PREPARING FOR

NEW ACADEMIC
YEAR 2024-2025
Prepared by UNICEF for Cox's Bazar
Education Sector
Orientation agenda (1st orientation)
• Overview of the Academic Year and Assessment
• Test Design and Development
• Registration
• Community Engagement
• Test week activities
• Notify community
• Invigilation
• Monitor
Overview
 Myanmar Curriculum Progression

2022–2023 2024–2025
MC Academic year 2022- 23 MC Academic year 2024- 25
• Primary – KG, Grade 1 and Grade 2 • Primary: KG, Grade 1-5
• Secondary – Grade 6-9 • Secondary: Grade 6 - 11

MC Academic year 2023-24

• Primary: KG, Grade 1-5
• Secondary: Grade 6 – 10

2023–2024
 ASSESSMENTS 2024

Placement test for Out of School

Children (OOSC)/ALP Assessment Subjects Date Who will join
learners/learners who dropped out
Burmese June 2nd Learners from Grade 3-10

•Placement test covering English, Burmese, and

mathematics Year end English June 3rd Learners from Grade 3-10
•Four different papers (grades 2-4, 4-6, 6-8, 8-10). assessment
•Based on results OOSC will be assigned a MC Mathematics June 4th Learners from Grade 3-10
grade.

Science June 5th Learners from Grade 3-10

Year end assessments for grades 3 to 10

Placement test 3 foundational June 6th Out of school children and the
subjects children who are NOT enrolled in any
grade of formal Myanmar Curriculum
•Year-end assessment in English, Burmese,
Mathematics and Science.

Prepared by UNICEF for Cox’s Bazar Education Sector

 TIMELINE

April 2024 August 2024

- Design of tests June 2024 - Enrolment for OOSC
- Community - Administering - Starting the new
engagement the assessment academic year
- Registration - Scoring tests

July 2023
May 2024
- Scoring tests and data entry
- Printing and distribution
- Analyzing data and allocating the
- Community engagement learners to a grade
- Registration - Communicating results to the
children and caregivers

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 STARTING THE NEW academic year

Community Data Placing

Starting the
Engagement Entry and child in new
+ Analysis appropriate
grade
academic
Registration year

Allocation
Distribution
Assessments Scoring to learning
of supplies
facility

Prepared by UNICEF for Cox’s Bazar Education Sector

Test Design and Development
Alnoor
 TEST DESIGN AND DEVELOPMENT (Placement
test)

The purpose of the placement test:

• To place children at appropriate grades based on their content knowledge and competencies in
three foundational subjects: Burmese, English, and Mathematics.
• To use data from the test score to design of follow-up actions to support learning in the new
academic year.

The MC materials used for developing the questions for the placement test
are:

• The Myanmar National Assessment Guidelines for Basic Education.

• The grade-specific textbooks for Grades 1 to 10 were used to develop questions.

Prepared by UNICEF for Cox’s Bazar Education Sector

 TEST DESIGN AND DEVELOPMENT (Placement test)

• The language of the test is based on the MC, where English test questions are in English, Burmese subject
questions are in Burmese and Mathematics subject questions are in the Burmese language as in the MC
textbooks.

• The questions for each subject will be based on multiple grades to support children with demonstrating
content knowledge and competencies from MC Grades 1 to 10. MC experts supported the development of the
test questions.

• Multiple-Choice Questions (MCQ) are present in the placement tests, including fill-in-the-blanks, matching,
and true or false questions. There are some short answer questions for the higher grades to assess the
analytical skills of the children.

• The placement tests include space for the answers to be provided by students.
 PLACEMENT TEST SET
PLACEMENT TEST Grade competencies CHILDREN WHO CAN TAKE THE PLACEMENT TEST Scoring

Grades 2-4 The question set will cover competencies of grade Children with no prior education. 10% or below – placed in Grade 1
2,3 and 4. Above 10% -30% or below - placed in Grade 2
Children who are out-of-school for 1-3 years with prior education up to Grade 4 Above 30-60% or below - placed in Grade 3
Above 60-80% or below - placed in Grade 4
Grade 1 to 3 children who dropped out for less than 6 months. Above 80% - placed in Grade 5

Children who continued in ALP classes and want to sit for the tests.

Grades 4-6 The question set will cover competencies of grade Children who were out-of-school for 1-3 years with prior education from Grades 5 10% or below – placed in Grade 3
4, 5 and 6. to 6. Above 10-30% or below - placed in Grade 4
Above 30-60% or below – placed in Grade 5
Grades 4 to 7 children who are currently enrolled but dropped out for less than 6 Above 60-80% or below - placed in Grade 6
months. Above 80% - placed in Grade 7

ALP learners are based on consultation with teachers and children.

Children who continued in ALP classes and want to sit for the tests.

Exceptionally - Grade 2 learners who want to be in Grade 4 and above - based on

consultation with teachers and children.
Grades 6 to 8 The question set will cover competencies of grade Children who were out-of-school for 1-3 years with prior education from Grades 6 10% or below – placed in Grade 5
6,7 and 8. to 8. Above 10-30% or below - placed in Grade 6
Above 30-60% or below – placed in Grade 7
Above 60-80% or below - placed in Grade 8
Above 80% - placed in Grade 9
Grades 8-10 The question set will cover competencies of grade Children who were out-of-school for 1-3 years with prior education from Grades 8 10% or below – placed in Grade 7
8, 9 and 10. to 10. Above 10-30% or below - placed in Grade 8
Above 30-60% or below – placed in Grade 9
Above 60-80% or below - placed in Grade 10
Above 80% - placed in Grade 11
Prepared by UNICEF for Cox’s Bazar Education Sector
TEST DESIGN AND DEVELOPMENT (Year End
Assessment )
• The year-end assessment for Myanmar Grade 3 to 10 were developed based on the curriculum as provided in the
textbooks.
• Four subject exams will be given per grade for the subjects Burmese, English, Mathematics and Science.
• The test questions are structured based on the content covered in the subjects for each grade and developed
based on the questions presented in the Myanmar Curriculum textbooks.
The expert group also consulted the following resources:
• Subject specific syllabus for the new Myanmar curriculum
• Learning objectives from the Teachers Guide
• Myanmar Curriculum/Textbooks (Grade 3-10)
• Assessment tools development matrix and question pattern from Myanmar Ministry of Education

• MC experts supported the development of the test questions. Both MCQ (fill in the blanks, true and false, and
matching) and very few open-ended questions are present in the year-end assessment.
• The question paper includes space for the answers to be provided by students. The question pattern and total
score is explained in Annex 1 in this guideline.
Registration
Asfia Taranoom
 REGISTRATION

What is Registration? Why? How?

Recording data for all

To have updated
children who are Learning Center
information about
attending learning
learners attending
facilities or are out of
learning facilities
school.
Registration Booths
Record data from
Registration is not interested children out
enrollment of school for follow up
Home visits
about placement test

Prepared by UNICEF for Cox’s Bazar Education Sector

 REGISTRATION PROCESS

Registration Registration Data analysis Communicate with

• Existing learners' Template • Eliminate children and
registration for • All data will need duplicates and caregivers
end of year to be entered errors • When (test date)
assessment • More emphasis is • Assign test and where (test
• Registration Out- given to collect center to the center) a child
of-school accurate children for test will take the
children's ProGress ID day considering placement test
(OOSC) closest possible • The ID materials
registration for distance to bring on the
placement test between test day.
learners’ shelter
and LF

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 REGISTRATION - TEMPLATE
Prepared by UNICEF for Cox’s Bazar Education Sector

The following registration templates are attached with the email:

1. Individual Learner's Registration for End of Year Assessment

2. Out-of-school Children's Registration for Placement Test
Community Engagement
Anika/Tazreen and Ayumi
 COMMUNITY ENGAGEMENT

Community Community Community Community

Engagement: engagement: Engagement: engagement:
objective for whom? Guideline Timeline

Prepared by UNICEF for Cox’s Bazar Education Sector

 COMMUNITY ENGAGEMENT

Objective: For whom?/stakeholders

• All key stakeholders are identified and
engaged. Stakeholder specific messages are • Learners
delivered at the field level. • Teachers
• Ensure all learners currently enrolled in the • Parents/caregivers
learning centre and their families are made
• Majhi/ Religious leaders
aware of the placement and assessment
exams. • Other community members
• Reach out to children who are not enrolled in
the learning centres and out of school make
sure key messages are delivered.

Prepared by UNICEF for Cox’s Bazar Education Sector

 COMMUNITY ENGAGEMENT

Guideline structure: Timeline

• Objective of the community engagement • Community engagement – before the
• Timeline of the placement assessment week
• Timeline for community engagement • Community engagement - During the
• Key guidelines to follow assessment week

• Checklist • Community engagement - after the

assessment is done
• Stakeholder specific engagement
including key messages
• Consult the guideline for all information.
Prepared by UNICEF for Cox’s Bazar Education Sector April 2023
 COMMUNITY ENGAGEMENT SITES
Communicating placement information through different sites:

• Learning centres
• MPCs
• Nutrition centers
• WASH – volunteer groups
• Health clinics
• Home visit
• Moktob/Madrasa
• Women friendly spaces

Prepared by UNICEF for Cox’s Bazar Education Sector

Targeted community engagement
planning for adolescent girls
Anika Konoc
 ENROLLED ADOLESCENT GIRLS
Planning
• Consult the guideline for all information.
• Female teachers will communicate at the respective learning centres
• Teachers should note down if further consultation is needed with family to
ensure the female adolescent learner is able to attend and take the exams
Key messages
• If on the exam day adolescent girl needs support to come to the learning
facility to take the exam, the girl’s education assistant/ female community
volunteer will help with accompanying the girls to the learning facility.
• If you would like a separate space for the exam, please let us know.

Prepared by UNICEF for Cox’s Bazar Education Sector

 REACHING OUT OF SCHOOL GIRL

Planning
• Consult the guideline for all information.
• Engage female for community engagement
• Develop targeted plan for community engagement for tracking the girls from registration to take
placement exercise
Registration:
• Prioritize Home based registration
• Assign female staffs with 15- 20 girls to build rapport and support girls from registration to take
placement exercise

Key messages
• There will be a girls only session for taking the exam.
• If on the exam day you need support to come to the learning centre, the girl’s education
assistant/female staffs will help you with coming to the learning centre.

Prepared by UNICEF for Cox’s Bazar Education Sector

 ENROLLED BOYS
Planning
• Consult the guideline for all information.
• If possible, male teachers are encouraged to talk to them (based on the available
male teachers in the centre.)
• Teachers can talk to the adolescent boys at a separate time. The learners who are
irregular, or severely irregular, household visits should be conducted to reach these
learners for registration and communication.
• Teachers can talk to the adolescent boys at a separate time. The learners who are
irregular, or severely irregular, household visits should be conducted to reach these
learners for registration and communication.
Key message
• Let us know if the morning or afternoon shift for the exams works better for you

Prepared by UNICEF for Cox’s Bazar Education Sector

 REACHING OUT OF SCHOOL
ADOLESCENT BOYS
Planning
• Consult the guideline for all information.
• It is important to identify locations where adolescent boys spend their time with
their peers, working, or frequently visit for family chores such as collecting food
distribution.
Key message
• Let us know if the morning or afternoon shift for the exams works better for you

Prepared by UNICEF for Cox’s Bazar Education Sector

Targeted community engagement
planning for Children with Disability
Ayumi
 ENROLLED CwD
Planning
• Consult the guideline for all information.
• Teachers can talk to the children with disabilities at a separate time. The learners who are
irregular, or severely irregular, household visits should be conducted to reach these learners for
registration and communication.
• Ensure the appropriate support for the CwD, based on their requirement - IP staff should
communicate with the teachers properly in this regard.
Key message
• If on the exam day you need support to come to the learning centre, education assistants will help
you with coming to the learning centre.
• If you need assistance with the test day, let us know.

Prepared by UNICEF for Cox’s Bazar Education Sector

 REACHING OUT OF SCHOOL CwD
Planning
• Consult the guideline for all information.
• Teachers, technical officers, program organizers, and community mobilizers. Master trainers or IP
staff who received training from Handicap International regarding identification of children with
disabilities.
• The recommended modality for delivering the messages is to do household visits with a
caregiver present to make the children and the family aware of the opportunity for the learner
to attend Myanmar curriculum in July 2024
Key message
• If on the exam day you need support to come to the learning centre, education assistants will
help you with coming to the learning centre.
• If you need assistance with the test day, let us know.

Prepared by UNICEF for Cox’s Bazar Education Sector

Community Engagement (Key
messages)
Tazreen
 Key Messages
for all
stakeholders
Consult the guideline for all information.

Prepared by UNICEF for Cox’s Bazar Education Sector

 8 KEY MESSAGES
1. In August 2024, we will start the new academic year. For the next academic year, we will be offering Kindergarten to
Grade 10 of the Myanmar formal education curriculum.

2. The placement tests will be administered on 6th June 2024. The test will help determine which grade they best belong
in from the new academic year.

3. Children who are 5 or 6 years old, they do not need to register and can directly enroll when the new academic year
starts in August.

4. In August, children who are currently in KG will go to Grade 1, children who are in Grade 1 will go to Grade 2, and
children in Grade 2 will go to Grade 3.

5. For children who are not attending the formal education following Myanmar Curriculum and who are above 6 years
old to age 18, they will need to take the placement exam on June 6tht.

6. All children will do registration in April and May. Children can take the placement exam even if they do not register.
They need to find the nearest LC to learn how to sit for the exam.

7. For adolescents who have never been to school, they can take the placement test. After the test, they will be put in
classes with other young people of the same age, they will not be in classes with small children even if they will be
attending lower grades.

8. All children who want to take the placement exam will need to bring a UNHCR proGress ID card on exam day

Prepared by UNICEF for Cox’s Bazar Education Sector

Test Week Activities
Assessment Week Activities
Notify Community
Anika Konoc/Tazreen
 NOTIFY COMMUNITY
Conduct parent meetings to
communicate about the testing venues
for the enrolled and OOSC. This activity
should happen until June 5th . Plan to
mobilize the children to the center
before the exam time.
Prepared by UNICEF for Cox’s Bazar Education Sector
Children can be given a small note with
the name of children, caregivers’
name, the test they will be taking, For exam day, plan to have dedicated
testing venue, date, and time by which persons to make sure children attend the
they should be at the facility to take the learning facility and ensure this happens
exam. well before the start time of the shift.
This note can b e submitted by children
on the day of the exam.
The note should not be mandatory to
present, and children should be allowed
to sit for exams regardless.
 NOTIFY COMMUNITY
Specifically for enrolled CwD and female learners as well as OOSC CwD and
female children
Plan to have dedicated persons
to make sure children attend
the learning facility
For the female guides to walk
with the female learners/OOSC
Prepared by UNICEF for Cox’s Bazar Education Sector
ensure this happens well before the start time of
the shift.
Be ready well ahead of the
shift starting time to pick up all
the female learners/OOSC.
Provide orientation to them about their
responsibility on the test day
Walk all learners safely to the
testing venue and walk them
back to their shelters
Make sure the female guides know where the
shelters are located so that they can plan their
route for the test day.
Introduce the female guide to the families
ahead of time so that the families are aware
of who will be responsible to pick up their
children on test day.
Preparing Test Venue
Tanvir
 Identify the OOSC

Identify

Prepared by UNICEF for Cox’s Bazar Education Sector

 Identify the venue

• Identify the test venue based on the registration

data

• All LF will be closed on 6th June to ensure all

facilities are available for use as the test venue

Prepared by UNICEF for Cox’s Bazar Education Sector

 Best practices

• Test venue is close to the children’s home

• Consult with caregivers to make sure the child will take

the test

• Consult with employer (!) for OOSB in case needed

• Discuss and prepare special assistance for CwD

• Female test takers

• Assign a female volunteer to guide the female learners to

the test venue

• Designate girls-only shift for OOSG

• Inform parents of OOSG about the above two measures

Prepared by UNICEF for Cox’s Bazar Education Sector

 Contingency plan for emergency

• Discuss and prepare contingency plans for emergency cases

such as,

• Storm and heavy rain

• Fire

• Medical emergencies

• any other natural or human-made disaster

• Prepare the necessary logistics as needed

• First aid kits

• Logistical support to address the pre-identified emergencies

Prepared by UNICEF for Cox’s Bazar Education Sector

Invigilation
Tanvir
 Invigilation

Objectives:
1. Ensuring that test takers are provided a safe and fair
environment where they can take the exam.
2. All the necessary guidelines are followed for the test
day.
3. Report on any issues or cases of misbehavior.
4. Manage classroom environment to maintain a safe
and positive environment.

Prepared by UNICEF for Cox’s Bazar Education Sector

 Invigilation Timeline and Process Guidelines

1. Student placement tests and year-end assessments will be conducted at selected test venues, such as
learning centres, as identified by implementing partners
2. There will be two shifts during the test day. The first shift will be from 10:00 AM to 12:30 PM and the
second shift from 01:00 PM to 3:30 PM.
3. Each centre will have at least one invigilator to administer and supervise the placement test. Only two
learners per bench are allowed.
4. All centers should follow the assessment timing strictly as suggested in point 2.
a. Best Practice: Please adjust the technical officer/ program organizer/ field facilitator (IP Monitor
Team) and invigilators’ watch for consistency
5. Invigilators will ensure that the candidates who are supposed to take the test are entering the test
centres by checking their UNHCR proGress ID against the attendance list.
6. Children who are late up to 1 hour can still sit for the exam. Children who miss the first shift can sit for
the exam during the second shift if space is available.

Prepared by UNICEF for Cox’s Bazar Education Sector

 Invigilation Timeline and Process Guidelines

7. Check the presence of the following in the test centres:

a) There are enough test papers for the venue as the number of test takers.
b) Extra A4 size blank pages for rough sheet purposes should be available in the test venue.
i. The exams already have some blank pages at the end which should be used by test takers for doing work, especially
for the Math subject. All pieces of paper used by the test takers should be stapled to the exam.
c) Copies of printed attendance sheet for each test centre based on shift (2 for 2 shifts, 1 for 1
shift)
d) Strong stapler to staple any test that comes apart or for joining any extra sheets of rough
paper at the end of the exam.
e) Brown paper/pack/s to store test papers - 2 for each shift, 1 for unused exam papers, and 1
for used exam papers
f) Big RFL storage boxes for storing and transporting the scripts are ready per camp as
required, as shown in Figure 2 (minimum 2 per camp and based on the number of testing
venues and candidate number more boxes as needed).
g) String to tie the bundles of used and unused exams as well as the RFL boxes.
h) Water jug/pitcher filled with drinking water and mugs and WFP’s high-energy biscuits

Prepared by UNICEF for Cox’s Bazar Education Sector

 Invigilation guidelines to be followed for
classroom management

1. Make sure all the candidates are seated 15 minutes before the exam (by 9:45 AM for the first shift and
by 12:45 PM for the second shift), and they are carrying only,
a) candidates’ UNHCR proGress ID card, b) pen, c) pencil, d) eraser and e) necessary geometry tools as required for the Grade 6
Math exam.
2. Candidates are not allowed to bring any electronic devices including a watch/smartwatch, calculator,
mobile phones, and others. If they bring such an item, please ask them to switch off their mobile
phone and submit it along with other items to the invigilator’s desk for the duration of the exam. They
can collect the items after the test. No textbooks, notebooks, papers with answers or additional
materials are also prohibited
3. Write the test’s starting and ending times on the board.
4. Take the attendance on the attendance sheet and put the serial number of the attendance sheet in the
box at the top right corner of the question.
5. If a child finishes the exam early, they should submit their test paper and silently take a seat in the
venue until the end of the session.

Prepared by UNICEF for Cox’s Bazar Education Sector

Prepared by UNICEF for Cox’s Bazar Education Sector
Prepared by UNICEF for Cox’s Bazar Education Sector
 Invigilation guidelines to be followed for
classroom management
5. Invigilators should provide the messages below to the test takers:
a. The duration of the test is 2 hours. Before starting the exam, we will spend 15 minutes filling up your information on the front
sheet of the question paper.
b. After receiving the question paper start writing your information on the front sheet of the question paper (show them the front
sheet). If you need any help silently raise your hand and we will help you.
c. Do not write anything in the box in the top right corner of the front sheet. That is for our use.
d. When we say, “exam start”, start answering the questions. Answer as many questions as you can within the 2 hours.
e. Do not communicate with others except the invigilator, and you will silently raise your hand for letting me know if you need
help.
f. Any candidates caught following unfair means will be expelled. Unfair actions include talking to each other to share answers to
the questions, copying from other students, and bringing books or any reading materials to answer questions.
g. You will need to get permission to leave the test center.
h. If you finish the exam early, submit your test paper and then silently leave the test venue. Do not roam in the test venue area
after you have completed taking your exam.
i. After 2 hours, we will say “Stop writing”, stop writing, and stay at your table. We will collect your test paper and then you can
leave the test venue.

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 Requirements for Invigilators

1. The invigilators should keep their phones switched off or in silent mode. They should not talk or
chitchat with other colleagues or anyone inside or outside of the testing venue during the test time.
2. Ensure that the test takers wrote information properly on the front sheet of the exam questions as per
the UNHCR proGress ID.
3. If test takers have any confusion regarding any question, clarify the question instructions but do not
provide a hint of the answer. Especially for English and Burmese subject questions, be mindful to not
translate the question for the test takers.
4. Since, the candidates will not carry any watch, give them time remarks on 30 minutes, 1 hour, 1 hour 30
minutes, and 5 minutes left remarks at 1:40 hour.
5. Only the invigilator, IP monitoring team, CiC, or ACiC can enter the room before the test and during the
test.
6. Photographing/ copying of the question by anyone be it IP staff or camp authority is strictly prohibited.
In case of any issues directly communicate with the camp focal.

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Monitor
Hafsa
 Monitor

Who will monitor the test centers?

▪ Respective personnel from Education Sector, Programme partners.

▪ Education partners are suggested that a minimum of two senior persons from each IP
▪ A monitoring team including Technical Officer, Field Officer, Field monitoring staff who will
be responsible to monitor the test venue on the scheduled date and keep continuous
support and regarding the activities.
▪ IP should select a cluster-level monitor (TO/PO/Field Facilitator) who will be responsible for
picking up exam papers on the test day. The cluster-level monitors should be oriented on
their responsibilities for the test day and provided the contact information for UNICEF’s test
tool distribution focal and education sector camp focal.

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 Monitor
What to monitor
The monitoring officer and
the team will be
responsible to check the
quality of the physical and
technical environment of
the test venue including
the logistical procedure.
This is not classroom
observation
Prepared by UNICEF for Cox’s Bazar Education Sector
Dos and Don’ts
They will use the checklist
to monitor the test venue
and complete the
checklist. After completing
the checklist, the team will
share the report with the
Education Sector.
Contact the teacher Use a different
upon arriving at the monitoring form for
learning facility each test center
Observe the test Do not stay in the
administration silently test centre more
without disrupting the than 5/10mins, as this
process in any will interrupt the
manner concentration
Do not talk to the
For any PSEA related
children or teachers
issue, please follow
in the centre, for any
the PSEA feedback
immediate action/
mechanism
suggestion please
immediately
talk to the IP staff
 Monitor - Checklist

Checklist (attached in the guidance Please print before going to the

note as Annex D) field.

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Thank you
Assessment Updates (2 nd

orientation/meeting)
Activities to be done before assessment week (going on)

CImmunity Registration/Datab
Staff orientation
Engagment ase creation
 TEST DAY ACTIVITIES – WORK AREAS

Prepare
Notify
testing Invigilate Monitor Wrap up
Community
centers

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 ACTIVITIES – After assessment week

Data Start new

Scoring Data entry Enrolment
analysis year!

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 ASSESSMENT WEEK ACTIVITIES – WORK AREAS

Activity Description Persons responsible

Notify community Conducting parent meetings and community meetings before the Teachers or community mobilizers, technical officers,
exam. Closer to the test day, providing the testing facility information program officers, and other relevant staff.
for the children who registered to take the exam.
Prepare testing The activity includes the assignment of a testing facility to each child, Teachers, technical officers, program officers, and other
venues the assignment of individuals for each role, and planning for and relevant staff
picking up test papers on the test day.
Invigilate Orientation is provided to invigilators, and they follow procedures on Teachers, technical officers, program officers, other relevant
the test day. staff
Monitor On the test day monitoring of invigilation is conducted by a cluster- Cluster-based - technical officers, program officers, and
based monitor (the same person who picks up the test papers) as well Monitoring Officers to monitor invigilation
as senior management teams from Implementing Partners.

Wrap-up After the test duration, all exam papers are packed by invigilators, Teachers, technical officers, program officers, and other
collected by the cluster-based monitor, and dropped off at the pick-up relevant staff
location.

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The recommended schedule for the test day

FIRST SHIFT
Facility cleaning and preparation 8:45AM – 9:45
The facility is open from 9:45 AM
All children in their seats with ID card 10:00 AM
Teachers will provide instruction and children will fill out biodata (front sheet of the test) 15 minutes
Exam start time 10:15 AM
Exam duration 2 hours
Exam ending time – pencils down 12:15 PM
Package exam papers and wrap up 12:30 PM
SECOND SHIFT
The facility is open from 1:15 PM
All children in their seats with ID card 1:30 PM
Teachers will provide instruction and children will fill out biodata (front sheet of the test) 15 minutes
Exam start time 1:45 PM
Exam duration 2 hours
Exam ending time – pencils down 3:45 PM
Package exam papers and wrap up 4:00 PM
Final briefing (last meeting)
 Picking up test papers on exam day
• UNICEF will carry the test tool to a pre-set location and deliver it to the camp Education focal
• The camp level focal of each IP will pick up their question paper from the camp focal at the pre-set
location at 8.15 AM.
• No question will be picked after 8.15 AM maximum.
• No teacher/cleaner/guard/volunteer will be involved in transporting the question paper.
• Based on the number of question paper IP will plan for carrying support ahead.
• camp level focal of each IP will provide the overall guidance, supervision, and troubleshooting
support with full responsibility for maintaining the integrity of the question paper, packing and
store the question papers appropriately.
• After the completion of each subject assessment , the IPs will transport the papers to selected
warehouse. Education Sector will share the location of the warehouse with sector partners by 30
May 2024.
Warehouse allocation
• Warehouse focal detail will be shared by Sector by 30 May.
• Camp-wise pick-up point details will be attached in excel sheet with
the email.
• Warehouse allocation for each subject -
Name of the IP Name and Location of the Answer script Type of
warehouse Subject Assessment
BRAC Ulubuniya warehouse All categories Placement
Education, teknaf Test
JCF JCF warehouse 2, Kutupalong Mathematics Year-end
JCF warehouse 3 Science Assessment
Kutupalong
JCF warehouse 4 Burmese
Kutupalong
MUKTI Mukti Cox's Bazar warehouse, English
Ukhiya
SCORING PROCESS
Scoring Schedule
 Workflow for scoring

Approx.
94,500 302,000 tests scored by
learners 590 primary (G3-5) Rohingya
teachers
142 secondary teachers
for 3 weeks

Approx.
18,500
learners 94,500 tests scored by
200 scorers + 40 quality checkers for 2 weeks
 Teachers needed for Scoring: IPs are requested to plan for additional 10 teachers for
emergency.

Friendsh
Grades BRAC COAST CODEC JCF MUKTI PIB SKUS Sector TOTAL
ip

Primary
teachers 160 30 60 55 60 105 20 50 50 590
(G3-5)

Secondary
50 5 15 15 12 25 10 10 0 142
teachers
 Teacher needed for
scoring

Grades BRAC COAST CODEC JCF Friendship MUKTI PIB SKUS Sector Total

Primary
teachers 160 30 60 55 60 105 20 50 50 590
(G3-5)

Secondary
50 5 15 15 12 25 10 10 0 142
teachers
 • NOTE: Each Training centre number is calculated based on
Centre teacher number.
calculation/IPs • Partners are to share the centre detail and centre focal
name by 30 May.

Centre BRAC COAST CODEC JCF Friendship MUKTI PIB SKUS Sector Total

Primary 9 2 4 3 4 6 1 2 2 33
Secondary 2 0 1 1 1 1 1 1 8
 Important dates

June 9 Pick all Placement, print answer key and complete teacher orientation

June 10 Complete placement scoring

June 11 Submit placement scores and pick Year End Assessment score sheet for next 3 days

June 11- 13 Complete 1st round of YEA scoring sheet

June 13 COB Submit all answer paper to the respective warehouse
30 June pick up 2nd round of YEA scoring sheet for one week

June 30 – July 4 complete 2nd round of YEA scoring sheet

4 July submit 2nd round and pick for next week

11 July all submission is done.

 Important notes
All test papers should be in the office NOT in the test centre.

NO one will take decision regarding any changes in the answer key until it is discussed with UNICEF

Minimum one person from third party will be in the scoring centre to monitor the scoring.
3rd party will take their own lunch and snacks. However, is it requested to provide support with
information.
Engage Master Trainer to manage classes during the scoring time.

Please go through the Scoring guideline and provide necessary orientation to the relevant staffs and
teachers.
 Guideline for
Generating Test-
Takers Code
This is the guideline for partners’ IMOs
 Generate Leaner’s Code
• Assign codes to all registered test-takes (Learners and Out-of-school Children)
following the syntax (IP code+Serial#; for example, AA01 for BRAC’s year end
assessment). See the following template for IP-wise code for both end of year
assessment and placement test,
For Test Day and Post-Test Preparation

Print facility level attendance
register (by test center), add
extra row (about 5 or more) to
accommodate any unregistered
children who can take the test.
Add an extra column After the test, compile information for all
for marking children newly registered test takers (OOSC for
who take the test. placement test) into the excel database
and assign each of them a “learner code”.