative assessments for classes III lV, and V. Beginning with FA ll, TaRL assessment shall be conducted under TooI-2 for Telugu, English, and Mathematics in classes lll, lV, and V. The existing Written works (notes writing activity) shaII not be discontinued. The TaRL assessment tool will be conducted in addition to written works. But marks under tooI-2 shaII be awarded to TaRL assessments onIy. There will be no changes regarding Environmental Studies (EVS). The FA-2 TaRL Testing Guidelines are provided below.

I. TaRL Baseline Assessment (Telugu) Testing Process:

lt is Proposed to Conduct ln the academic year 2025一26, the TaRL baseline assessment has been integrated into the FA 2 examinations.

As part of this process, the assessment booklet under the FA 2 section includes a writing part on TooI 2 page. Students must be made to write this part, but marks for this writing component should not be entered in the OMR sheet.

ln the OMR sheet (Part E, Tool 2 section), numbers from 0 to 5 (0,1,2,3,4,5) are provided. For TaRL testing, onIy levels 1一5 should be recorded. The‘0’level should not be considered.

TaRL Telugu Levels

• 1 一 Beginner Level
• 2 一 Letter LeveI
• 3 一 Word LeveI
• 4 一 Paragraph LeveI
• 5 一 Story LeveI

Only the highest level achieved by each child should be recorded.

*For an Example:
lf a child cannot read any letters, bubbIe 1,

lf a child can read letters, bubbIe 2,
lf a childc an read words, bubbIe 3,
lf a child can read a paragraph, bubbIe 4,
lf a child can read a story, bubbIe 5, on the OMR sheet (TooI 2).

(Always bubbIe only the highest level reached by the child, multiple bubbling is not allowed).

TaRL Testing Method

The FA 2 Part E testing is conducted using the ASER Testing Tool. This tool has 4 samples (1, 2, 3, 4).

• For Baseline Assessment → Use Samples 1 & 2
• For Midline Assessment → Use Samples 3 & 4
• For Endline Assessment → use sample 1-4 Use whichever sample has not been previously used with that student

Instructions:
If Sample 1 is given to the first student, the next student should be given Sample 2. For the third student again useSample 1, fourth student Sample 2, and so on (Alternative). Continue alternating the samples for every student during testing.

Testing Process 一 Step by Step

1. Build rapport first:
Begin by talking to the child in a friendly manner, so they do not feel it is a formal examination.

2. Start from Paragraph Level:
Testing should always begin at the Paragraph Level.

3. Calling students in order:
The teacher should call students as per the register order. For example: “Suresh, come here! 

Did you have your lunch? What do you like? You study well, right?” 

After this casual interaction, show the child the two paragraphs from Part 1 of the Testing Tool and ask: “Which of these two paragraphs would you like to read?”

4. Paragraph Reading:
Fold the sheet to show only the chosen paragraph.
If the child makes more than 3 mistakes, reads word-by-word, or cannot read fluently, then move down to Word Level.

5. Word Level:
Show the child the 10 words in the tool and ask them to pick any5 words to read.

• If they cannot choose, take the first 5 words in order.
• If the child can read at least 4 out of 5 words correctly, mark them at Word Level (3).
• If not, proceed to Letter Level.

6. Letter Level:

Show the child the 10 letters in the tool and ask them to pick any5 letters to read.

• If unable to choose, take the first 5 letters in order.
• If the child can read at least 4 out of 5 letters correctly, mark them at Letter Level (2).
• If not, mark them at Beginner Level (1).

If Paragraph was read fluently:

• If the child reads the paragraph fluently with no major errors, show them the Story section and ask them to read it aloud.
• If the child reads with more than 3 errors or lacks fluency, mark them at Paragraph Level (4).
• If the child reads the story fluently, without errors, and with proper pauses, mark them at Story Level (5).

Important Notes:

At Paragraph or Story Level, if a child repeatedly makes the same mistake on a single word, it should be counted as one error only.Always record only the highest level achieved by each child in the Learning Progress Sheet.

II. TaRL Baseline Assessment (English) 一 FA2 Guidelines (2025一26)

1. Introduction:

The Government of Andhra Pradesh is implementing the Teaching at the Right Level (TaRL) Baseline Assessment for English as part of FA2 examinations.

• The TaRL Baseline Assessment for English is integrated into FA2 (Tool 2 – Written Work).
• Teachers should use the FA2 Assessment Booklet – Tool 2 for administering the English assessment.
• In the OMR Sheet (Part E – Tool 2 section), numbers 0 to 5 are provided.
• ‘0’ should not be used.
• Only levels 1 to 5 must be bubbled.
• Always record only the highest level achieved by the student.

2. TaRL English Levels:

Level - Description

• 1 -Beginner Level (Cannot identify letters or words)
• 2 - Letter Level (Able to identify and read English letters)
• 3 - Word Level (Able to read simple words)
• 4 - Paragraph Level (Able to read sentences/paragraphs with some fluency)
• 5 - Story Level (Able to read and understand story text fluently)

For an Example: If a student can read paragraphs but cannot fluently read a story, record them at Paragraph Level (4) in the OMR sheet.

3.Nature of the Test:

• This is not a written exam; it is an oral, one-on-one assessment.
• Each child should be tested individually in a stress-free environment.
• For Baseline testing, use Samples 1 and 2 from the English Testing Tool.

Example: If child A gets Sample 1, child B must get Sample 2, then alternate again.
Always fold the sheet to show only the part being tested.

4. Structure of the Test:

The English test has the following progression path:

• 1. Paragraph Reading (starting point)
• 2. Word Reading (if paragraph not fluent)
• 3. Letter Recognition (if words not fluent)
• 4. Beginner Level (if letters not recognized)
• 5. Story Reading (if paragraph fluent)

Steps:

1 一 Build Rapport: Interact with the child casually in a friendly tone (e.g., “Hello! How are you? What do you like? Can you read for me?”). Ensure the child does not feel it is a formal exam.

2 一 Start with Paragraph: Show the child two paragraphs from the English Tool. Ask them to choose one paragraph and fold the sheet so only that paragraph is visible.

Observation: If the child makes more than 3 mistakes, reads word-by-word, or struggles with fluency → move to Word Level.

3 一 Word Level: Show the child 10 simple words.Ask them to read any 5 words (or first 5 if they cannot choose). If they read at least 4 out of 5 words correctly, record them at Word Level (3). If not, proceed to Letter Level.

4 一 Letter Level: Show 10 English letters.Ask them to read any 5 letters (or first 5 if unable to choose). If they read at least 4 out of 5 letters correctly, record them at Letter Level (2). If not, record them at Beginner Level (1).

5 一 Story Level: If the child reads the paragraph fluently, show them the story text. If the child struggles with fluency or makes more than 3 mistakes, record them at Paragraph Level (4). If the child reads the story fluently, without errors, and with correct pauses, record them at Story Level (5).

5. Key Instructions: Always record only the highest level achieved in the OMR Sheet (Part E – Tool 2). Do not bubble ‘0’. At Paragraph/Story level, repeated mistakes on the same word should count as only one error. Record each child’s highest level in the School Learning Progress Sheet as well. Maintain a friendly and encouraging atmosphere during assessment.

III. TaRL Baseline Assessment (Mathematics) - FA2 Guidelines (2025 - 26)

1. Introduction
The Government of Andhra Pradesh is implementing the Teaching at the Right Level (TaRL) Baseline Assessment with new modifications.This TaRL Baseline Assessment has been integrated into the FA2 examinations.As part of this, teachers must use the FA2 Assessment Booklet – Tool 2 (Written Work) for administering the four arithmetic operations (Maths processes). In the OMR Sheet (Part E 一 Tool 2 section), numbers 0 to 5 are provided.

• ‘0’ should not be used.
• Only levels 1 to 5 must be bubbled.
• While recording, teachers should mark only the highest level achieved by the student.

2. TaRL Maths Levels

Level - Description

• 1 No Operations (Unable to perform any operations)
• 2 Only Addition
• 3 Subtraction
• 4 Multiplication
• 5 Division

Example: If a student can solve up to multiplication, record them at Level 4 by bubbling‘4’in the OMR sheet.

3. Nature of the Test

• This is not a paper一pen test.
•  Each child should be tested individually in a free and relaxed environment (one to one).
•  For Baseline testing, only Samples 1 and 2 should be used.
•  Example: If child A gets Sample 1, then child B must be given Sample

2. For child C again use Sample 1, and so on, alternating samples.

During testing, show only the relevant folded section of the tool needed for assessment.
While testing one child, other children should not be surrounded to him or her.

4. Structure of the Test

The testing has two main parts:

• 1. Number Recognition
• 2. Four Arithmetic Operations (Addition, Subtraction, Multiplication, Division) Step 1 一 Number Recognition
• Always start with number identification.
• There are three levels of number recognition.
• At each level, students must recognize at least 4 out of 6 numbers to move to the next level.

Note:
This number recognition process is only for teacher awareness.
It should not be recorded in the OMR sheet.
However, teachers must record the child’s performance in the School Learning Progress Sheet which is available with the TLM kit.

Step 2 一 Arithmetic Operations

•  Every student must be tested in Arithmetic Operations, regardless of their number recognition level.
• Testing should always begin with Addition.

Progression Rule:

• Ask child to note down the given arithmetic operation in the testing tool and start solving.
• If a student solves at least 2 out of 3 questions correctly, then proceed to the next operation.
• Sequence of progression: Addition → Subtraction → Multiplication → Division.
• At each step, only after completing the current level, the next level should be attempted.

Recording Rule:

The highest operation successfully attempted by the student is their final level.
Example: If a child successfully performs Addition and Subtraction, but fails in Multiplication, record him/her at Subtraction Level that is ‘3’.

5. Key Instructions

Record only the highest level achieved in the OMR Sheet (Part E – Tool 2).
Do not bubble ‘0’ under any circumstances.
Children should not feel it is a formal exam; the environment should be friendly and stress-free.
During testing, show only the required questions by folding the paper as needed.
Record Number Recognition outcomes only in the School Learning Progress Sheet, not in the OMR.

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