What the written placement test contains and how it relates to ours
TIP (Targeted Instruction Program) diagnostic — what the shared folder contains
Source: operator's Drive folder "TIP assessments" (copied from Downloads 2026-09-15). Files: English_Urdu_Test_All_Classes.pdf (16 pp) and Math_Test_Class1..5.pdf (9 pp each, Version A). Page renders in pages/. This is the LEAPS/CERP Targeted Instruction Program "Diagnostic Test (2)" — the written placement test used to sort children into KG/C1/C2/C3 instruction groups (ICT 2022–23, KP), which the alignment call referred to as "tips/LEAPS".
Shape of the instrument
Property
English/Urdu diagnostic
Maths diagnostic
Mode
Written, group-administered, pencil on the booklet; teacher/coach marks
Written, group; 40 items; 50 minutes; separate answer sheet; rough work allowed
Structure
One booklet, Urdu section (30 marks) then English section (30 marks). Items are staged by class: "Class 1 Urdu test ends here → next part is for Grade 2–5 only" — a child stops at their class ceiling
One form per class (Class 1–5), each 40 items spanning the class-1-to-class-n curriculum in ascending difficulty
Who
Grade 1–5, all children in a class at once
same
Scoring
Marks per question, totals per language; cut-scores place the child at KG/C1/C2/C3 level
40 items; cut-scores by class
Urdu section (Diagnostic Test 2), by stage
Class 1 rung: Q1 match picture → correct word (4 marks, e.g. تتلی / گھر / انگور / بارش options); Q2 join the given letters into a word (ب ل ی → بلی; 4); Q3 write the correct name under the picture (2).
Class 2 rung: Q4 singular → plural (گاڑی، جھنڈا; 2); Q5 circle the verb that completes the sentence (2); Q6 circle the picture matching a sentence (3); Q7 make sentences from given words (تتلی، شہر، درخت; 3); Q8 cloze on a 3-sentence paragraph (Ali's school in Islamabad; 2).
Class 3–5 rung: Q9 cloze on a paragraph about Pakistan's national sport (2); Q10 use given words in sentences (3); Q11 write three sentences about Pakistan (3).
English section, by stage
Class 1: Q1 match picture → word (goat/cat/frog…; 5); Q2 fill missing letters to name the picture (f_a_n, p_n, r_ _ …; 5).
Class 2: Q3 circle the correct verb form (do/doing/did; sleep/sleeps…; 4); Q4 circle the picture matching a sentence (3); Q5 use the word in a sentence (lunch, red, jump; 3).
Class 3–5: Q6 circle the word (and/or/but; will write/writes/writing; 3); Q7 read a paragraph about Fatima and the library, cloze (4); Q8 write three sentences about your school (3).
Maths (Class 3 form as the example; 40 items, ascending)
Column addition/subtraction without and with regrouping (8+7, 26−8, 98−55, 24−17, 357+422); count objects (fish, bundles of sticks); fill the missing number in a sequence (6 _ 8 9; 57 _ 55 54); compare with < > = (9 □ 6; 888 □ 888; 8/10 □ 5/10); which number is odd; one-step word problems in English (apples, balls, cookies on plates, sharing 16 toys among 4, 4 candies a day for 12 days, two-step: had 75, bought 4, lost 45); multiplication and division (1×8, 4×5, 75×4, 24×2, 49÷7); fractions (shade → fraction, ½+2/2, 4/5−2/5, ½ = 4/□); missing operand (2 + _ = 4; 6 − _ = 1).
What it is, and is not, for our purpose
It is the government-legible placement ladder (KG/C1/C2/C3 in three subjects) that ICT and KP already use for TaRL grouping. If our EGRA-derived instrument reports a level, mapping it onto these rungs is what makes it actionable for a TIP classroom.
It is not an oral or timed instrument. No fluency, no letter-sound, no decoding-of-nonwords, no read-aloud; literacy is assessed through writing (matching, cloze, sentence writing), which conflates reading with handwriting and spelling. A child who can decode but not write scores KG.
It cannot be administered in 5 minutes per child (50 min for maths alone) and cannot be AI-scored from audio; it could be photo-scored (vision model on the booklet), which is a different product.
Useful to borrow: the staged "test ends here for Class n" gating; the maths item ladder (missing number, compare, regrouping, fractions) as a source of oral items; the paragraph-cloze idea as a comprehension format that an LLM can grade from a spoken answer.