FLN Evaluation 2025, check the tholimettu evaluation from here

SCERT Telangana has released the subject-wise guidelines for the FLN Evaluation 2025 or FLN Assessment 2025 under the Tholimettu or First Step Programme.

The Tholimettu programme will be started in all TS Schools across Telangana State on August 15, 2025. A training programme has been conducted for Teachers.

The teaching-learning process is being implemented according to the annual, unit, and period plans, which the teachers prepared for five instructional days. After FLN, classes 1 and 2 will have a one-day evaluation.

Teachers can check details and download the Tholimettu or FLN Evaluation PDFs under Foundational Literacy and Numeracy Mission.

The central government aims to lay a solid foundation for children at the primary level, so it has included the Nipun Bharat program in the National Education Policy 2020.

As a part of this, plans have been made to improve learning outcomes and enhance minimum skills under the auspices of the National Education Research Training Council under the name ‘Foundation Literacy and Numeracy’.

In this context, the Telangana State Government has launched the Tholimettu program to help primary school students attain basic language and mathematics skills.

In the programme’s first step, special priority will be given to achieving basic literacy and numeracy skills. The program has been launched to raise standards and develop learning skills among students in classes 1 to 5.

Special Register: To implement the program’s first step, a separate register will be maintained to record the students’ details. It is preferred that these details be recorded when higher officials visit the school.

The first step program is implemented by conducting the baseline examination (pre-test) at the beginning of the academic year and the end-line examination (post-test) on the last day.

Based on the textbooks provide the necessary knowledge to achieve learning outcomes and practice them in everyday life.

Revised FLN Evaluation 2025-25

All the previous FLN components are still valid except for the modifications mentioned in the SCERT Telangana FLN Evaluation Guidelines.

Teachers shall conduct F LN assessments three times (Baseline, Midline, & End-line tests) in a year following assessment papers provided by SCERT as soft copies. Students’ progress has to be recorded in the Telangana School Education App.

• Baseline test in August (If it has already been conducted, there is no need to conduct it again).
• Midline test in December
• End line test in March

Teachers are given flexibility to use the Teacher Handbooks by customising them to suit their classroom context without deviating from textbook learning outcomes.

The assessment sheets in the student workbooks have been changed to practice sheets for remediation. Oral Reading Fluency (ORF) and Reading Comprehension (RC) will be conducted one-on-one with students.

FLN Evaluation Competencies

The class-wise and subject-wise competencies to be developed are as follows.

Assessment – Record of child’s progress?

All children are expected to achieve grade-wise subject-specific learning outcomes. For this purpose, we organize teaching and learning programs in a planned manner.

As part of this, if five days a week are used for conducting teaching and learning processes, the child’s progress has to be evaluated on the sixth day. A child’s progress should be assessed based on linguistic reading and writing. They are:

1. Reading
2. Fluently Reading
3. Reading Comprehension,
4. Writing.

1) Reading:

• Children should be able to read simple, multiple-stressed sentences and paragraphs.
• Children should be considered literate only when they read rather than mumbling and multiplying letters.
• Children should be considered literate if they can read 8 out of 10 simple or multiple words in class 1.
• Also, if children can read 8 out of 10 syllables in 2nd class, they should be considered educated.
• The 3rd, 4th, and 5th classes should read a paragraph of five sentences. Children who can read four sentences should be considered literate.

2) Fluently Reading:

• A child’s reading level is determined by testing how many words a child can read in one minute.
• Fluency is defined as being able to read 60 words per minute internationally.
• Keeping this in mind, we can apply it to our languages ​​and determine the children’s level.
• For example, fluent readers can be identified as those who can read 20 words per minute in class 1, 25 words in class 2, 30 words in class 3, 40 words in class 4, and 50 words in class 5.

3) Reading Comprehension :

In classes 3, 4, and 5, children should be able to read and understand the given paragraph, sketch and poem. Five questions based on the topic read should be given to test it. If you can do 4 of these, you should be considered doable.

4) Writing:

• Children should be able to write words, sentences and paragraphs independently without mistakes.
• For example, first-class children use simple or multiple words, while second-class children use stressed words. Third through fifth graders should be able to write paragraphs of four or five sentences.
• As mentioned above, you should be considered proficient if you can write 4 out of 5 words without mistakes.
• Children who can write five sentences or a paragraph with four sentences without mistakes should be considered proficient in writing.

Also, in mathematics, numbers and quadratic processes have to be tested. Class-wise, once a month, the progress details of the children should be recorded in a prescribed pattern based on the subjects taught that month.

FLN is broadly conceptualised as a child’s ability to read basic texts and solve basic maths problems (such as addition and subtraction).

Based on the curriculum taught in the respective language classes, the children’s progress in reading, fluent reading and writing skills should be tested once a month and recorded in a register.

These are inspected by school visiting officials, Complex Headmasters, Mandal Education Officers and District/State level observers.

Child Progress Report Table of Class 1, 2

Child Progress Report Table of Class 3, 4, 5

Children’s progress is tested and compared with these details. It is also reviewed class-wise in complex meetings. Based on these details, higher officials will review the progress of the Mandal, district, and state levels.

Students’ progress should be recorded class-wise. The percentage of progress is calculated based on the number of those who can (✔️). The following formula can be used for this.

Percentage of progress:
= The number of students who can X 100/ number of students X Total competencies
= 9 X 100 / 4 X 3 = 75%.

As the mentioned principle, the progress percentage is calculated at class, school, complex, mandal, district and state level.

Based on these results, appropriate learning should be provided to the children. Library books must be read daily along with the teaching and learning process to develop children’s reading, fluency, comprehension and writing skills.

For this, every day, there is a library period for all the classes. In this period, books should be read with the children as mentioned in the program “READ-Read, Enjoy, and Development.” Storybooks in Telugu and English should be read for three days in the library period. This accelerates children’s learning and helps in skill development.

Working days for teaching and learning process

Total working days in the academic year 2025-23 are 220 days for conducting teaching and learning processes. The plan was made considering 140 days, which means 28 weeks.

Usually, there are six working days in a week. Five days are allocated for teaching and learning processes and one day for evaluation and revision. For this, all the children should participate in activities to understand the concepts, and they can utilise those competencies in their daily life. For this, we should prepare 1) yearly, 2) lesson/weekly, and 3) day-to-day or period plans.

Periods for TLP Plans

We know that the beginning of literacy and numeracy development is embedded in the everyday communications, actions, thoughts and drawings of babies, toddlers and young children, especially at the foundational stage.

Research has also demonstrated the positive impact of attending early years settings on early vocabulary development and foundational literacy and numeracy skills.

Therefore, teachers and parents of children at the foundational stage need to provide developmentally appropriate FLN activities right from the start and enhance all children’s foundational literacy and numeracy skills through rich, concrete, and contextual learning experiences.

Teachers also need to use a variety of appropriate assessment methods to observe children’s achievement in Foundational Literacy and Numeracy.

It also includes collecting and recording assessment information to a) guide ongoing teaching and learning. b) record the continuous progress in FLN. c) monitor and evaluate each child’s progress. d) maintain the portfolio of each child’s progress in FLN. e) report achievement to parents and relevant authorities.

Informal assessments are more flexible than standardised/formal assessments because they can be adjusted according to the child being assessed or to a particular assessment context.

Teachers decide with whom informal assessments are used, how the assessments are done, and how to interpret the results. Informal literacy assessments can easily incorporate all areas of literacy, such as speaking, listening, viewing, and performing, rather than focusing more exclusively on reading and writing.

For example, a teacher who observes and records the behaviours of a group of children who look at the poster reading and discuss it will likely engage in informal assessment of the child’s reading, NISHTHA 3.0 (FLN) writing, speaking, listening, and/or performing behaviours. Teachers engage in many informal assessments each time they interact with their children. Asking children to write down five lines about the poster they just discussed is a form of informal assessment.

It facilitates in explaining what the child has observed and how he/she feels about it. Observing children engage in small group discussions and taking notes.

At the same time, they plan a project and even observe the expressions on children’s faces during a group activity. These are all types of informal assessments. Likewise, observing children’s level of engagement during literacy and numeracy activities is an informal assessment.

Tholimettu Evaluation (FLN Evaluation)

Some examples are early reading, which requires children to read sight words, identify the initial letter, and answer story-related questions.

Teachers should be flexible in observing how children are engaged in specific literacy activities. They also need to be better equipped to select appropriate assessment methods so that all children benefit from assessment.

Assessments in FLN are an important part of educational decision-making. Therefore, it is essential that teachers have a thorough understanding of how to use assessment tools, interpret information obtained through observation, actively participate in modifying the strategies, and use assessments in thoughtful and meaningful ways.

The assessment in FLN is a part of classroom pedagogical practices and builds upon specific literacy and numeracy activities/programmes that support all children to accomplish the desired learning outcomes and smooth transition to next class/stage.

The assessment in FLN requires plenty of resources such as games, stories, toys, literature, play materials that the teacher and children can use for the identified areas of development in reading, writing and language conventions.

Similarly, plenty of resources such as toys, puzzles, number rods, manipulatives, etc. to assist teachers for the development in the areas of number and algebra, measurement and geometry, spatial sense and data handling.

Plans for teaching and learning process