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An Evaluation of Continuous Comprehensive Evaluation and Teaching at the Right Level
Last registered on June 15, 2013

Pre-Trial

Trial Information
General Information
Title
An Evaluation of Continuous Comprehensive Evaluation and Teaching at the Right Level
RCT ID
AEARCTR-0000008
Initial registration date
June 15, 2013
Last updated
June 15, 2013 9:00 AM EDT
Location(s)
Region
Primary Investigator
Affiliation
MIT
Other Primary Investigator(s)
PI Affiliation
MIT, J-PAL
PI Affiliation
Cornell
PI Affiliation
J-PAL South Asia
Additional Trial Information
Status
On going
Start date
2011-05-19
End date
2014-12-31
Secondary IDs
Abstract
Under the Right to Education Act passed in 2009, which came into effect in April 2010, every child from the age of six to fourteen is guaranteed free and compulsory education, and no child can be held back, expelled or required to pass a board examination until the completion of elementary education. The Continuous and Comprehensive Evaluation scheme was formulated under the Act to replace test-based evaluations in government schools, with a view to introduce a more uniform and comprehensive pattern of assessment in education for children, as well as to decrease the accumulated stress of board exams and year-end assessments. The impact of CCE, however, has never been evaluated. The first arm of this study, undertaken in collaboration between J-PAL and the government of Haryana, examines whether training teachers to implement CCE and distributing the right material leads to (1) adoption of continuous evaluation (2) changes in pedagogy and (3) any change in learning. The second arm of this study evaluates the impact of another intervention conducted in the same set of schools, in collaboration between Pratham and the government of Haryana. One hour per day, students are organized not by formal grade but by level of competencies, and teachers are taught to focus on remedial learning adapted to students in each group. The study will examine whether training the teachers in this method, and supporting them with regular visits leads to (1) adoption of the "teaching at the right level method" and (2) changes in learning.
External Link(s)
Registration Citation
Citation
Berry, James et al. 2013. "An Evaluation of Continuous Comprehensive Evaluation and Teaching at the Right Level ." AEA RCT Registry. June 15. https://doi.org/10.1257/rct.8-1.0.
Former Citation
Berry, James et al. 2013. "An Evaluation of Continuous Comprehensive Evaluation and Teaching at the Right Level ." AEA RCT Registry. June 15. https://www.socialscienceregistry.org/trials/8/history/95.
Sponsors & Partners

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Experimental Details
Interventions
Intervention(s)
There are two interventions:
1) training teacher in the use of the CCE tools, and monitoring this use. The training component, conducted by the Government of Haryana's State Council Educational Research and Training (SCERT), will introduce teachers from randomly chosen schools to the goals of CCE and instruct them on CCE grading and monitoring.
2) training teachers in Pratham's method of "teaching at the right level". One our per day, students will be re-organized by level of achievement and not by grades, and teachers will be trained in simple technique effective for remedial education.
Intervention Start Date
2011-11-30
Intervention End Date
2013-03-30
Primary Outcomes
Primary Outcomes (end points)
test scores (written and oral)
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
This is a three group design:
-control (98 school campuses--126 schools)
-CCE only (93 school campuses--127 schools)
-RE only (94 school campuses--123 schools)
-CCE+RE (100 school campuses--125 schools)


The intervention will be tested in Classes 1-5 and 7.
Experimental Design Details
Randomization Method
Randomization in office computer (Stata)
Randomization Unit
School campus (which could include multiple schools).
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
500 primary and upper primary school campuses
Sample size: planned number of observations
22,900
Sample size (or number of clusters) by treatment arms
98 school campuses control, 93 school campuses CCE, 99 school campuses RE, 94 school campuses CCE+RE
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
Massachusetts Institute of Technology
IRB Approval Date
2011-05-19
IRB Approval Number
1104004428
Analysis Plan

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Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports and Papers
Preliminary Reports
Relevant Papers