February 2017 | Time to Learn Endling Evaluation Report: Annex 7 i
TIME TO LEARN ENDLINE 
EVALUATION REPORT
ANNEX 7
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 ii
www.encompassworld.com
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 iii
TIME TO LEARN ENDLINE 
EVALUATION REPORT 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 iv
Time to Learn Project 
Time to Learn (TTL) was funded by USAID in Zambia under Contract No. AID 611-C-12-00002, 
awarded on March 1, 2012. TTL was implemented by Education Development Center, Inc. (EDC), 
in collaboration with the Campaign for Female Education (Camfed), the Forum for African Women 
Educationalists in Zambia (FAWEZA), and EnCompass LLC. The project assisted the Zambian 
Ministry of General Education (MOGE) through a 5-year national program to provide an equitable 
standard of education service for vulnerable learners, improve reading skills, and implement practical 
strategies to strengthen school quality and promote community engagement in community schools. 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 150
ANNEX 7. DATA 
COLLECTION TOOLS 
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ACRONYMS 
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EARLY GRADE READING ASSESSMENT (EGRA): CINYANJA 
Time to Learn Endline Evaluation 
Early Grade Reading Assessment (EGRA) – CiNyanja 
Administrator Instructions and Protocol – 2016
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Database ID: ________
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 153
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LEARNER BACKGROUND INTERVIEW 
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February 2017 | Time to Learn Endling Evaluation Report: Annex 7 158
Sub-test 1a. LISTENING COMPREHENSION (2014)  X  X
 Ndidzakuwerengera ka nthano/nkhani mokweza KAMODZI ndipo 
pambuyo pake ndidzakufunsa mafunso. Conde umvetsere mosamalitsa 
ndipo uyankhe mafunso mmene ungakwanitsire. Ungayankhe mafunso 
mcilankhulo ciriconse cimene ukonda. I am going to read you a short story 
aloud ONCE and then ask you some questions. Please listen carefully and 
answer the questions as best as you can. You can answer the questions in 
whichever language you prefer. Ready? Let’s begin.
Remove the 
learner stimuli 
booklet from the 
child’s view.
Do not allow the 
child to look at the 
passage or the 
questions. 
If a child says “I 
don’t know,” mark 
as incorrect.
 () 1 = Correct
 () 0 = Incorrect
 () . = No response.
Patsiku Lolemba, Mangani anapita kusukulu. 
Ananyamula mabuku ndi nyama m’cola cake. 
Pamene anali kuyenda, anapeza galu wamkulu panjira. 
Anafuna kuthawira pathengo koma anagwa pansi. 
Yunifomu yake inada ndipo galu anatenga nyama yake. 
Mangani anathawira kunyumba. 
Pamene anafika kunyumba, m’bale wake anamubwereka yunifomu yake. 
Anakondwera.
Ndi tsiku liti pamene Mangani anapita kusukulu? 
(Pa Lolemba) 1 0 .
Ananyamula ciani mu cola cake? 
(Mabuku ndi nyama) 1 0 .
N’ciani cimene anapeza panjira? 
(Anapeza galu wamkulu) 1 0 .
Ndi cifukwa ciani Mangani anathawa galu? 
(Anaopa kuti galu angamulume) 1 0 .
Ndi cifukwa ciani m’bale wake anamubwereka 
yunifomu Mangani? (Cifukwa yunifomu yake inada). 1 0 .
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 159
Sub-test 2. LETTER SOUND KNOWLEDGE  Page 1  60 seconds
 Pano ndili ndi tsamba limene liri ndi malembo a alifabeti ya muchingerezi. 
Coonde ndiuze MVEKERO za malembo a alifabeti amene udziwa. Usanene 
maina ake. Koma mvekero zake. Here is a page full of letters of the Chinyanja 
alphabet. Please tell me the SOUNDS of as many letters of the alphabet as you 
can. Not their names, but their sounds.
[point to the letter A] Mwacitsanzo, mvekero la lembo ili ndi /a/. For example, the 
sound of this letter is /a/.
[point to the letter p] Tiye tiyeserere: ndiuze mvekero la lembo ili: Let’s practice: Tell 
me the sound of this letter.
 Cabwino, mvekero la lembo ili ndi /p/ Good, the sound of this letter is /p/.
 Mvekero la lembo ili ndi /p/ The sound of this letter is /p/. 
[point to the letter L] Tsopano tiye tiyese lembo lina. Ndiuze mvekero la lembo ili.
Now let’s try another one. Tell me the sound of this letter.
 Cabwino, mvekero la lembo ili ndi /l/. Good, the sound of this letter is /l/.
 Mvekero la lembo ili ndi /l/. The sound of this letter is /l/. 
[point to first letter] Ndikanena kuti “tiyambe”, uyambire apa ndi kupitiriza 
mopingasa tsamba ili. Lata ku lembo lirilonse ndipo ndiuze mvekero la lembo 
limenelo mmau okweza. Ngati wafika pa lembo limene sudziwa, pitiriza kupita ku 
lembo lotsatira. Ika cala cako pa lembo loyamba. Wakonzeka? Yamba. When I say 
“begin,” start here and go across the page. Point to each letter and tell me the sound of 
that letter in a loud voice. Read as quickly and carefully as you can. If you come to a 
letter you do not know, go on to the next letter. Put your finger on the first letter. Ready? 
Begin.
Start the timer 
when the child 
reads the first 
letter. 
 If a child 
hesitates or 
stops on a letter 
for 3 SECONDS, 
point to the next 
letter and say 
“Go on.”
 When the 
timer reaches 0, 
say “stop.”
 If the child 
does not provide 
a single correct 
response on the 
first line (10 
items), say 
“Thank you!”
then discontinue 
this subtask, 
check the box at 
the bottom, and 
go on to the next 
subtask.
 ( / ) Mark any incorrect letters with a slash
( Ø ) Circle self-corrections if you already marked the letter incorrect
 ( ] ) Mark the final letter read with a bracket 
Examples: A p L
1 2 3 4 5 6 7 8 9 10
N A J M u m K d l k (10)
A L C d k l w U o b (20)
a s G g l A E D e n (30)
W i v A l r T a f A (40)
Y t a N a A D L M i (50)
O N l e i N t u k z (60)
l i Z M u i N i P u (70)
B T A a M p k c W A (80)
h E w R a N A a m a (90)
S n U A l O n o T a (100)
 Time remaining on stopwatch at completion (number of SECONDS)
 Exercise discontinued because the child had no correct answers in the first line
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 160
Sub-test 3. NON-WORD READING  Page 2  60 seconds
 Pano pali mau opangidwa mcinyanja. Ndifuna kuti uwerenge mau 
amene ungakwanitse kuwerenga, Uwerenge mau awa osati masipelingi.
Here are some made-up words in Chinyanja. I would like you to read as 
many as you can. Do not spell the words, but read them. 
[point to the word “oli”] Mwacitsanzo, liu lopangidwa ili ndi: “oli” For example, 
this made-up word is: “oli.”
[point to the word “koki”] Tiye tiyeserere: conde werenga liu ili. Let’s practice: 
Please read this word.
 wacita bwino. Liu ili ndi “koki” Good, This made-up word is “koki.”
 Liu lopangidwa ili ndi “koki” This made-up word is “koki.” 
[point to the word “cota”] Tsopano tiye tiyese liu lina: conde werenga liu ili: Now 
let’s try another one. Please read this word.
 “wacita bwino, liu lopangidwa ili ndi “cota” Good, This made-up word is 
“cota.”
 Liu lopangidwa ili ndi “cota” This made-up word is “cota.” 
[point to first word] Ndikanena kuti “yamba” uyambire pano ndipo uwerenge 
mopingasa patsamba ili. Lata liu lirilonse ndipo uliwerenge mokweza. 
Uwerenge mofulumira ndi mosamala mmene ungakwanitsire. Ngati wapeza 
liu limene sudziwa, pita ku liu lotsatira. Ika cala cako pa liu loyamba. 
Wakonzeka? Yamba. When I say “begin,” start here [point to first word] and read 
across the page [point]. Point to each word and read it in a loud voice. Read as 
quickly and carefully as you can. If you come to a word you do not know, go on to 
the next word. Put your finger on the first word. Ready? Begin. 
Start the timer 
when the child 
reads the first 
word. 
 If a child 
hesitates or stops 
on a letter for 3 
SECONDS, point 
to the next word 
and say “Go on.”
 When the timer 
reaches 0, say 
“stop.” 
1.  If the child 
does not provide a 
single correct 
response on the 
first line (5 items), 
say “Thank you!”
then discontinue 
this subtask, 
check the box at 
the bottom, and go 
on to the next 
subtask.
 ( / ) Mark any incorrect words with a slash
( Ø ) Circle self-corrections if you already marked the word incorrect
 ( ] ) Mark the final word read with a bracket 
Examples: ola koki cota
1 2 3 4 5
atapi nipe mdzimu kelo gelu (10)
ninane wondi rizi umbe ninda (20)
zirama fikiraku ngalo ledesi tomo (30)
yu mwane mukudi dzimo ane (40)
ia anuli liraku dzimoli wekusera (50)
kubu udi cofukwa mtisinaka anauna (60)
wera amoi kasuci diko eka (70)
labo lia nacho komi ateta (80)
ndaako ncheto balo menepa nthua (90)
mtanyama ko ndokonda mtingi mtutu (100)
 Time remaining on stopwatch at completion (number of SECONDS)
 Exercise discontinued because the child had no correct answers in the first 
line
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 161
Sub-test 4. ORIENTATION TO PRINT  Page 3  X 
 Show the child a story passage in the learner stimuli packet. 
Read the instructions in the gray boxes below, recording the 
child’s response before moving to the next instruction. 
Materials: a passage 
from the learner stimuli 
packet
Sindifuna kuti uwerenge tsopano. Pa pepela iri, ungayambire kuti kuwerenga? Ndionetse ndi 
cala cako.
I don’t want you to read this now. On this page, where would you begin to read? Show me with your 
finger.
1. (Child puts finger on the top 
row, left-most word) O Correct O Incorrect O No Response
Tsapano ndionetse mbali imene udzawerenga motsatira. 
Now show me in which direction you would read next.
2. (Child moves finger from left to 
right) O Correct O Incorrect O No Response
Ukafika kotsirizira kwa mzere, udzawerenga kuti motsatira? 
When you get to the end of the line, where would you read next?
3. (Child moves finger to left-most 
word of second line) O Correct O Incorrect O No Response
Total Correct /3
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 162
Sub-test 5a. ORAL READING PASSAGE 
(2016)
 60 
seconds
Sub-test 5b: READING 
COMPREHENSION 
Show the child the sheet in the student 
stimulus booklet as you read the 
instructions.
 If a child 
hesitates or 
stops on a 
letter for 3 
SECONDS, 
say “Go on.”
1.  If the 
child does 
not provide 
a single 
correct word 
on the first 
line of text. 
Do not ask 
any 
comprehens
ion 
questions. 
2.
If a child 
says “I don’t 
know,” mark 
as incorrect.
After the child is finished reading, 
REMOVE the passage from in front of the 
child.
Ask the child only the questions related to 
the text read. A child must read all the text 
that corresponds with a given question. If 
the child does not provide a response to a 
question after 10 seconds, mark “no 
response” and continue to the next 
question. Do not repeat the question.
 Pano pali nthano yayifupi. Ndifuna 
kuti uwerenge mokweza, mofulumira 
komanso mosamala. Ukatsiriza 
kuwerenge, ndizakufunsa mafunso 
onena za nkhani imene wawerenge. 
Ndikanena kuti “ yamba,” uwerenge 
bwino kwambiri mmene ungakwanisire. 
Ngati wapeza liu limene sudziwa, pita ku 
liu lotsatira. Ika cala cako pa liu loyamba. 
Wakonzeka? Yamba. Here is a short 
story. I want you to read it aloud, quickly but 
carefully. When you finish, I will ask you 
some questions about what you have read. 
When I say “begin,” read the story as best 
as you can. If you come to a word you do 
not know, go on to the next word. Put your 
finger on the first word. Ready? Begin. 
 Tsopano ndidzakufunsa mafunso 
ocepa onena za nthano imene 
wawerenga. Yesa kuyankha mafunso 
mmene ungakwanisire. Ungayankhe 
mafunso mcilankhulo ciriconse cimene 
ukonda. Now I am going to ask you a few 
questions about the story you just read. 
Try to answer the questions as well as 
you can. You can provide your answers in 
whichever language you prefer. 
 ( / ) Mark any incorrect letters with a 
slash
 ( Ø ) Circle self-corrections if you already 
marked the letter incorrect
 ( ] ) Mark the final letter read with a 
bracket 
 () 1 = Correct
 () 0 = Incorrect
 () . = No response.
Questions [Answers]
Panali mnyamata wina dzina lake Paulo.
6
Dzina la mnyamata ali 
mnkhani iyi ndani?
[Paulo]
1 0 .
Atate ake anamtuma kumsika kukagula 
mcere. 12
Kodi atate ake anamtuma 
kuti? [kumsika] 1 0 .
Ali kubwerera kunyumba anakhumudwa ndi 
kugwa. Paulo analira pamene mcere 
unataika. 23
Ncifukwa ciani Paulo 
analira? [anagwa, anataya 
mcere, anakhumudwa]
1 0 .
Anasowa cocita. Ali kuganizira cocita, 
anaona amai ena akubwera. Amai aja 
anamva cifundo poona mnyamata akulira.
39
Amai anadziwa bwanji kuti 
Paulo anataya mcere?
[Paulo anali kulira, amai 
anaona mcere pansi, Paulo 
anawauza amai]
1 0 .
Anamthandiza pomupatsa ndalama 
zokagulanso mcere.
44
Ndani anamupatsa 
ndalama yokagulanso 
mcere?
[amai]
1 0 .
Iye anatenga ndalama ija ndi kukagulanso 
mcere. Nabwerera kunyumba mokondwera. 54
 Time remaining on stopwatch at 
completion (number of SECONDS)
 Exercise discontinued: the child had no 
correct answers in the first line
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 163
Sub-test 6. LISTENING COMPREHENSION - ENGLISH  X  X
 Ndidzakuwerengera ka nthano/nkhani mokweza KAMODZI ndipo pambuyo 
pake ndidzakufunsa mafunso. Conde umvetsere mosamalitsa ndipo uyankhe 
mafunso mmene ungakwanitsire. Ungayankhe mafunso mcilankhulo ciriconse 
cimene ukonda. I am going to read you a short story aloud ONCE in English and then 
ask you some questions. Please listen carefully and answer the questions as best as 
you can. You can answer the questions in whichever language you prefer. Ready? Let’s 
begin.
Remove 
the 
learner 
stimuli 
booklet 
from the 
child’s 
view.
Do not 
allow the 
child to 
look at 
the 
passage 
or the 
questions
. 
If a child 
says “I 
don’t 
know,” 
mark as 
incorrect.
 () 1 = Correct
 () 0 = Incorrect
 () . = No response.
Every morning Mukata’s father walks out from the house. 
“Where are you going?” Mukata asked. 
“I am going to the river to fish,” said his father.
Mukata asked to go with him. 
“When you grow up, I will teach you how to fish,” said Mukata’s father. 
The next day father was surprised to see Mukata down by the river with a hook.
What does Mukata’s father do every morning? / Kodi atate ake 
Mukata amacita ciani m’mawa muli monse?
[walks out of the house]
1 0 .
Where does he go? / Kodi amapita kuti?
[to the river] 1 0 .
What did Mukata ask his father? / Kodi Mukata anawafunsa ciani 
atate ake?
[asked to go with him]
1 0 .
What does Mukata’s father do? / Kodi atate a Mukata amacita 
ciani?
[he is a fisherman]
1 0 .
What was Mukata doing by the river? / Kodi Mukata anali kucita 
ciani kumtsinje?
[trying to fish]
1 0 .
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 164
EARLY GRADE READING ASSESSMENT (EGRA): CHITONGA 
Time to Learn Endline Evaluation 
Early Grade Reading Assessment (EGRA) – ChiTonga
Administrator Instructions and Protocol – 2016
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Database ID: ________
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 165
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LEARNER BACKGROUND INTERVIEW 
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ŋ
ŋ
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ŋ
ŋ
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 169
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February 2017 | Time to Learn Endling Evaluation Report: Annex 7 170
Sub-test 1. LISTENING COMPREHENSION (2014) X  X
Ndilakubalila caano cifwaafwi munzila yakwaambisya CIINDI COMWE biyo, 
mpoona ndamana kubala, ndakubuzya mibuzyo imwi. Ndalomba uswiilisyisye 
kabotu ndabala, kutegwa upe bwiinguzi bubotu kumibuzyo. Ulakonzya kupa 
bwiinguzi kumibuzyo mumulaka ngoyanda omwini. Sena walibambila? 
Atutalike. I am going to read you a short story aloud ONCE and then ask you some 
questions. Please listen carefully and answer the questions as best as you can. You 
can answer the questions in whichever language you prefer. Ready? Let’s begin.
Remove 
the learner 
stimuli 
booklet 
from the 
child’s 
view.
Do not 
allow the 
child to 
look at the 
passage or 
the 
questions. 
If a child 
says “I 
don’t 
know,” 
mark as 
incorrect.
 () 1 = Correct
 () 0 = Incorrect
 () . = No response.
Banji ukkala mudolopo. Ukkala a banyina abawisi. 
Ulabeleka canguzu ang’anda. 
Ulagwasya bazyali bakwe kujika mapopwe akusanzya zyimbaya-mbaya. Bazyali 
bakwe balikkomene ku milimo njacita. 
Bazyali bakwe ba kamuulila ncinga ku mulumba. 
Banji uliyanda ncinga yakwe, alimwi njabelesya kuya kucikolo.
Banji ukkala kuli? 
(Kudolopo) 1 0 .
Ncinzi Banji ncabagwasya bazyali kucita?
(Kujika mapopwe akusanzya zyimbaya-mbaya) 1 0 .
Nkaambo nzi cobakkomene bazyali bakwe anguwe? 
(Nkaambo kakubeleka canguzu/Nkaambo ka milimo yakwe) 1 0 .
Nkaambo nzi bazyali bakwe ncobakamuulila ncinga? 
(Kumulumba kumilimo yakwe) 1 0 .
Ncinzi Banji ncayiyandila ncinga yakwe? 
(Nkaambo njabelesya kuunka ku cikolo). 1 0 .
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 171
Sub-test 2. LETTER SOUND KNOWLEDGE Page 1 60 seconds
 Ndeeli peeji lijisi tubala tubelesegwa kubamba mabala aacitonga. 
Ndalombesya undaambile tubeela twamabala MBOTUMVWIKA mbuli 
mbokonzya. Here is a page full of letters of the Chitonga alphabet. Please tell me 
the SOUNDS of as many letters of the alphabet as you can. Not their names, but 
their sounds.
[point to the letter T] Mukonzyanyo ngooyu, mbokamvwika kabeela kakabala aaka ngu 
/t/. For example, the sound of this letter is /t/.
[point to the letter M] Atutalike kubala: Ndaambile mbokamvwika kabeela kakabala 
aaka? Let’s practice: Tell me the sound of this letter.
 Cabota, mbombuboobu mbokamvwika kabeela kakabala aaka, ngu /m/. Good, 
the sound of this letter is /m/.
 Aaka kabeela kakabala kamvwika boobu /m/. The sound of this letter is /m/. 
[point to the letter S] Ono atusoleke kubala kambi kabeela kakabala. Ndaambile 
mbokamvwika kabeela kakabala aaka. Now let us try another one. Tell me the sound of 
this letter.
 Cabota, mbombuboobu mbokamvwika kabeela kakabala, ngu /s/. Good, the 
sound of this letter is /s/.
 Aaka kabeela kakabala kamvwika boobu/s/. The sound of this letter is /s/. 
[point to first letter] Ndaamba kuti “talika”, utalike mpoona aawa a peeji kuunka 
kumbela. Kotondeka kabeela kakabala komwe-komwe akundaambila mbokamvwika 
cakwaambisya. Kofwambaanisya kubala alimwi mukabotu-kabotu mbuli mbokonzya. 
Kuti naa wajana kabeela kakabala nkotazyi, kasotoke wiinke kukabeela kakabala 
katobela. Kobikka kanwe kako akabeela katanguuna kakabala. Sena walibambila? 
Talika. When I say “begin,” start here and go across the page. Point to each letter and tell 
me the sound of that letter in a loud voice. Read as quickly and carefully as you can. If you 
come to a letter you do not know, go on to the next letter. Put your finger on the first letter. 
Ready? Begin.
Start the 
timer when 
the child 
reads the first 
letter. 
If a child 
hesitates or 
stops on a 
letter for 3 
SECONDS, 
point to the 
next letter 
and say “Go 
on.”
When the 
timer reaches 
0, say “stop.”
If the child 
does not 
provide a 
single correct 
response on 
the first line 
(10 items), 
say “Thank 
you!” then
discontinue 
this subtask, 
check the 
box at the 
bottom, and 
go on to the 
next subtask.
 ( / ) Mark any incorrect letters with a slash
( Ø ) Circle self-corrections if you already marked the letter incorrect
 ( ] ) Mark the final letter read with a bracket 
Examples: t m s
1 2 3 4 5 6 7 8 9 10
V s m E c y T A u A (10)
A u f l a B b N J b (20)
S L k u i O a e l O (30)
e o E k W U i p D A (40)
ŋ S t U a B k m l b (50)
N w l h m A a l n z (60)
w N Y U K M Z u A U (70)
l A c E W g n M B N (80)
N c K y i t H L a o (90)
K E B G i O L K d Y (100)
 Time remaining on stopwatch at completion (number of SECONDS)
 Exercise discontinued because the child had no correct answers in the first line
Wacita kabotu! Atuunke kucibeela citobela. Good effort! Let’s go on to the next section.
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 172
Sub-test 3. NON-WORD READING Page 2 60 seconds
 Ngaaya mabala aabambidwe mucitonga. Ndiyanda kuti ubale mabala manji 
mbuli mbokonzya. Utaambi tubeela twamabala pele ubale mabala oonse 
mbuli mbwaabede. Here are some made-up words in Chitonga. I would like you 
to read as many as you can. Do not spell the words, but read them. 
[point to the word “tico”] Mukonzyanyo ngooyu, eeli bbala lyapangwa ngu: “tico.” For 
example, this made-up word is: “tico.”
[point to the word “bino”] Atutalike kubala: Akaka kobala bbala eeli. Let’s practice: 
Please read this word.
 Cabota. Eeli bbala lyabambwa ngu “bino.” Good, this made-up word is “bino.”
 Eeli bbala lyabambwa ngu “bino.” This made-up word is “bino.” 
[point to the word “maba”] Lino atusoleke kubala limbi bbala: Ndalomba ubale bbala 
eeli. Now let us try another one. Please read this word.
 Cabota, eeli bbala lyabambwa ngu “maba.” Good, this made-up word is 
“maba.”
 Eeli bbala lyabambwa ngu “maba.” This made-up word is “maba.” 
[point to first word] Ndaamba kuti “talika”, utalikile waawa, ubale peeji yoonse. 
Kotondeka ibbala lyomwe- lyomwe, akulibala cakwaambisya. Ubale 
cakufwambaana alimwi mukabotu-kabotu mbuli mbokonzya. Kuti naa wajana 
ibbala ndyotakozyi kubala, utaleki, ubale ibbala litobela. Kobikka kanwe kako 
abbala lyakutaanguna. Sena walibambila? Talika. When I say “begin,” start here 
[point to first word] and read across the page [point]. Point to each word and read it in a 
loud voice. Read as quickly and carefully as you can. If you come to a word you do not 
know, go on to the next word. Put your finger on the first word. Ready? Begin. 
Start the 
timer when 
the child 
reads the first 
word. 
If a child 
hesitates or 
stops on a 
letter for 3 
SECONDS, 
point to the 
next word 
and say “Go 
on.”
When the 
timer reaches 
0, say “stop.” 
2. If the child 
does not 
provide a 
single correct 
response on 
the first line 
(5 items), say 
“Thank you!”
then
discontinue 
this subtask, 
check the 
box at the 
bottom, and 
go on to the 
next subtask.
 ( / ) Mark any incorrect words with a slash
( Ø ) Circle self-corrections if you already marked the word incorrect
 ( ] ) Mark the final word read with a bracket 
Examples: tico bino maba
1 2 3 4 5
asi juna kila kulusyika ndewa (10)
aambo bbeki bwede lanza kulu (20)
mbaasi nsodo musumbi nkati monka (30)
kisya bwazu ukwese fakulya bulona (40)
ndongu anji nusikila fwuza gena (50)
wupwe mungila meya mbando syuubwa (60)
waga fulilo mudulu anteza puma (70)
mevwulu maku jikuwa misyubo milebi (80)
mbilule kulenwa taama paambe emba (90)
myami zanji masufo weta duwe (100)
 Time remaining on stopwatch at completion (number of SECONDS)
 Exercise discontinued because the child had no correct answers in the first line
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 173
Sub-test 4. ORIENTATION TO PRINT  3  X 
 Show the child a story passage in the learner stimuli packet. Read the 
instructions in the gray boxes below, recording the child’s response before 
moving to the next instruction.
Materials: a 
passage from 
the learner 
stimuli packet
[Tandyandi kuti eeci ucibale ono pe. Apeeji eeli, ino mpaali mpoyelede kutalikila kubala? 
Konditondezya amunwe wako]
I don’t want you to read this now. On this page, where would you begin to read? Show me with your 
finger.
1. (Child puts finger on the top row, 
left-most word) O Correct O Incorrect O No Response
Ono konditondezya lubazu ndoyelede kutobela kkuccilizya kubala.
Now show me in which direction you would read next.
2. (Child moves finger from left to 
right) O Correct O Incorrect O No Response
Kuti naa wasika kumamanino aamulaini, mpaali mpoyelede kuccililizya kubala?
When you get to the end of the line, where would you read next?
3. (Child moves finger to the left-most 
word of second line) O Correct O Incorrect O No Response
Total Correct /3
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 174
Sub-test 5a. ORAL READING 
PASSAGE (2016) 60 seconds Sub-test 5b: READING 
COMPREHENSION 
Show the child the sheet in the student 
stimulus booklet as you read the 
instructions.
 If a child 
hesitates or 
stops on a 
letter for 3 
SECONDS, 
say “Go on.”
3. If the child 
does not 
provide a 
single correct 
word on the 
first line of 
text. Do not 
ask any 
comprehensio
n questions. 
4.
If a child says 
“I don’t know,” 
mark as 
incorrect.
After the child is finished reading, 
REMOVE the passage from in front of 
the child.
Ask the child only the questions 
related to the text read. A child must 
read all the text that corresponds with 
a given question. If the child does not 
provide a response to a question after 
10 seconds, mark “no response” and 
continue to the next question. Do not 
repeat the question.
Nceeci caano cifwaafwi nceyanda 
kuti ubale cakwaambisya alimwi 
mukabotu-kabotu cakufwaambaana. 
Mbotimanine buyo, ndilakubuzya 
mibuzyo imwi iizwa mucaano ncicona 
eeci ncoobala. Ndaamba kuti “talika”, 
ucibale kabotu caano mbuli
mbokonzya. Naa kuti ujane ibbala 
ndyotakonzyi kubala, utaimi pele 
uunke kumbele akubala bbala litobela 
ndokonzya. Kobikka kanwe kako 
abbala lyakutaanguna. Sena 
walibambila? Talika. Here is a short 
story. I want you to read it aloud, quickly 
but carefully. When you finish, I will ask 
you some questions about what you 
have read. When I say “begin,” read the 
story as best as you can. If you come to 
a word you do not know, go on to the 
next word. Put your finger on the first 
word. Ready? Begin.
Lino ndiyanda kukubuzya 
mibuzyo misyoonto iizwa mucaano 
ncoobala. Soleka kupa bwiinguzi 
bubotu mbuli mbokonzya. 
Ulakonzya kupa bwiinguzi 
kumibuzyo mumulaka ngoyanda 
omwini. Now I am going to ask you a 
few questions about the story you just 
read. Try to answer the questions as 
well as you can. You can provide your 
answers in whichever language you 
prefer.
 ( / ) Mark any incorrect words with a 
slash
 ( Ø ) Circle self-corrections if you 
already marked the letter 
incorrect
 ( ] ) Mark the final letter read with a 
bracket 
 () 1 = Correct
 () 0 = Incorrect
 () . = No response.
Questions 
[Answers]
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 175
Buzuba abuzuba kantombela kakali kunjila 
muŋanda.
6
Ncinzi cakali kunjila 
muŋanda buzuba 
abuzuba?
[kantombela]
1 0 .
Bumwi buzuba banyina Cheelo bakali kujika 
nyama.
13
Ncinzi ncobakali 
kucita banyina 
Cheelo 
nikakabalokela 
kantombela? [Bakali 
kujika nyama]
1 0 .
Nobakali kujika kantombela kakalokela akuulu 
kwabo. Banyina Cheelo bakakwiila akumwiita 
Cheelo. Cheelo wakasinka kasena kakali 
kudoolo akali kunjilila kantombela.
32
Ino Cheelo wakacita 
nzi?
[Wakasinka kasena] 1 0 .
Buzuba buccilila, kantombela kakausa, 
kakatisole kunjila pele kakajana kwiina 
kasena.
42
Sena kantombela 
kakanjila akasena 
alimwi?
[peepe]
1 0 .
Eeci cakabakkomanisya kapati banyina 
Cheelo. Bakamulumba kapati Cheelo 
banyina. Kantombela asunu takacinjili 
muŋanda.
55
Ncinzi cakapa kuti 
banyina Cheelo 
bakkomane?
[Nkaambo 
kantombela tiikakacili 
kunjila akasena/ 
nkaambo Cheelo 
wakasinka kasena ]
1 0 .
 Time remaining on stopwatch at 
completion (number of SECONDS)
 Exercise discontinued: the child had 
no correct answers in the first line
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 176
Sub-test 6. LISTENING COMPREHENSION - ENGLISH X  X
Ndilakubalila caano cifwaafwi, ciindi comwe mucikuwa, mpoonya 
ndamana kubala, ndakubuzya mibuzyo imwi. Ndakulomba uswiilisyisye 
kabotu-kabotu, kutegwa upe bwiinguzi bubotu kumibuzyo mbuli 
mbocikonzya. Ulakonzya kupa bwiinguzi kumibuzyo mumulaka ngoyanda 
omwini. Sena walibambila? Atutalike. I am going to read you a short story 
aloud ONCE in English and then ask you some questions. Please listen carefully 
and answer the questions as best as you can. You can answer the questions in 
whichever language you prefer. Ready? Let’s begin.
Remove the learner 
stimuli booklet from 
the child’s view.
Do not allow the child 
to look at the passage 
or the questions. 
If a child says “I don’t 
know,” mark as 
incorrect.
 () 1 = Correct
 () 0 = Incorrect
 () . = No response.
Every morning Mukata’s father walks out from the house. 
“Where are you going?” Mukata asked. 
“I am going to the river to fish,” said his father.
Mukata asked to go with him. 
“When you grow up, I will teach you how to fish,” said Mukata’s father. 
The next day father was surprised to see Mukata down by the river with a hook.
What does Mukata’s father do every morning? / Ino 
bausyi Mukata ucitaanzi lyoonse mafwumina? 
[walks out of the house]
1 0 .
Where does he go? / Ino nkukuli nkobauka? 
[to the river] 1 0 .
What did Mukata ask his father? / Ino Mukata 
wakabalomba nzi bausyi? 
[asked to go with him]
1 0 .
What does Mukata’s father do? / Ino bausyi Mukata 
baucita mulimo nzi? 
[he is a fisherman]
1 0 .
What was Mukata doing by the river? / Ino Mukata 
ncinzi ncaakali kucita kumulonga? 
[trying to fish]
1 0 .
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 177
Database ID: ________
EARLY GRADE READING ASSESSMENT (EGRA): ICIBEMBA 
Time to Learn Endline Evaluation 
Early Grade Reading Assessment (EGRA) – iCiBemba 
Administrator Instructions and Protocol – 2016




February 2017 | Time to Learn Endling Evaluation Report: Annex 7 178






Check box if verbal assent is obtained: *ii* YES
(If verbal consent is not obtained, thank the child and move on to the next child, using this same form) 
LEARNER BACKGROUND INTERVIEW 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 179
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 180
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 181
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 182
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 183
Sub-test 1. LISTENING COMPREHENSION (2014)  X  X
 Nalakubelengela ilyashi iliipi kabili mukwikatisha ishiwi UMUKU UMO 
elyo nkwipushepo ameepusho. Ufwikishe elyo wasuka amepusho 
nalakwipusha bwino-bwino. Kuti wayasuka ameepusho mu lulimi ulo 
wingafwaya ukubomfya. Nauipekanya? Katutampe. I am going to read you a 
short story aloud ONCE and then ask you some questions. Please listen carefully 
and answer the questions as best as you can. You can answer the questions in 
whichever language you prefer. Ready? Let’s begin.
Remove the 
learner stimuli 
booklet from 
the child’s 
view.
Do not allow 
the child to 
look at the 
passage or 
the questions. 
If a child says 
“I don’t know,” 
mark as 
incorrect.
 () 1 = Correct
 () 0 = Incorrect
 () . = No response.
Mulenga alitemwa umupila waku makasa. 
Alitemwa ukutamba ibumba lyakwe ngalileteya. 
Mulenga alatemwa ibumba lyakwe nga lyawina. 
Alapundisha ukukoselesha ibumba lyakwe. 
Mukuteya kumo ukwaliko, aleefwaya ukupona pa mupando ku mulandu 
wakusansamuka. 
Banyina balimukenye ukulapundisha pantu kuti akalifya abeena mupalamano.
Finshi Mulenga atemwa? 
(umupila waku makasa) 1 0 .
Libumbanshi Mulenga atemwa ukutamba? 
(ibumba lyakwe ngalileleya) 1 0 .
Ni munshilanshi Mulenga akoseleseshamo 
ibumba lyakwe? 
(alapunda saana)
1 0 .
Mulandunshi aalefwaila ukupona pa mupando? 
(Aaliisansamwike) 1 0 .
Mulandunshi banyina Mulenga bamuleseshe 
ukulapundisha? 
(Kuti akalifya abeena mupalamano)
1 0 .
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 184
Sub-test 2. LETTER SOUND 
IDENTIFICATION  Page 1  60 seconds
 Ili ipepala nalikwata ifilembo ifili mu alufabeti wa Cibemba. Nomba 
njebako ifiunda fya ifi filembo, ulande fyonse ifyo wiishibe. Ibukisha ukuti 
temashina yalefwaikwa iyoo, leelo fiunda. Here is a page full of letters of the 
Cibemba alphabet. Please tell me the SOUNDS of as many letters of the 
alphabet as you can. Not their names, but their sounds.
[point to the letter T] Icilangililo, iciunda ca cilembo ici t, ni /t/. For example, the 
sound of this letter is /t/.
[point to the letter M] Natweshe ukucita ifi: Njebako iciunda ca cilembo ici: Let’s 
practice. Tell me the sound of this letter.
 Eya cawama, iciunda ca cilembo ici ni /m/. Good, the sound of this letter is 
/m/.
 Iciunda ca cilembo ici ni /m/. The sound of this letter is /m/. 
[point to the letter S] Nomba natwesha icilembo cimbi: Njebako iciunda ca 
cilembo ici. Now let’s try another one. Tell me the sound of this letter.
 Eya cisuma, iciunda ca cilembo ici ni /s/. Good, the sound of this letter is 
/s/.
 Iciunda ca icilembo ici ni /s/. The sound of this letter is /s/. 
[point to first letter] Nganati “tampa”, utampe mpaka upwishe ipepala lyonse. 
Uleesonta pali cila cilembo na ukunjeba iciunda ca cilembo mu kwikatisha 
ishiwi. Ubelenge mukwangufyanya kabili busaka-busaka. Ngawasanga icilembo 
ushishibe, wikokolapo konkanyapo ukwabula ukupoosa inshita kabiye pa 
cilembo cakonkapo. Biika umunwe pa cilembo ca kubalilapo. Nauipekanya? 
Tampako. When I say “begin,” start here and go across the page. Point to each letter 
and tell me the sound of that letter in a loud voice. Read as quickly and carefully as 
you can. If you come to a letter you do not know, go on to the next letter. Put your 
finger on the first letter. Ready? Begin.
Start the timer 
when the child 
reads the first 
letter. 
 If a child 
hesitates or 
stops on a 
letter for 3 
SECONDS, 
point to the 
next letter and 
say “Go on.”
 When the 
timer reaches 
0, say “stop.”
 If the child 
does not 
provide a 
single correct 
response on 
the first line 
(10 items), say 
“Thank you!”
then
discontinue 
this subtask, 
check the box 
at the bottom, 
and go on to 
the next 
subtask.
 ( / ) Mark any incorrect letters with a slash
( Ø ) Circle self-corrections if you already marked the letter incorrect
 ( ] ) Mark the final letter read with a bracket 
Examples: t m s
1 2 3 4 5 6 7 8 9 10
u p e a t W b L F a (10)
i k s A e o U B E a (20)
P a N L u M c F l Y (30)
L i s A a K M η i a (40)
n A u U K i t m o u (50)
a u E b a s a n E O (60)
M η m A b n L S T a (70)
c u B u i l N w l t (80)
m a i k w a L a N l (90)
O A n P y A M U A a (100)
 Time remaining on stopwatch at completion (number of SECONDS)
 Exercise discontinued because the child had no correct answers in the first line
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 185
Sub-test 3. NON-WORD READING  Page 2  60 seconds
 Apa pali amashiwi aya kupangafye ayashilepilibula nangu cimo mu 
Cibemba. Ndefwaya ukuti ubelenge aya mashiwi yonse ayo 
wingabelenga. Wilalumbula ifilembo cimo-cimo iyoo kanofye 
ukubelenga ishiwi lyonse. Here are some made-up words in Icibemba. I 
would like you to read as many as you can. Do not spell the words, but read 
them. 
[point to the word “ut”] Icilangililo: Ili shiwi lyapangwa ilyakuti: “ut.” For 
example, this made-up word is: “ut.”
[point to the word “dif”] Natweshe nomba: belenga ili shiwi. Let’s practice. Please 
read this word.
 Eya cawama, ilishiwi ni “dif.” Good, this made-up word is “dif.”
 Ilishiwi lyakupangafye “dif” talipilibula nangu cimo. This made-up word 
is “dif.” 
[point to the word “mab”] Nomba esha nalimbi: Belenga nalimbi ishiwi ili. Now 
let’s try another one. Please read this word.
 Ciisuma, ilishiwi lyaku pangafye ni “mab”. Good, this made-up word is 
“mab.”
 Ili shiwi lyaku pangafye ni “mab”. This made-up word is “mab.” 
[point to first word] Ilyo ndetila “Tampa” utampile apa no kubelenga yonse ayali 
pepepala lyonse. Uleesonta pali cila ishiwi na ukubelenga ukwikatisha ishiwi. 
Belenga mukwangufyanya kabili mu mutekatima. Ngawasanga ishiwi 
ushishibe wikokolapo uye palikonkelepo. Sonta peeshiwi lyaku balilapo 
waipekanya? Tampako. When I say “begin,” start here [point to first word] and 
read across the page [point]. Point to each word and read it in a loud voice. Read 
as quickly and carefully as you can. If you come to a word you do not know, go on 
to the next word. Put your finger on the first word. Ready? Begin. 
Start the timer 
when the child 
reads the first 
word. 
 If a child 
hesitates or 
stops on a 
letter for 3 
SECONDS, 
point to the 
next word and 
say “Go on.”
 When the 
timer reaches 
0, say “stop.” 
3.  If the child 
does not 
provide a 
single correct 
response on 
the first line (5 
items), say 
“Thank you!”
then
discontinue 
this subtask, 
check the box 
at the bottom, 
and go on to 
the next 
subtask.
 ( / ) Mark any incorrect words with a slash
( Ø ) Circle self-corrections if you already marked the word incorrect
 ( ] ) Mark the final word read with a bracket 
Examples: opa toti maba
1 2 3 4 5
oya lebi luti lusi ndite (10)
kibe njolo mibu shuti tobe (20)
sani opu nomi shipe angi (30)
tupu naye koi nepa wipi (40)
shuma tate yoba shingu telu (50)
etu kika nupa onu seni (60)
ebi tawe pafu ewa sale (70)
ombi ngopa ndika ipa kendi (80)
tebi folo yema afu maw
e
(90)
fimu tibu bife yapo lefu (100)
 Time remaining on stopwatch at completion (number of SECONDS)
 Exercise discontinued because the child had no correct answers in the first 
line
Eya cawama waesha! Katuleya kucipande cakonkapo. Good effort! Let’s go on to the next section.
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 186
Sub-test 4. ORIENTATION TO PRINT 
 
Page 
3
 X 
 Show the child a story passage in the learner stimuli packet. Read the 
instructions in the gray boxes below, recording the child’s response before 
moving to the next instruction. 
Materials: a 
passage from 
the learner 
stimuli packet
Nshilefwaya ukuti ubelenge nomba. Pali ili pepala, kuti wayambila peesa ukubelenga? 
Sontapo na umunwe obe. 
I don’t want you to read this now. On this page, where would you begin to read? Show me with your 
finger.
a. (Child puts finger on the top row, 
left-most word) O Correct O Incorrect O No Response
Nomba ndanga uko wingalalola ilyo ulebelenga. 
Now show me in which direction you would read next.
b. (Child moves finger from left to 
right) O Correct O Incorrect O No Response
Nga wafika kumpela ya mulaini, ni peesa wingatendekela ukubelenga nakabili? 
When you get to the end of the line, where would you read next?
c. (Child moves finger to the left-most 
word of second line) O Correct O Incorrect O No Response
Total Correct /3
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 187
Sub-test 5a. ORAL READING PASSAGE 
(2016)
 60 
seconds
Sub-test 5b: READING 
COMPREHENSION 
Show the child the sheet in the student 
stimulus booklet as you read the 
instructions.
 If a child 
hesitates or 
stops on a 
letter for 3 
SECONDS
, say “Go 
on.”
5.  If the 
child does 
not provide 
a single 
correct 
word on 
the first line 
of text. Do 
not ask any 
comprehen
sion 
questions. 
6.
If a child 
says “I 
don’t 
know,” 
mark as 
incorrect.
After the child is finished reading, 
REMOVE the passage from in front of the 
child.
Ask the child only the questions related to 
the text read. A child must read all the text 
that corresponds with a given question. If 
the child does not provide a response to a 
question after 10 seconds, mark “no 
response” and continue to the next 
question. Do not repeat the question.
 Aka akalyashi keepi. Ndefwaya ukuti 
ubelenge ukwikatisha ishiwi mu mutima 
nteka kabili bwangu bwangu. Nga 
wapwisha ukubelenga nalakwipusha 
ameepusho pa lyashi walabelenga. 
Nganati “Tampa”, walabelenga akalyashi 
busaka-busaka. Nga wasanga ishiwi 
ushishibe wikokolapo kabiye peeshiwi 
limbi. Sonta peeshiwi lyaku balilapo. 
Nauipekanya? Tampako. Here is a short 
story. I want you to read it aloud, quickly but 
carefully. When you finish, I will ask you 
some questions about what you have read. 
When I say “begin,” read the story as best 
as you can. If you come to a word you do 
not know, go on to the next word. Put your 
finger on the first word. Ready? Begin. 
 Nomba nalakwipusha ameepusho 
ayanoono peelyashi wabelenga. 
Weshe ukwasuka ameepusho ayo 
wingeshiba bwino-bwino. Kuti 
wayasuka ameepusho mu lulimi 
wingafwaya ukubomfya. Now I am 
going to ask you a few questions about 
the story you just read. Try to answer the 
questions as well as you can. You can 
provide your answers in whichever 
language you prefer. 
 ( / ) Mark any incorrect letters with a 
slash
 ( Ø ) Circle self-corrections if you already 
marked the letter incorrect
 ( ] ) Mark the final letter read with a 
bracket 
 () 1 = Correct
 () 0 = Incorrect
 () . = No response.
Questions [Answers]
Chileshe aali umwana uwacenjela. 4 Bushe Chileshe aali mwana 
wamusangonshi?
[uwacenjela]
1 0 .
Ubushiku bumo, banyina baamutumine ku maliketi 
kukushita isabi na leepu.
14 Finshi Chileshe baamutumine 
ukushita? [isabi na leepu] 1 0 .
Cilya aleenda aakumenye umunankwe Muma. 19 Umunankwe wakwa Chileshe 
aali naani ishina? [Muma] 1 0 .
Baatampile ukwangala. Umo baleyangala, Chileshe 
alilufishepo impiya shimo. Impiya shashelepo 
shakushitafye leepu. Taishibe ifyakucita. Ilyo 
aletontonkanya, aamwene bashikulu bamo baleisa. 
Bashikulu baaseendele bashiketi. Chileshe 
aalibafwile ukusenda bashiketi. 
46 Chinshi Chileshe ayafwile 
bashikulu ukusenda?
[bashiketi] 1 0 .
Bashikulu nabo baamupeele impiya. 50 Ninshi bashikulu baapeelele 
Chileshe ulupiya?
[kumutootela pakubafwa]
Chileshe aabomfeshe impiya ukushita isabi. 
Chileshe aabwekeele na ku ηanda.
60 1 0 .
 Time remaining on stopwatch at completion (number of SECONDS)
 Exercise discontinued: the child had no correct answers in the first line
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 188
Sub-test 6. LISTENING COMPREHENSION - ENGLISH  X  X
 Nalakubelengela akalyashi akeepi akamucisungu mu kwikatisha 
ishiwi UMUKU UMO elyo nkwipushe ameepusho. Umfwikishe bwino, na 
ukwasuka ameepusho nalakwipusha mu mutima nteka. Kuti wayasuka 
ameepusho mu cilimi ico wingafwaya ukubomfya. Nauipekanya? 
Katutampe. I am going to read you a short story aloud ONCE in English and 
then ask you some questions. Please listen carefully and answer the questions 
as best as you can. You can answer the questions in whichever language you 
prefer. Ready? Let’s begin.
Remove the learner 
stimuli booklet from 
the child’s view.
Do not allow the child 
to look at the 
passage or the 
questions. 
If a child says “I don’t 
know,” mark as 
incorrect.
 () 1 = Correct
 () 0 = Incorrect
 () . = No response.
Every morning Mukata’s father walks out from the house. 
“Where are you going?” Mukata asked. 
“I am going to the river to fish,” said his father.
Mukata asked to go with him. 
“When you grow up, I will teach you how to fish,” said Mukata’s father. 
The next day father was surprised to see Mukata down by the river with a 
hook.
What does Mukata’s father do every morning? / 
Finshi bawishi Mukata bacita cila lucelo?
[walks out of the house] 
1 0 .
Where does he go? /Bushe bayakwi?
[to the river] 1 0 .
What did Mukata ask his father? / Finshi Mukata 
aipwishe bawishi?
[asked to go with him] 
1 0 .
What does Mukata’s father do? / Mulimonshi bawishi 
Mukata babomba?
[he is a fisherman] 
1 0 .
What was Mukata doing by the river? /Finshi Mukata 
aaleecita ku mumana?
[trying to fish]
1 0 .
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 189
COMMUNITY SCHOOL HEAD TEACHER QUESTIONNAIRE 
PREPARATION 

February 2017 | Time to Learn Endling Evaluation Report: Annex 7 190
BACKGROUND 
RESPONDENT BACKGROUND 
SCHOOL PROFILE 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 191
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 192
HEAD TEACHER BACKGROUND 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 193
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 194
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 195
FUNDING AND RESOURCES 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 196
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 197
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 198
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 199
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 200
INSTRUCTIONAL PRACTICES 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 201
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 202
EDUCATIONAL LEADERSHIP AND MANAGEMENT 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 203
PARENT COMMUNITY SCHOOL COMMITTEE 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 204
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 205
ABSENTEEISM AND ATTRITION 
EARLY GRADE READING CLASSROOM OBSERVATION 
PROTOCOL AND TEACHER INTERVIEW 
PREPARATION 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 206
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 207



OVERVIEW OF THE CLASSROOM OBSERVATION PROTOCOL AND 
INTERVIEW 
PROTOCOL OBJECTIVES 
HOW TO USE THIS PROTOCOL 
PART 1: BACKGROUND INFORMATION: 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 208
PARTS 2.A AND 2.B: CLASSROOM OBSERVATION: 
PART 2.C.: POST-CLASS OBSERVATIONS ON CLASSROOM ENVIRONMENT 
AND INSTRUCTION: 
PART 3: TEACHER QUESTIONNAIRE: 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 209
PART I: BACKGROUND INFORMATION
1.A SCHOOL INFORMATION
1. B AUTO FIELDS 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 210
PART 2: CLASSROOM OBSERVATION
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 211
No. Criteria P1 P2 P3 P4 P5 P6 P7 P8 P9 P
10
P
11
P
12
P
13
P
14
P
15
P
16
P
17
P
18
P
19
P
20
Part 2A
I. ORIENTATION TO PRINT (top to bottom, left to right, return)
1
The teacher models or requires learners 
to model with a finger or pointer which 
direction to read, how to move from top to 
bottom of a page, and to the next line.
II. PHONEMIC AWARENESS AND PHONICS
2
The teacher teaches or reviews letter 
sounds.
3
The teacher demonstrates phonemic 
awareness (sounds) to build and take 
apart words and syllables.
4
The teacher requires learners to 
demonstrate phonemic awareness 
(sounds) to build and take apart words 
and syllables.
5 The teacher teaches or reviews syllables.
6
The teacher teaches coding and decoding 
skills (building words from syllables and 
taking apart words using syllables).
7 The teacher sounds out words.
8
The teacher asks learners to sound out 
words.
9
The teacher dictates words or sentences 
for learners to write (encoding).
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 212
No. Criteria P1 P2 P3 P4 P5 P6 P7 P8 P9 P
10
P
11
P
12
P
13
P
14
P
15
P
16
P
17
P
18
P
19
P
20
III. PASSAGE/STORY READING (fluency)
10 The teacher models fluent reading by 
reading connected text aloud to the class.
11 The teacher offers learners an opportunity 
to read connected text aloud or silently.
IV. READING COMPREHENSION (comprehension)
12
The teacher asks questions about 
material that learners have read 
themselves.
13
The teacher asks learners to predict what 
will happen as they are reading (reading 
individually or together as a class).
14
The teacher introduces and explains new 
vocabulary found in classroom reading 
material.
V. ORAL LANGUAGE (listening comprehension)
15
The teacher checks learners’ 
comprehension, including vocabulary, 
while or after s/he reads aloud or 
storytelling.
16 The teacher asks prediction questions as 
s/he reads to the class or tells a story.
17
The teacher encourages dialogue 
(participation, discussion, conversation, 
not just questions and answers) between 
learners or between teacher and learner 
as a means of teaching listening skills.
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 213
No. Criteria P1 P2 P3 P4 P5 P6 P7 P8 P9 P
10
P
11
P
12
P
13
P
14
P
15
P
16
P
17
P
18
P
19
P
20
VI. WRITING (handwriting/letter formation, drawing, original writing, copying)
18
The teacher has learners form letters by 
writing the curves and lines of a letter or 
practicing strokes with the learners.
19 The teacher asks learners to copy/trace 
words or letters.
20
The teacher gives learners the opportunity 
to draw and/or write without telling them 
what to draw or write.
Part 2B: Lesson Delivery
B.21
Whole Class – teacher 
presenting/explaining to whole class 
(includes teacher 
modeling/demonstrating)
B.22 Whole Class – call and response
B.23 Learner demonstrating task for class 
(includes single learner responding)
B.24 Learners working independently or in 
small groups/pairs
B.25 Teacher is checking learners’ work
B.26
Teacher is not interacting with learners 
(including writing on the board, preparing 
for lesson, leaving room)


February 2017 | Time to Learn Endling Evaluation Report: Annex 7 214
2.C POST-CLASS OBSERVATIONS ON CLASSROOM ENVIRONMENT 
AND INSTRUCTION
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 215
PART 3: TEACHER INTERVIEW
3.A TEACHER BACKGROUND 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 216
3.B FREQUENCY OF ACTIVITIES IN CLASS 
ORIENTATION TO PRINT 
PHONICS/PHONEMIC AWARENESS
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 217
WRITING 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 218
READING FLUENCY 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 219
COMPREHENSION (READING OR LISTENING) 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 220
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 221
3.C EDUCATIONAL MANAGEMENT
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 222
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 223
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 224
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 225
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 226
3.D TEACHER ATTITUDES
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 227
3.E RESOURCES AND TTL EXPOSURE 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 228
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 229
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 230
MOGE SELF-ADMINISTERED SURVEY QUESTIONNAIRE
INTRODUCTION 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 231
A. BACKGROUND 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 232
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 233
B. SCHOOL NAME: 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 234
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 235
COMMUNITY SCHOOL WRITTEN INFORMED CONSENT FORM 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 236
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 237
Some data collected will be recorded. The evaluation team may also take photos or shoot a video, 
including audio. The information collected by the four tools and any audiovisual material will 
remain with the evaluation team at all times. The data and any audiovisual material are confidential, 
and no one else except the evaluation team will have access to them. 
Data collectors will ask participants' permission each time before raking any photos or recordings of 
them, and each person may refuse or request the material be deleted at any time. Photos might be 
used in the evaluation report, but the persons appearing on the photo will not be identified with 
their name. 
Duration 
The data collection in this community school for this evaluation in will take about a half day. 
Risks 
There is a risk that participants may share some personal information by chance or that they may feel 
uncomfortable talking about some of the topics. We do not wish for this to happen. Participants do 
not have to answer any question or take part in any of the data collection activities if it makes them 
uncomfortable. 
Benefits 
Participating in this evaluation may provide you, other partners, Time to Learn, and this school with 
insight into the success of Time To Learn and help improve the project in future years, and may also 
help to identifY best practices that should be promoted at yours and other community schools. 
Reimbursements 
Evaluation participants will not be provided with any incentives to rake part in the research. Learners 
participating in the Early Grade Reading Assessment will receive a snack. 
Confidentiality 
We will not share information about evaluation respondents with anyone outside of the evaluation 
team. The data that we collect from this evaluation will be kept confidential and anonymous. 
Sharing the Results 
Nothing that is shared with the Time to Learn evaluation team during data collection will be shared 
with anybody outside the evaluation team, and nothing will be attributed to participants by name. 
We plan to publish the results so that other interested people may learn from the evaluation. 
Right to Refuse or Withdraw 
Participants do not have to take part in this evaluation if they do not wish to do so. Participants may 
stop participating in the data collection at any time without affecting their relationship with Time to 
Learn or USAID. 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 238
You can ask me any questions about any part of the research if you wish to. Do you have any 
questions? 
Part II: Certificate o(Consent ~ s 
The community school noted in this consent statement has been invited to participate in the Time 
to Learn Endline Evaluation. I have read the foregoing information. I have had the opportunity to 
ask questions about it and any questions I have asked have been answered to my satisfaction. I 
consent voluntarily to allow the aforementioned school to participate in this evaluation. 
Print Name of Participant 
Title of Participant 
Signature of Participant _____________ _ 
Date __________________________________ _ 
(day/month/year) 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 239
MOGE DEBS WRITTEN INFORMED CONSENT FORM 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 240
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 241
Some data collected will be recorded. The evaluation team may also take photos or shoot a video, 
including audio. The information collected by the four tools and any audiovisual material will 
remain with the evaluation team at all times. The data and any audiovisual material are confidential, 
and no one else except the evaluation team will have access to them. 
Data collectors will ask participants' permission each time before taking any photos or recordings of 
them, and each person may refuse or request the material be deleted at any time. Photos might be 
used in the evaluation report, but the persons appearing on the photo will not be identified with 
their name. 
Duration 
The data collection for this evaluation in will take about a half day in each community schooL 
Risks 
There is a risk that participants may share some personal information by chance, or that they may 
feel uncomfortable talking about some of the topics. We do not wish for this to happen. Participants 
do not have to answer any question or take part in any of the data collection activities if it makes 
them uncomfortable. 
Benefits 
Participating in this evaluation may provide you, other partners, Time to Learn, and this district 
with insight into the success ofTime To Learn and help improve the project in future years, and 
may also help to identifY best practices that should be promoted community schools. 
Reimbursements 
Evaluation participants will not be provided with any incentives to take part in the research. Learners 
participating in the Early Grade Reading Assessment will receive a snack. 
Confidentiality 
We will not share information about evaluation respondents with anyone outside of the evaluation 
team. The data that we collect from this evaluation will be kept confidential and anonymous. 
Sharing the Results 
Nothing that is shared with the Time to Learn evaluation team during data collection will be shared 
with anybody outside the evaluation team, and nothing will be attributed to participants by name. 
We plan to publish the results so that other interested people may learn from the evaluation. 
Right to Refuse or Withdraw 
Participants do not have to take part in this evaluation if they do not wish to do so. Participants may 
stop participating in the data collection at any time without affecting their relationship with Time to 
Learn or USAID. 
February 2017 | Time to Learn Endling Evaluation Report: Annex 7 242
You can ask me any questions about any part of the research if you wish to. Do you have any 
questions? 
Part II: Certificate o(Consent ~ s 
The district noted in this consent statement has been invited to participate in the Time to Learn 
Endline Evaluation. I have read the foregoing information. I have had the opportunity to ask 
questions about it and any questions I have asked have been answered to my satisfaction. I consent 
voluntarily to allow the aforementioned community schools to participate in this evaluation. 
Print Name of Participant _________________ _ 
Title of Participant ___________________ _ 
Signature of Participant -----· 
Date _______ _ 
(day/month/year) 
Attachment: Sampled Schools and Reserve Units for __________ [province name] 
TIME TO LEARN PROJECT
PLOT NUMBER 203B, OFF KUDU ROAD
KABULONGA, LUSAKA
ZAMBIA