TaRL 2025-26 Baseline Assessment FA2 Guidelines

SOP for the TaRL Implementation.:

It is Very Happy to Inform to the TaRL implementation In 3-5 classes In All Management schools for the Academic Year 2025-26 is approved by the Director of School Education and State Project Director, APSS. Hence it is proposed to conduct the Teaching at the Right Level (TaRL) Assessments integrated with the Formative Assessments is acceptable and may be taken forward as per the approved action plan and the Instructions of Respected Director of School Education, Amaravathi. The TaRL Testing Guidelines are provided below.

I. Telugu Testing Process :

It is proposed to Conduct In the academic year 2025–26, 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 Tool 2 page. Students must be made to write this part, but marks for this writing component should not be entered in the OMR sheet.

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

TaRL Telugu Levels

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

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 use Sample 1, fourth student Sample 2, and so on (Alternative). Continue alternating the samples for every student during testing.

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

II. 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 – Tool 2 section), numbers 0 to 5 are provided.

• ‘O’ 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

3. Nature of the Test

• This is not a paper–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 – 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.

Step 2 – 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.

III. TaRL Baseline Assessment (English) – FA2 Guidelines (2025–26)

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:

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. 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. 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. 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. 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. 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).

6. 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.