aser how to test

8/6/2019 ASER How to Test

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Paragraph

STARTHERE:

Ask the child to read either of the 2 parag raphs.

Let the child cho ose the p aragrap h herself. If the c hild d oes not choo segive her any one pa ragraph to rea d.

Ask her to read it. Listen carefully to how she reads.

The c hild is not a t ‘Parag raph Level’ if the child:

• Reads the text like a string of words, rather than a

sentence.

• Rea ds the text ha ltingly and stop s very often.

OR

• Rea ds the te xt fluently but with more than 3 mistakes.

The c hild isat ‘ Parag raph Level’ if the child:

• Rea ds the te xt like she is read ing a sente nc e,

rather tha n a string of w ords.

• Rea ds the te xt fluently a nd with ea se, eve n if she

is read ing slow ly.

• Rea ds the te xt with not mo re than 3 mistake s.

Words Story

Ask the c hild t o read any 5 wo rds from the w ordlist.

Let the c hild c hoo se t he w ords herself. If she do esnot choose, then point out words to her.

The c hild is at ‘Word Level’ if the c hild:

• Rea ds at least 4 out of the 5 wo rds with ea se.

Ask the c hild to rea d the story.

The c hild is at ‘Sto ry Leve l’ if the child:

• Rea ds the te xt like she is read ing a sente nc e,

rather tha n a string of w ords.

• Rea ds the te xt fluently a nd with ea se. The c hild

ma y read slowly.

• Rea ds the te xt with not mo re than 3 mistake s.

If the child is not at word level (cannot correctly read at least 4 out of the 5 words chosen), then show her the list o f lette rs.

Letters

Ask the c hild t o rea d a ny 5 let ters from the lett ers list.

Let t he c hild c hoo se t he lette rs herself. If she d oe s not c hoo se, then po int out lette rs to he r.

The c hild is a t ‘ Lett er Leve l’, if the c hild:

• Correctly rec og nizes at lea st 4 out of 5 letters with ease.

7. HOW TO TEST READING

If the c hild is at ‘Paragrap h Level’ then ask the ch ild to read the story.

If the c hild is at ‘Story Leve l’ the n m ark the ch ild a t sto ry leve l.

If the child is not at ‘Story Level’, the n m ark the

child at ‘Parag raph Level’.

If the child is not at ‘Paragraph Level’ then ask the c hild to read words.

If the c hild is at ‘Word Level’, the n a sk her to try to read the pa ragraph a gain and then follow the instructions for pa ragrap h leve l testing.

If she c an c orrec tly and co mfortab ly read w ords but is still struggling w ith the pa ragrap h, then ma rk the child at ‘Word Level’.

If the c hild is at lette r level, then a sk her to try rea ding the wo rds ag ain and then fo llow the

instruc tions for wo rd leve l testing.

If she c an read 4 out of 5 letters but c annot co mfortably read words , then ma rk the c hild at ‘Letter Level’.

If the c hild is not a t letter level (ca nnot rec og nize 4 out of 5 letters cho sen), then m ark the child at ‘Nothing Level’.

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IN THE SURVEY SHEET, MARK THE CHILD AT THE HIGHEST LEVEL SHE CAN REACH.



What is a mistak e a nd w hat is not: As you listen to c hildren rea d, you ma y hea r the fo llow ing. Here a re

exam ples from Hind i :

• “ ata ” is read a s “ ate y” or “c hahta ” is rea d as “ cha htey” or “ha i” is rea d as “ tha” etc . Therema y be variations in children’s read ing due to loc al p ronunc iation o r usag e. Do not consider

this a mistake .

• a w ord is rep laced with another word of the same mea ning w hile read ing. For exam ple: thetext says “ ba rsaa t ka ma usam” but the child reads it a s “ ba rsaa t ka sama y”. Do not consider

this a mistake .

Usua lly if a c hild is told to read ag ain c arefully, she w ill rea d ag ain a nd in most situations will

not rep ea t these mista kes.

At times children ma y read the wo rd w rong – such a s “ neend ” is read a s “ nad i” or “m aja” isread as “jama ” . It is also the c ase that som etimes a c hild skips a w ord. Here to o, if a c hild istold to read ag ain ca refully – either she rea ds c orrec tly or she c ontinues to m ake the sam e

mistake.

If in spite o f read ing the same t ext seve ral times, the c hild is repe at ed ly read ing a w ord w rongor not rea ding it at a ll, then these have to b e treated a s “ mistakes” and mea ns the child is

having d ifficulty in rea ding tha t level.

If the c hild rea ds sam e wo rd incorrec tly more than o nc e, it will be c onsidered as ONLY ONEMISTAKE.

In a p arag rap h, if a c hild makes more than 3 mistake s of this type the n she c annot bec onside red a ‘ Parag raph Level’ c hild. Similarly in the read ing of a story.

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Point one by one to 5 numbers. Childca n a lso c hoose.

Ask her to identify the numb ers.

If she c an co rrec tly ide ntify at lea st 4

out of 5 numbers then mark her as achi ld who can “recognize numbersfrom 11-99.”

Show the child t he division p roblems.

She c an c hoo se one to try. If not, thenyou pick one.

Ask her to write and solve the prob lem.

Ob serve w ha t she d oe s. If she is ab le toco rrec tly solve the prob lem, then ma rk

her as a c hild who ca n do ” division” .Note: The q uotient and the remainderboth have to b e c orrect.

If the child makes a careless mistake,then give the child another cha ncewith the sam e q uestion.

Subtraction: 2 digit with borrowing

START HERE Show th e c hild the subt raction p roblems. She c an c hoo se a p roblem, if notyou can p oint.

Ask the child wha t the numb ers are an d the n ask the child to ide ntify thesubtraction sign.

If the c hild is ab le to ide ntify the numb ers and the sign, ask her to w rite a ndsolve the prob lem. Ob serve to see if the a nswe r is co rrec t.

Even if the first sub trac tion p rob lem is answe red wrong, still ask the c hild tosolve the second question with the same method.

If the child ma kes a c areless mistake, then give the c hild ano ther cha nc ewith the same q uestion.

I f she cannot do both subtract ionproblems correctly, then give her the

numb er reco gnition (11-99) ta sk.

I f she does bo th the subt rac t ion

problems correctly, ask her to do adivision p roblem.

Number Rec ognition

(11-99)

Division

3 digit by 1 digit

Number Rec ognition(1-9)

Point one by one to 5 numbers. Child

ca n a lso c hoose.

Ask her to ide ntify numb ers.

If she ca n co rrec tly identify at lea st 4out of 5 numbers then mark her as a

chi ld who can “recognize numbersfrom 1-9.”

If not, mark her as a c hild who “ ca nnotrecog nize numbers” or “ nothing” .

If she ca nnot recog nize numb ers from 11-99 , t hen g i ve he r t he numb er

rec og nition (1-9) task.

8. HOW TO TEST ARITHMETIC

If the c hild is una ble to solve a d ivision

prob lem c orrec tly, ma rk her as a c hild who c an do “subtrac tion”.

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IN THE SURVEY SHEET, MARK THE CHILD AT THE HIGHEST LEVEL SHE CAN REACH.

aser how to test

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