Pre-Evaluation System for Mathematics in School

DEGREE PROJECT DESIGNING A PRE-EVALUATION SYSTEM FOR SCHOOL STUDENTS Sponsor: CUE LEARN PVT. LTD, BANGALORE Volume: 1 STUDENT: PRANAMITA RAY PROGRAMME: MASTERS OF DESIGN (M. DES.) GUIDE: ASHOK MONDAL

2019 INDUSTRIAL DESIGN FACULTY (UNIVERSAL DESIGN)

M. Des Universal Design 2017 | National Institute of Design

Pranamita Ray | Graduation Project

The Evaluation Jury recommends ARKO CHAKRABORTY for the Master of Design(M. Des.) Degree of the National Institute of Design IN IT INTEGRATED DESIGN (DIGITAL GAME DESIGN)

herewith, for the project titled “Designing Games for the Education Industry” on fulfilling the further requirements by*

Chairman Members

Jury Grade *Subsequent remarks regarding fulfilling the requirements

Activity Chairperson, Education

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ORIGINALITY STATEMENT I hereby declare that this submission is my own work and it contains no full or substantial copy of previously published material, or it does not even contain substantial proportions of material which have been accepted for the award of any other degree or final graduation of any other educational institution, except where due acknowledgment is made in this graduation project. Moreover I also declare that none of the concepts are borrowed or copied without due acknowledgment. I further declare that the intellectual content of this graduation project is the product of my own work, except to the extent that assistance from others in the project’s design and conception or in style, presentation and linguistic expression is acknowledged. This graduation project (or part of it) was not and will not be submitted as assessed work in any other academic course.

Student Name in Full: Signature: Date:

COPYRIGHT STATEMENT I hereby grant the National Institute of Design the right to archive and to make available my graduation project/thesis/dissertation in whole or in part in the Institute's Knowledge Management Center in all forms of media, now or hereafter known, subject to the provisions of the Copyright Act. I have either used no substantial portions of copyright material in my document or I have obtained permission to use copyright material.

Student Name in Full: Signature: Date:

M. Des Universal Design 2017 | National Institute of Design

Pranamita Ray | Graduation Project

ACKNOWLEDGEMENT A few words are not enough to thank each and every person who has helped me move forward in this journey and I am immensely grateful towards them for their support at each step, without which this feat would have been unattainable.

I would like to express my heartfelt gratitude to the National Institute of Design for giving me the platform to do what I love. I would also like to thank my project guide Mr. Ashok Mondal for his relentless guidance and support during the course of the project. I would like to thank Mr. VS Ravishankar who has always inspired me with his words and encouraged me to be a better designer.

I would like to thank Cuemath for providing me the opportunity to undertake the project. My Project Manager Ramanand Murthy, Praveen Koushik and colleagues Kiran Rajagopalan, Rohit Roy, Joyita Banerjee, Monjula Jasmine for being highly supportive. My friends Aayushi Bhattacharya, Trisha Dhamija for their faith in my work. My acknowledgement would be incomplete without the mention of Arko Chakraborty and my friends at NID for their constant encouragement. This project would never have materialized without your help.

Last but not the least, I would like to thank my family without whose constant motivation, love and support I would not be embarking on this joruney. Baba, for teaching me the worth of life and for always believing in me, Maa for her love and support, and my sister Jayasmita for being my strength.

This is for you, Dadu, Thamma and Dida.

M. Des Universal Design 2017 | National Institute of Design

CONTENTS INTRODUCTION

OVERVIEW

SECONDARY RESEARCH

UNIVERSAL DESIGN

MARKET RESEARCH

National institute of Design R&D Campus, Bengaluru Universal Design Project Guide Cuemath

Initial Project Brief Design Methodology Project Timeline

Why Maths?

Background of Maths in India Math Curriculum Why students struggle with Math?

Who Struggles with Math?

What is Universal Design?

Universal Design Principles Universal Design for Learning Impact of UDL

Market growth of education in India Segments of Indian education System Byjus Khan Academy Thinkster

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CONTENTS PRIMARY RESEARCH

IDEATION & CONCEPTS

DESIGN

PROTOTYPING

CONCLUSION

Cuemath PRocess Interviews User Persona Empathy Mapping User Journey

Designing instructions as per UDL Effective Evaluation Whiteboarding

CDT (Cuemath Diagnostic Test) CDT Stakeholder CDT Process CDT Report

Information Architecture Wireframes Version : Mobile Version: Desktop Impact

Future Scope Reflections References

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INTRODUCTION NATIONAL INSTITUTE OF DESIGN R&D CAMPUS, BENGALURU UNIVERSAL DESIGN PROJECT GUIDE

M. Des Universal Design 2017 | National Institute of Design

NATIONAL INSTITUTE OF DESIGN

National Institute of Design was founded in Ahmedabad 1961 as a “center for excellence in design” for undergraduate courses (B. Design) and postgraduate courses (M. Design). It functions as an autonomous body under the Department of Industrial Policy and Promotion, Ministry of Commerce and Industry, Government of India.

NID is recognized by the Department of Scientific and Industrial Research under the Ministry of Science and Technology, Government of India, as a scientific and industrial design research organization.

The National Institute of Design (NID) is internationally acclaimed as one of the foremost multi-disciplinary institutions in the field of design education and research. NID has been declared ‘Institution of National Importance’ by the Act of Parliament, by virtue of the National Institute of Design Act 2014. The business week, USA has listed NID as one of the top 25 European and Asian programs in the field of Design Education.

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R&D CAMPUS, BENGALURU

NID’s R&D Campus at Bengaluru was set up as a joint initiative of and funding from the Department of Industrial Policy and Promotion (DIPP), Ministry of Commerce and Industry and the Ministry of Information Technology, Government of India and was inaugurated in March 2006.

Currently five Master’s programmes are offered from this campus which include Interaction Design, Information Design, Digital Game Design, Universal Design and Design for Retail Experience.

NID’s Research & Development Campus addresses the immediate need for an exclusive Design Research centre in the country, by fostering the creative design spirit and sighting new opportunities and frontiers through NID’s design acumen nurtured over the four decades of intense teaching-learning process.

M. Des Universal Design 2017 | National Institute of Design

UNIVERSAL DESIGN Universal Design is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability. An environment (or any building, product, or service in that environment) should be designed to meet the needs of all people who wish to use it.

This is not a special requirement, for the benefit of only a minority of the population. It is a fundamental condition of good design. If an environment is accessible, usable, convenient and a pleasure to use, everyone benefits. By considering the diverse needs and abilities of all throughout the design process, universal design creates products, services and environments that meet peoples’ needs. Simply put, universal design is good design.

Universal design thinking being an intrinsic part of product definition, design Process & development, the program aims to create design professionals with competence in system level design development of products, adaptive for diverse users – across cultures, social factors, trans generational physical and cognitive abilities and inabilities.

Universal Design Batch 2017 and 2018

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PROJECT GUIDE Ashok Mondal joined NID as Faculty in the area of Universal Design at NID, Bengaluru campus. His areas of interest include Sustainability & Design, Material & Manufacturing Process, Form Study, Design Process and Universal Design Thinking.

Mr Ashok Mondal completed his Diploma in Pottery & Ceramic Technology, Santiniketan, Visva- Bharati University in 2004 and earned his post graduate degree in Ceramic and Glass design from NID, Ahmedabad in 2008.

He has worked with Industries like Parryware (Chennai), Regency Ceramic Limited (Hyderabad) and Siddhi Ceramic Pvt Ltd (Ahmedabad) as Designer. In 2010, he joined SIDAC, a craft institute (Govt. of Odisha, Undertaking) as Designer & Faculty. There, he was in-charge for product development, curriculum and training of artisans from Orissa.

Ashok Mondal Discipline Lead, Universal Design NID R&D Campus, Bengaluru

As a Designer, he has also extensively worked with MSMEs sectors for increasing their manufacturing competitiveness, developing product strategy and also he was instrumental in implementation of Design Awareness Seminars, workshops and Design Projects in all the states of Eastern & North-East Region.

M. Des Universal Design 2017 | National Institute of Design

CUEMATH

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Cuemath is educational-technology start-up that is charting new routes in the domain of mathematics education. Going beyond the traditional focus on mathematical concepts, Cuemath takes a wider approach in .troducing students to the real world of mathematics.

This includes an immersive development of logical reasoning and an inquiry-based approach tailored towards building mathematical aptitude. There is a stark difference in the mathematics that is typically taught in schools and the real world mathematics which is often described as the most beautiful language we know.

Cuemath’s mission is to reveal this beauty of mathematics to young school students thus helping them develop a holistic understanding of mathematics.

The model in which Cuemath works is it partners with middle class science graduate housewives, and trains them the Cuemath way of teaching math, who can then enroll kids in their area for the Cuemath program and teach them.Cuemath has already reached 40000+ students and 8000+ teachers in the country, and has extended to abroad as well, already operating in Dubai, with Singapore and USA coming up. .

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OVERVIEW INITIAL PROJECT BRIEF DESIGN METHODOLOGY PROJECT TIMELINE

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PROJECT BRIEF

To design an effective program of assessment, evaluation and reporting for the students. The tests are for students of classes K-8 and 9-10. The purpose of the tests and evaluation process are the following

• Learnings and understanding of the Cuemath students • Whether curriculum outcomes have been achieved • Way forward • Identifying individual needs of the students • Curriculum and programs are appropriate/relevant; • How best to address student learning needs.

The quality of assessment, evaluation and reporting practices has a direct relationship to student performance.

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DESIGN METHODOLOGY

M. Des Universal Design 2017 | National Institute of Design

PROJECT TIMELINE

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M. Des Universal Design 2017 | National Institute of Design

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SECONDARY RESEARCH WHY MATHS? BACKGROUND OF MATHS IN INDIA MATH CURRICULUM WHY STUDENTS STRUGGLE WITH MATHS? WHO STRUGGLES WITH MATH?

M. Des Universal Design 2017 | National Institute of Design

WHY MATHS ?

1. Math is important and it’s important to help young children develop their mathematical thinking. A child’s math knowledge at the start of kindergarten predicts later academic achievement better than early reading or attention skills.

• Learning math is good for your brain.

2. Math is part of children’s everyday lives. Taking advantage of each of these math moments develops math learning.

• Math makes you a better cook (or baker).

3. Math is measuring, sorting, building, noticing patterns, making comparisons, and describing the environment, as well as counting and knowing the names of shapes. There are many ways to incorporate math learning into everyday moments.

• Math is used in practically every career in some way.

4. Talking about math is also important and every bit of math talk helps. Research shows a small increase in math talk, such as asking about how many objects there will be if we add one or take one away, brings big results.

5. It’s important to believe your child can get better at math and develop mathematical skills.

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• Math helps you tell time.

• Math helps you with your finances.

• Math helps us have better problem-solving skills.

• Math is all around us and helps us understand the world better.

MATH CURRICULUM stressed. Accordingly General Mathematics was compulsory subject upto class X and at Secondary level an advance Mathematics was there as optional subject.

The primary curriculum developed in the year 1998 consisted of following: ‐ Pre number concept

1. Number concept

2. Four operation (in spiraling order in

accordance with the competency of number)

3. Measurement

4. Fraction

5. Time

6. Shape (Geometry)

7. Puzzle, riddle, rhythm, etc.

All the concepts were graded in 3 phases for a

particular class not in one phase only so that

children of all level can learn and achieve easily

as well as learning in discrete in manner.

In this stage (V to VII) Mathematics learning is not only for higher studies but also for use of the knowledge and skill of Mathematics in their life long process, to make one self sufficient, self confident and self dependent.

With these aim the curriculum were designed in a way different from traditional one which were:

1. Computation- number concept, operation –

20%

2. Socially applicable Mathematics – 25%

3. Transaction of money and its maintenance –

10%

4. Geometry – 15%

5. Measurement – 10%

6. Preliminary Algebra (for verbal only) – 8%

7. Data Based Mathematics – 5%

8. Contribution of Mathematics – 2%

9. Use of Mathematics – 3%

10. Mathematics Magic/ Fun/ Puzzle/ Quiz, .

– 2% Guiding principles of NCF 2005:

• Connecting knowledge to life outside the school.

• Ensuring that learning is shifted away from

the rote methods.

• Enriching the curriculum to provide for overall

development of children rather than remain

textbook centric.

• Making examination more flexible and

integrated into classroom life.

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MATH CURRICULUM NCERT new curriculum as per NCF-2005 consists of (a) For class I to V:

• Geometry (shapes and spatial understanding)

• Number and operation

• Mental Arithmatics

• Money

• Measurement

• Data Handling

• Pattern (b) For class VI to VIII:

•Number system and playing with numbers

• Algebra (introduction and expression)

• Geometry (basic ideas 2D and 3D)

• Understanding shapes

• Symmetry

• Construction

• Mensuration

• Data handling

• Introduction to graphs

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(c) At class IX and X:

• Number system

• Algebra

• Co-ordinate Geometry

• Geometry

• Mensuration

• Statistics & Probability

• Trigonometry However, the upper primary and secondary level textbooks were heavy in comparison with lower primary level. Teacher needs rigorous training for handling the new sets of textbooks.

WHY STUDENTS STRUGGLE WITH MATH ?

1.

2.

Not meeting major milestones

3.

4.

Difficulty learning advanced math concepts and facts Trouble managing time

5.

Doesn’t make the connection between math families

6.

Trouble with mental math

7.

Difficulty applying math concepts to real world problems

8. .

Doesn’t attempt to find different approaches to problems

9.

Anxiety about math class, tests, and homework

Difficulty recalling basic math concepts and facts

10. Easily overwhelmed, stressed and unable to recall previous information.

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WHO STRUGGLES WITH MATH Learners with Math Anxiety Research has shown that math is a subject in which success is highly affected by psychological factors, including anxiety. Anxiety is more than just a sense of worry – it’s a chemical reaction in the brain that can inhibit cognitive processing and cause physical symptoms, including fast breathing, heart palpitations and sweating.

Math anxiety may cause individuals who are otherwise strong students to freeze on a school quiz or exam.

They can have difficulty finding a way into a problem, misread questions, or complete far fewer problems than they are capable of. Many students with anxiety make careless mistakes because of the stress they are experiencing in the moment, and generally their timed assessment work is of a poorer quality than classroom activities or assignments completed at home.

Math anxiety is not necessarily about being bad at math and it can affect learners across the spectrum of ability levels – even gifted children. Nonetheless it generally results in lower marks that undermine a learner’s confidence.

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This mismatch between grades and knowledge/ skills can be both discouraging and demotivating for students. In worst-case scenarios, a child may begin to show signs of math avoidance and display a negative attitude toward school and learning as a result of the anxiety.

It’s worth noting that some learners inherit math anxiety and/or avoidance from their parents. In Western societies it’s not uncommon to hear people express a dislike for math. In fact, it has become a culturally accepted way of discussing the subject in the US and UK. This can have an impact on learners who begin to devalue it as a subject or think it is acceptable to have lower expectations of themselves when it comes to doing math at school.

Also keep in mind that for some learners, math anxiety is the result of a history of poor performance due to an unaddressed learning or motor skills difficulty, or gaps in their learning history.

WHO STRUGGLES WITH MATH Students with Dyslexia Dyslexia is a different way of processing in the brain which can make it more likely that students flip number and letter shapes, reverse numbers, or mix up their order. For example, copying a multi-digit number from one line to another can result in the student dropping a digit or adding one that wasn’t there.

There can also be problems that come from processing written language, as dyslexia affects a child’s ability to hear the sounds that make up words. This complicates reading and can impact on comprehension of word problems.

Students with dyslexia may need to reread a paragraph several times to understand it, they can easily lose their place when doing work out by hand, and may take much more time than their peers to get through the initial stages of understanding a prompt. This will consequently leave them less time to complete the actual math required to find the solution.

Individuals with Dyspraxia Developmental co-ordination disorder (DCD), also

known as dyspraxia, is a condition affecting physical co-ordination. It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily.

The can easily become distracted or frustrated by the pain of handwriting and may be more likely to give up or abandon a question before solving it. Dyspraxia can also affect planning and organizational skills. As solving more complex problems involves a degree of planning as to how you will arrive at the answer, dyspraxic learners may find it difficult to get started.

They can also struggle with the sequence of steps and correct order of operations in math.

Individuals with visual processing disorders Learners with visual processing disorders may have difficulty with math problems that involve spatial reasoning, including geometry, reading tables, reading maps and both discriminating and identifying different numbers. Learn more about visual processing disorders.

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WHO STRUGGLES WITH MATH Kids with ADD/ADHD (Attention deficit hyperactivity disorder)

Learners with Dysgraphia

Attention difficulties can affect math skills in a number of ways. For one thing, they make it harder to pay attention in class. Working through a math problem requires you to track multiple steps; the answer to one line informs the next.

One of the most important parts of doing a math problem is being able to put your thinking down on paper. This is so you can work in steps because holding multiple calculations in your head at one time puts a strain on cognitive resources and increases the chances of error.

If a student drifts in and out of attention they might find it very challenging to follow a teacher’s demonstration and understand how a certain number has been derived. Maintaining focus is also a problem for doing work out by hand and checking work once a problem has been completed.

Children with ADHD with hyperactivity may be prone to rushing through math problems, and as a result can skip steps or make mistakes with arithmetic. They can put down answers impulsively or their handwritten work might be messy and hard to read.

Numbers that are difficult to decipher can confuse both the learner and the teacher – learn more about how handwriting difficulties affect students with ADD/ ADHD. Pranamita Ray | Graduation Project

However, for learners with dysgraphia, writing “math thinking” down can be a challenge. Dysgraphic students might struggle with forming numbers and symbols, organizing numbers spatially, and copying text from the board when taking notes.

They can have messy and disorganized written work that can be hard for them to read and cause them to get the wrong answer, even if the approach they took was correct.

WHO STRUGGLES WITH MATH Children with Dyscalculia Dyscalculia is a condition that affects around 3-6% of the population.

“It is not simply an aversion to or dislike of mathematics, but describes someone at the extreme end of the spectrum, who has ‘severe’ difficulties with maths,” says Steve Chinn, dyscalculia expert, author and retired head of a specialist school.

Dyscalculia has often been described as “dyslexia with numbers”, but although people quite often have both, they are not variations of the same condition.

Dyscalculia refers to dysfunctions in a person’s ability to understand or work with quantitative information and the symbols used to communicate this information, predominantly numbers and arithmetic.Because maths builds on previously learned information and a good foundational understanding of numbers, dyscalculia can affect children’s attainment in maths as they progress through school. For example, if they’re not confident with addition and subtraction, they might struggle with division and fractions.

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DYSCALCULIA Learners with dyscalculia have trouble doing basic arithmetic and may struggle to learn math facts. As under 5s they might have taken longer than their peers to master counting.

Dyscalculia can impact on estimation abilities and spatial reasoning too; these students might not be able to read time on clocks, make comparative judgements of size, or identify math symbols. It’s common for dyscalculia to co-present with other specific learning differences, like dyslexia, as well as attention difficulties.

Calculators are a reasonable adjustment. Because students with dyscalculia may not be able to perform addition, subtraction, multiplication and pision calculations reliably, they may need to use a calculator to solve complex math problems.

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Symptoms of dyscalculia • Difficulty counting backwards • A poor sense of number and estimation • Difficulty remembering basic maths facts • Difficulty understanding place value • Slow to perform calculations • Often relies on addition as the default operation • Weak mental arithmetic skills • High levels of debilitating maths anxiety • Difficulty using and understanding maths symbols • Difficulty telling the time, particularly with an analogue clockintegrated into classroom life.

What contributes to dyscalculia?

There are a number of factors that contribute to a child developing dyscalculia. They occur at different levels of severity, and often interact with each other: for instance, anxiety tends to make working memory weaker.

Contributing factors include:

• Relying on counting strategies, like counting on fingers • Poor sense of number • Poor recognition and retrieval of sequences • Poor recall of basic facts • Poor long-term mathematical memory • Problems with reversing a process or sequence (for example, understanding that 15/3 is the inverse operation for 5 x 3) • Slow speed of processing and calculating • Problems with word problems and problem- solving • Poor short-term and working memory • Inflexible thinking style • Inability to generalise and see patterns in maths

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UNIVERSAL DESIGN WHAT IS UNIVERSAL DESIGN? UNIVERSAL DESIGN PRINCIPLES UNIVERSAL DESIGN FOR LEARNING IMPACT OF UDL

M. Des Universal Design 2017 | National Institute of Design

WHAT IS UNIVERSAL DESIGN ?

Universal design is the process of creating products that are accessible to people with a wide range of abilities, disabilities, and other characteristics.

Universally designed products accommodate individual preferences and abilities; communicate necessary information effectively (regardless of ambient conditions or the user’s sensory abilities); and can be approached, reached, manipulated, and used regardless of the individual’s body size, posture, or mobility. Application of universal design principles minimizes the need for assistive technology, results in products compatible with assistive technology, and makes products more usable by everyone, not just people with disabilities.

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UNIVERSAL DESIGN PRINCIPLES Principle 1: EQUITABLE USE: The design is useful and marketable to people with diverse abilities.

Principle 2: FLEXIBILITY IN USE: The design accommodates a wide range of individual preferences and abilities.

Principle 3: SIMPLE AND INTUITIVE USE: Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.

Principle 4: PERCEPTIBLE INFORMATION: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.

Principle 5: TOLERANCE FOR ERROR: The design minimizes hazards and the adverse consequences of accidental or unintended actions.

Principle 6: LOW PHYSICAL EFFORT: The design can be used efficiently and comfortably and with a minimum of fatigue.

Principle 7: SIZE AND SPACE FOR APPROACH AND USE: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility.

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UNIVERSAL DESIGN FOR LEARNING (UDL) Humans have diverse experiences, strengths, abilities, interests, needs and desires. This diversity adds richness to any learning community and should be recognised and valued in the educational design process.

In this step we look at Universal Design and its role in creating equal opportunities for diverse learners in the university classroom.

Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed.

This approach offers flexibility in the ways students access material, engage with it and show what they know.

Developing lesson plans this way helps all kids, but it may be especially helpful for kids with learning and thinking differences.

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UNIVERSAL DESIGN FOR LEARNING (UDL) In the context of learning, Universal Design principles have inspired the Universal Design for Learning (UDL) framework, which combines the principles of Universal Design with theories of learning from cognitive neuroscience. Universal design is closely aligned with the concepts of equity, diversity, accessibility and inclusivity.

1. Provide multiple means of representation This principle is based on the idea that learners will perceive and process information in different ways.

Provide information in multiple modes (e.g. graphics, audio, text) to enable access for learners with certain disabilities or impairments. It also helps all learners to understand the information and make connections between different concepts.

2. Provide multiple means of action and expression

approach learning tasks differently and will act and express their ideas in different ways. Support learners to communicate their ideas through different means (e.g. through physical action, assistive technologies, text responses, dialogue, creative media), guide them to set goals and monitor their progress, and support them to plan and structure information.

3. Provide multiple means of engagement This principle is based on the idea that learners will be engaged or motivated by different things. Provide options for personalising activities and assignments, improve engagement in activities, and demonstrate the cultural and social relevance of course concepts.

Build motivation by providing feedback, setting goals, and giving rewards for completing tasks. Support learners to develop their self-regulatory skills, and provide opportunities for self-reflection.

This principle is based on the idea that learners

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IMPACT OF UDL • Makes learning more accessible in general education classrooms, which is where most kids with learning and thinking differences spend most or all of the school day.

•

Presents information in ways that adapt to the learner, instead of asking the learner to adapt to the information.

•

Gives kids more than one way to interact with material.

•

UDL builds in flexibility that can make it easier for kids to use their strengths to work on their weaknesses.

•

Reduces stigma.

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IMPACT OF UDL The math curriculum across all grades is trying to help children to understand the fundamentals and application of maths.

1. Inclusive Design allows us to focus on the learning of the students of the same curriculum, keeping in mind the individual needs of the student.

2. Every child has their own learning pace, and UDL allows to enable the child to grasp the topics at their own pace, without, jeopardizing on the learning.

3. The math structure is made for simple for the childs comprehension.

4. The child’s result is not a comparison with other students, but focus on the child’s individual learning curve and achievements.

5. The Child engagement with the subject is increased by various tools that allows them to challenge themselves constantly and try to succeed in learning.

6. The focus is on strengthening the child’s math foundation so as to make curriculum progress better.

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M. Des Universal Design 2017 | National Institute of Design

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MARKET RESEARCH MARKET GROWTH OF EDUCATION TECHNOLOGY (GLOBAL) SEGMENTS OF INDIAN EDUCATION INDUSTRY CATEGORICAL SHARE OF ONLINE EDUCATION MARKET (INDIA) BYJUS KHAN ACADEMY THINKSTER M. Des Universal Design 2017 | National Institute of Design

MARKET GROWTH OF EDUCATION TECHNOLOGY (GLOBAL)

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SEGMENTS OF INDIAN EDUTECH INDUSTRY 2021

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CATEGORICAL SHARE OF ONLINE EDUCATION MARKET (INDIA)

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BYJUS

Transmedia content , mainly focusing on tutorial video and workbooks.

App based games .

No ensurement of progress tracking.

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KHAN ACADEMY

Games, videos and animated tutorials.

Learn at one’s own pace.

No ensurement of progress tracking.

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THINKSTER

App based personalised exercises and interactive worksheets.

Personalised one on one counselling.

AI based progress and difficulty tracking.

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PRIMARY RESEARCH CUEMATH PROCESS INTERVIEWS USER PERSONA EMPATHY MAPPING USER JOURNEY

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The Student Enrollment Process at Cuemath

Once a child enrolls in an offline learning center (for KG to grade 6th) or an online class (grade 7th to 10th) he becomes a ‘student’. Parents can monitor their child’s progress and make payments on the website or the CueParent app.

Hence for Cuemath, while the parents always initiate the transaction, it’s the students who become the end consumers of the product.

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Methods

Cuemath Workbooks with Cuecards

Math Box

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Data Analysis & Application on UX There are three separate Application: CueTeacher, CueStudent and CueParent. The relevant information for each of the stakeholders is collected through the respective apps.

The data collected is analysed and based on this data, dynamic and personalised user ecperiences are created for each individual stakeholder.

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A CueTeacher’s Lifecycle A hyper-local learning model, where students get to connect with teachers who come from the same geographical location.

Teacher enrollment

Teacher-student engagement • Cuemath sent messages like “Your teacher has just released a new video” to increase content consumption and stimulate teacher-student engagement.

• After initiating profile creation, the teacher was prompted to add other information like personal details, work experience, educational qualifications, etc. Till the time of profile completion, Cuemath sent recurring emails to engage them.

Onboarding messages • On final form submission, Cuemath reviewed the profiles and trained the teachers before making their profile live on the website. Teachers were ushered onboard via a series of how-tos and guides.

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INTERVIEWS A set of questionaire was prepared for all 3 different stake holders of the desired products to understand what is each user expect from a product that we intend to create.

CueStudent

CueParents

8 kids (age between 4 to 15) were interviewed over a one on one talk. A casual talk and an observational research was conducted during their Cuemath classes.

10 parents ( 7 mothers & 3 fathers) were interviewed over a one to one meet and a telephonic call.

Cuemath Curriculum Team Also had 5 maths Subject matter experts who helped me understand the curriculam.

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To conduct this interview a questionnaire was prepared to understand the concrens, pain points and expectation of parents while they buy a product for their young ones.

CueTeachers Manage to speak to 5 CueTeacher who could guide me understand child behaviour and learning methods in classes.

CueParent Interview Q: Tell me something about your son/daughter?

A: •Rohit Kumar

• 9 years old

• Grade 4

• He is being taught mathematics, basic science, english , hindi as a second language, basic history, geography and computer Q: What is his favorite subject?

A: Computer Name : Alok Kumar Age : 38 Sex : Male Family : family of 5, Alok , his wife Shalini, two sons ,Rohit (9 years), Rohan (3 years), Alok’s mother Background : Alok is a software engineer in a reputed MNC. His wife, an HR manager, is currently on sabbatical to look after their second child Rohan. They have recently bought an apartment in Bangalore, and Alok asked his mother to come stay with them.

Q: What is his daily routine?

A: Wakes up at 7am, school bus comes at 8, reaches at around 9. There is a recess at 12 for 30 mins. School ends at 2:30. Reaches home by 3:15. Twice a week , he goes to a computer tuition at 5:30, thrice a week at tae-kwon-do class at 5

Q: Any extracurriculars?

A: Tae-kwon-do

M. Des Universal Design 2017 | National Institute of Design

CueParent Interview(Contd.)

Q: Does your child take any tutions?

A: Yes, computer , twice a week. There are 3 more kids in his class.

Q: How has your child been about school and academics in general?

A: Quite enthusiastic, especially about science and computers.

Q: Does your child love maths?

A: Not too enthusiastic, but not too fond either.

Q: Do you help him with his academics?

A: Yes, I try to keep myself updated with his academics.

Everyday, before dinner, I spend around half an hour with him. I ask about his day at school, and help him in his homework.

Q: How involved are you in your child’s academics?

A: I keep myself updated with his progress, help him in his homework and performance. And on weekends I myself explain him a chapter or two.

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Q: Maths tuition?

A: As of now, I did not consider a separate maths tuition for him. But although his results are above average(he ranks among the top 10 regularly), he has never taken a special liking towards maths, and as a result, have received full marks in maths.

Q: How did you get to know about Cuemath?

A: From a colleague of mine, whose daughter , who is in grade 6, is enrolled for the Cuemath program.

Q: What thoughts you had?

A: According to my colleague, his daughter has shown remarkable improvement in maths since joining Cuemath.

I am a little sceptical about tuitions from a young age.

However if this program can build interest for math rather than improving scores, I think that will help in the long run.

Q: What are your expectations?

A: My expectations from Cuemath is that it should not be another mark improving tuition through quick techniques. Rather it should be able to clear the concepts and help develop an interest towards math.

CueTeacher Interview Q: Why did you want to be a Cuemath teacher?

A: Around 2 years back, I actively started looking for jobs again. It was then that I came across Cuemath program, and approached them.

Q: How long have you been associated with Cuemath?

A: Since December 2017.

Q: How many students are registered under you currently?

A: Eleven, mostly from grade 2-6.

Name : Jyothika Reddy Age : 31 Cuemath Centre: Koramanagla, Bangalore Q: Can you tell me something about your professional background?

A: I did my Engineering from Hyderabad, then worked

with Teach For India for almost 2 years, after which I got married and came to Bangalore with my husband. I started teaching maths and science in primary school , but left around 3 years ago, due to personal reasons.

Q: How do you divide your attention between these students?

A: Each batch does not contain more than 5 students. I normally explain something to one student while others do their tasks, and repeat the process every 10 mins.

Q: What is your approach after you have on boarded a new student?

A: I normally go through their previous marksheets, talk to their parents and the student, and try to identify the topics which might need more assistance. I then start with building study plans around those topics first, so that those concepts gets the maximum time .

M. Des Universal Design 2017 | National Institute of Design

USER PERSONA THE SOCIAL LEARNER The USER PERSONAS: a) The Social Learner b) The Reluctant Learner c) The Self Achiever

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USER PERSONA THE RELUCTANT LEARNER

THE SELF LEARNER

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EMPATHY MAPPING

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USER JOURNEY

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IDEATION & CONCEPTS DESIGNING INSTRUCTIONS AS PER UDL EFFECTIVE EVALUATION WHITEBOARDING

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Designing Instruction to Support Knowledge Networks: Multiple Means of Representation 1.Customize how information is presented Students may seem to have difficulty with math because of the way the content is presented. Math text pages often contain a myriad of text, illustrations, instructions, examples, and problems to solve that leave a student unsure of how to proceed. Simplifying the page layout and presenting less information on a page can help students to focus on the math.

Other strategies that can help are using larger fonts, presenting fewer problems on a page, and providing lines or answer boxes for students to use. A special consideration is students with sensory deficits, such as blindness. Often the traditional formats are not appropriate for these students because they are inaccessible. In such cases, an alternative format is needed to represent concepts.

2. Define vocabulary and symbols; decode mathematical notation Math has specific language and symbols that students need to learn. Often words that are used commonly,

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such as difference, have specific meanings in math, and students need to know how to use them correctly. Other words, such as polynomial, are a part of a specialized math vocabulary. Additionally, math has its own set of symbols, and students need to understand their meanings. Students may need additional supports, such as math dictionaries and previews of new vocabulary, to help them understand the language of mathematics.

3. Illustrate key concepts with different representations Understanding mathematics requires recognizing and interpreting number concepts represented symbolically, linguistically, and in physical representations. For example, the concept that 5 is a larger number than 3 can be represented as “five is greater than three� (linguistic) 5 > 3 (symbolic) 1 2 3 4 5 (physical - number line)

Designing Instruction to Support Knowledge Networks: Multiple Means of Representation 4. Provide or activate background knowledge; connect new knowledge to previously learned New knowledge is best learned by incorporating it into what has been previously learned. The NCTM Standards include one that explicitly states the importance of connecting new learning to what has been previously learned. Students need to understand applications of mathematical concepts to everyday life. They also need to understand the math they are learning within an overall framework of mathematical concepts. We want to create increasingly complex representations of mathematical content areas - a mathematical “web.”

5. Highlight critical features, big ideas, and relationships Students learn structure and rules by recognizing critical elements and then generating and testing hypotheses about these elements. We need to select examples of the concepts we are teaching with care

and make sure that students focus on the relevant features. Novice learners tend to focus on superficial elements, rather than the underlying structure, so, when introducing new information, we should explicitly highlight the significant structural features and, when we use a variety of formats, be sure that the students see the structural similarities. “Highlighting” also can be done through structured interaction with manipulative materials.

6. Support transfer Often students learn math concepts in an isolated fashion; although they may be able to use them with familiar problems they do not see how to transfer their application to new situations. Students demonstrate a true understanding of math concepts only when they can apply them in a variety of situations. It is important to provide them with these novel situations and guide them to understand they relate to the more familiar ones.

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Designing Instruction to Support Affective Networks: Multiple Means of Action and Expression 1. Provide varied ways to interact and respond Students can demonstrate what they have learned in many ways other than traditional pencil-and-paper testing. Open-ended assignments, such as creating a game and determining its rules, allow students to apply knowledge in a new way. Students may participate in projects or create simulations, with each student taking responsibility for a part.

It is important that the method chosen for demonstrating knowledge does not pose its own problems.

2. Provide scaffolds for practice and performance Many skills in mathematics, such as recalling basic facts, the steps in algorithms, rules for estimation, creating data displays, or using a calculator, need to be routine or automatic in order to be used effectively.

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If a student puts extra effort into any of these, then less effort is available for the higher-order thinking necessary for problem-solving. Practicing, however, does not mean merely rote drill. Supported practice helps students place the skill in a context so that they can know when and how to draw on this skill, both in the problems presented in mathematics classes and in everyday life.

3. Provide appropriate tools Another consideration is the supports a student may need when a skill is not automatic. For example, many students can apply their conceptual understanding of multiplication to solve relatively complex problems even though they may not remember all the steps of the multiplication algorithm. If they are required to do the calculations, most of their energy will be devoted to remembering these steps, rather than to analyzing the problem and applying their conceptual knowledge.

Designing Instruction to Support Affective Networks: Multiple Means of Action and Expression 4. Support planning and strategy development Present situations that require the student to select, apply, and adapt strategies to solve a novel problem, one in which the solution is not obvious or for which there can be more than one answer. These types of problems encourage students to reflect on the problem-solving process they are using and whether or not it is effective. Provide situations in which more than one approach will work and ones in which the student must reflect on progress and make adjustments. The goal of these opportunities is not necessarily to be correct but to learn to apply their skills effectively, to reflect on their process as they work, and to see alternative approaches that may also be appropriate.

5. Facilitate managing information and resources

of information from several sources. Many times students do not have good strategies for keeping information in an organized manner so that they can use it efficiently. They can benefit from supports such as graphic organizers to serve this purpose.

Tables and graphs can also be useful in organizing information; students need to learn the benefits of different formats of these tools.

6. Enhance capacity for monitoring progress Understanding number concepts and their applications is enhanced when students are helped to analyze errors and find ways to correct them. Students should be encouraged to question their own work and to find multiple solutions to problems. Teachers also need to be aware of situations in which students need extra support because of limitations in background knowledge or necessary procedures.

Often math problems are complex, requiring several steps and the need to draw on and keep track

M. Des Universal Design 2017 | National Institute of Design

Designing Instruction to Support Affective Networks: Multiple Means of Engagement 1.Offer choices Providing students with choices of content and tools can increase their interest in and enthusiasm for learning particular concepts and skills. The opportunity to link current learning to areas of particular interest can make learning easier. Students also are more likely to practice skills when they are embedded in activities that they enjoy.

2. Enhance relevance, value, and authenticity; reduce threats, distractions Students need to have some control over the sights and sounds of their learning environment whenever possible.

Many students feel they cannot succeed at mathematics because they have trouble remembering the number facts and algorithms that are needed to find these types of answers. Other students enjoy the preciseness of facts

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Iand algorithms. They are uncomfortable in the more open-ended, problem-solving aspect of mathematics, where there may be more than one correct answer or several ways to find the answer. Both types of students need to be supported in the classroom.

Ideally, the rewards of learning mathematics should be intrinsic to the subject. However, in many situations, we need to provide external rewards. Embedding the learning in a game or puzzle format is one way to do this. You also can offer prizes as a reward for student work. Keep in mind that the ultimate goal should be to move toward intrinsic rewards whenever possible.

Designing Instruction to Support Affective Networks: Multiple Means of Engagement 3. Vary levels of challenge and support

4. Increase mastery-oriented feedback

Students need tasks that are challenging; not so easy that they become boring nor so difficult that they are viewed as requiring too much effort. This optimal level of challenge varies from student to student; and it varies for individual students, depending on the task, the context, and other factors not directly related to learning (such as concerns at home). Some students may feel comfortable moving forward in small steps, with frequent opportunities to practice what they are learning. Others enjoy the challenge of a larger, open-ended learning situation. Adjustable levels of challenge will allow both of these groups of students to work at their optimal level of challenge.

Feedback is essential to the development of problemsolving skills. Use the language of mathematics when providing feedback so that students learn to use communication as a strategy for reflection on their work. Help students pinpoint problems in their thinking process and alternative approaches to try.

Help them make judgments about the reasonableness of their solutions. Encourage students to evaluate the mathematical thinking and strategies of others.

Feedback is also necessary when students are learning the skills that need to become routine or automatic. For the feedback to be relevant, it should not merely indicate whether or not the student has performed correctly but should help the student see what to change in order to be correct. For example, many students make errors in subtraction because of problems in regrouping. Feedback for these students might include how regrouping is related to place value.

M. Des Universal Design 2017 | National Institute of Design

QUESTIONS ABOUT EFFECTIVE EVALUATION FOR MATHS THE CONTENT

THE QUALITY

• Was the work accurately and thoroughly done?

• Were the papers of the work done mechanically of sound?

• Did the product reveal a deep understanding of the content of the questions asked, and answers given?

• Was the speech given well organized?

• Were the answers given approximately supported?

• Were the arguments on the answers are given cogent?

• Was the hypothesis plausible and on both point and target?

• Also, was the content appropriate to the task, accurate and supported?

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• Were the charts used clear and easy enough to follow?

• Was the story well built and flowed smoothly?

• Was the graphics used originally?

• Was the performance or the product of high quality?

THE PROCESS • Was the performer methodical?

• Were proper procedures followed in the centre?

• Was the planning process efficient and effective?

• Were the guides, rules followed to achieve effective work performance to achieve positive outcomes in centre?

• Were the right information conveyed to the parents?

EFFECTIVE EVALUATION FOR MATHS EFFECTIVE ASSESSMENT

EFFECTIVE EVALUATION

EFFECTIVE WAY FORWARD

• To create assessment sets that cover all topics within the curriculum

• The evaluation needs to be individualised.

• To have a customised learning plan for the student.

• To design assessments that focusus on the weitage distribution across the chapters

• To identify the objectives of the assessments and ensure achieving the objectives.

• The learning plan considering the areas to focus.

• To have different difficulty levels : low, medium and high and create sets accordingly.

• To identify tthe pains and the gains for the student.

• To customise sets for students who require extra focus on any particular areas.

• Not have a comparison evaluation, focusing on the childs individual achievemtns.

• To strengthen the Math foundation for the topics • The parents informed about the curriculum plan for the child to be in sync with the childs progress.

M. Des Universal Design 2017 | National Institute of Design

WHITEBOARDING

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WHITEBOARDING

M. Des Universal Design 2017 | National Institute of Design

Pranamita Ray | Graduation Project

DESIGN CDT (CUEMATH DIAGNOSTIC TEST) CDT STAKEHOLDERS CDT PROCESS CDT REPORT

M. Des Universal Design 2017 | National Institute of Design

Student’s Performance Report – Cuemath Diagnostic Test (CDT) The Cuemath Diagnostic Test (CDT) is administered to all children joining the Cuemath Program.

The CDT is designed by identifying only the foundational topics required at each stage of learning. These topics are either already completed in school or chosen from the previous grade depending on the stage at which the child joins the program. The remaining grade level topics are covered in the Cuemath program but are not tested in the CDT as all topics cannot be addressed in a test of 30 minutes duration.

The objective of the CDT is to identify the level of the child’s understanding of the chosen topics.

An analysis of the test result is done to provide a report explaining the key strengths and areas of improvement of the child and help teachers devise an approach to address the learning gaps (if any).

The report provides scoring details along with the plausible reasons for the errors. The report is also supplemented with a set of follow up questions to bridge the learning gaps. These questions can be solved by the child with teacher’s guidance.

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CDT: STAKEHOLDERS

The chart shows the stakeholders and their involvement in the evaluation process.

1. The Cuemath Team 2. The Parent 3. The Child 4. The CueTeacher The test is taken on digital platforms 1. Mobile 2. Tablet 3. Desktop Post the CDT Result evaluation, the child is onboarded for the Cuemath Program for the new session.

M. Des Universal Design 2017 | National Institute of Design

CDT: PROCESS The Test Link is sent by the Cuemath Team to the parent’s email id.

Each link is unique and can be used only once.

If the child is logged out in between the test, new link has to be requested from the Cuemath Team.

The Result is generated at the end of the test.

The report is send to the parent and the CueTeacher on their email id.

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M. Des Universal Design 2017 | National Institute of Design

ANALYSIS OF STUDENT MISCONCEPTIONS

The DISTRACTORS for each questions are based on research on most common misconceptions.

An Example of grade 4 CDT

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CDT SCORE Total CDT Score is 20.

Score: 0-7 ; 8-12 ; 13- 16; 17-20 The parents are informed about the child’s performance focusing on the objectives achieved and the distractors found.

M. Des Universal Design 2017 | National Institute of Design

CDT Topics with Objectives For every TOPIC, there is a set of 4 questions (SUB-TOPIC) which has a 1 OBJECTIVE and 3 DISTRACTORS. For correct answers, the objectives are achieved.

For incorrect answers, the distractors are the misconceptions which the child most likely has.

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For all the CDT tests from grade K till VII, has been identified with their DISTRACTORS. Eg: Given below is sample of CDT for grade 1

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CDT Report The report has been divided into 5 important parts.

Score: reflected along with the child’s name and grade.

Title: This is shown along with a qualitative description of the performance.

Summary: A breif description of the test along with individual graphs are shows. With a performance score of 100% for each of the topic.

Topic Level Analysis: The subtopics based on the child’s answer demonstrates the chil’d understanding of the topic or areas of further practice.

Customized Learning Plan: A way forward for the child’d progress in the new session according to the CDT score is sent to the parents.

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CDT Report Samples High Performer

Low Performer

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PROTOTYPING INFORMATION ARCHITECTURE WIREFRAMES VERSION: MOBILE VERSION: DESKTOP IMPACT

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INFROMATION ARCHITECTURE

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LOW FIDELITY WIREFRAMES

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COLOUR PALETTE

The colour palette for the CDT link was chosen keeping in mind the current colours on the CueParent, CueStudent app. The primary colours are Indigo and Orange.

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VERSION: MOBILE

M. Des Universal Design 2017 | National Institute of Design

CDT MOBILE

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ITERATIONS

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ITERATIONS

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M. Des Universal Design 2017 | National Institute of Design

CDT Homescreen 1. The Cuemath Team sends the Weblink.

Clicking on the Weblink leads to the the CDT Home Screen.

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2. The NAME is vital, since 1 user can use only 1 link to take the CDT. Hence the name is shown along with the surname, to avoid possibilities of similar first name.

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3. Incase the name is incorrect, the user can click on the link to report the issue.

The issues is raised with the concerned Cuemath Team. New link is sent to the student.

4. The number of questions and the time alloted for CDT is shown.

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5. Continue button for the next screen.

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CDT Instructions 1. The instructions aare specific to the platform on which the test is being takne.

2. There are 10 instructions:

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INSTRUCTIONS FOR MOBILE - The test is designed by considering the foundational topics required at each stage of learning

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- The objective of the test is to identify the level of the child’s understanding of the chosen topics - Do not close the browser in between the test as it will result in your test getting submitted and your result being generated - Do not take any break for ~30 mins once you start the test since the timer will continue to run - There is only one correct answer for each question and no negative marking for incorrect answers - You can review the questions by clicking on the ‘ ‘ icon on the top right of the screen - In case you find an error in any question, you can report it and we will take corrective measures - You will only be able to submit the test once you attempt all the questions - Upon completion of the stipulated time, your answers will be saved automatically and the test will be submitted - Once the test has been submitted, you will immediately be able to view the results and a detailed performance report

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3. 4. The User has to agree to reading the instructions before continuing

M. Des Universal Design 2017 | National Institute of Design

CDT Questions 1. The Question number as well as the total number of questions.

2. The Progress bar shows the number of questions answered or skipped.

3. Questions with MCQ. Clicking on one of the answers will highlight the tab.

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4. Incase the student feels the question is icorrect or has, they can report the question.

The issues is raised as a ticket for the Cuemath Team to look into the question. The team validates if the report is correct and as per result, determined the CDT result.

5. Running Timer 4

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CDT Questions 6. Menu Icon: The Student can click on this to view the summary of th questions attempted.

They can also view previous question by tapping on the question number.

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7. Colour indicative times. Turns red when time remaining is less the 5 minutes.

8. Student can also navigate between question by the “previous” and “next” buttons.

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CDT Question Summary 1. Can go back to last question by clicking on the X icon.

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2. Summary of questions attempted , skipped and yet to attemp.

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Green: Questions attempted Gray: Questions remaining or Skipped Orange: Question viewed and not answered 3. Colour legend 4. The student can also directly submit the test from the summary screen.

Pop up screen post submitting.

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CDT Submission 1. Ideal Condition: When the student has attempted all the questions and clicked on submit.

Message shows that CDT test has been competed.

2. Can go back to previous questions to review or recheck.

3. Submit Test.

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CDT Submission 1. Contiton 2: Running out of Time Timer freezes 1

2. Message shows how many questions have been attampted before timer ran out.

3. Submit Test. Student does not have the option to review or recheck.

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CDT Submission Condition 3: Unviewed questions.

1. If the student is submitting without viewing all the questions, prompt is given to answer all.

2. Review/Recheck.

Condition 4: Attempted less than 10 questions.

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3. Since Score cannot be correctly evaluated with less than 60% of questions attempted or viewed, the promt is given.

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CDT Errors

Error 1: Incorrect Link sent

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Error 2: 404 error

Error 3: Link in Use

CDT Report NAME AND SCORE SUMMARY 1. The Student name and grade is shown.

2. The Scores are shown along with one of the images of achiements. The confetti is shown only when the student has score above 8.

3. Students overall performance description is given as per the score achieved. This also mentions the way forward for the child, encouraging them to perform better.

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M. Des Universal Design 2017 | National Institute of Design

CDT Report 1

SUMMARY OF RESULTS 2

1. Information regarding the topic 2. Each topic score depicted with the percentage cleared.

Since total number of questions in each topic is 5, Each question has a weightage of 25%.

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CDT Report 1

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TOPIC-LEVEL ANALYSIS 1. For each topic, the strengths and areas of improvement are shown.

Strengths for correct answers.

Areas of improvement for incorrect answers.

2. Click to view each of the topic.

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CDT Report CUSTOMISED LEARNING PLAN

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1. To give a chid a learning plan as per the CDT result. This allows the parents to know the way forward from the time the child has taken CDT. 2. Information how the customised plan helps Eg. Grade 1 Way forward for a student who has got a medium score Grade 4 way forward for a student who has got a high score.

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CDT Report Other Iterations for the Customised calender

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CDT Report

1. The CDT result page for the parent has the information about Cuemath classes and CueTeacher at the end and guides the parent to book trial classes for the child once they are done reviewing the CDT Result.

2. For the Teacher, the same result page has the option to review the child’s CDT answers. after the customised learning plane.

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CDT Report THE TEACHER REPORT The teacher views the CDT test the child has completed.

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1. CORRECT Answers are in GREEN and mention the objective achieved.

2. INORRECT Answers are in RED and mention the Didtractors due to which the child could to achieve the objective.

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3. The UNATTEMPTED Anwers are in YELLOW and mention the objective that was not achieved.

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CDT Report Other Iterations of the Report Page for the CueTeacher view

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VERSION: DESKTOP

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CDT DESKTOP

For the Desktop version of CDT, the features were kept the same, however the layouts of the features were changed keeping in mind the use of screen space and easier navigation.

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1. The Homescreen has the student information (Name, Grade) and the Instructions specific for Desktop version of CDT. 2. The Instructions are on the first screen and student has to agree to reasing the instructions before starting with the test.

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CDT DESKTOP 1. Question number 2. Report Isuue 3. Timer 4. Question Summary (with Colour indicators) 5. Next Screen 6. Unable to Submit till all questions viewed.

7. Review/Recheck 8. Timer running out indicator.

9. Submit option after all questions viewed.

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CDT DESKTOP SUBMIT SCREEN 1. Ideal condition: All Questions viewed.

2. Timer ran out.

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CDT DESKTOP

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ERROR SCREENS 1. 404 Error 2. Incorrect Link sent by Cuemath Team 3. Link has already been used.

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CDT DESKTOP CDT REPORT PAGE The features are same as that on the mobile version.

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CDT DESKTOP CDT REPORT PAGE FOR TEACHER The CueTeacher has the option to navigate the pages by clicking on Previous/Next to view the student’s answers.

The objectives and distractors are colour indicated.

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IMPACT CUEMATH DIAGNOSTIC TEST HAS BEEN LAUNCHED IN THE MONTH OF SEPTEMBER 2019.

• THE CDT TRAINING FOR THE CUETEACHERS WERE CONDUCTED. • THE TEACHERS WERE TRAINED TO IDENTIFY THE AREAS OF IMPROVEMENT AND BUILD CUSTOMISED LEARNING PLAN FOR THE STUDENT. • OVER 1500+ CDT WERE TAKEN BY STUDENTS( TILL OCTOBER 2019), ACROSS INDIA. • TEACHERS HAVE RECEIVED GOOD FEEDBACK FROM PARENTS REGARDING THE TEST. • CONVERSION RATE TO TO CUESTUDENT HAS IMPROVED BY 27% POST CDT FOR CUEMATH. • THE CURRICULUM FOR HIGHER GRADE IS BEING UPDATED TO CREATE CDT FOR GRADE 9-10 STUDENTS.

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M. Des Universal Design 2017 | National Institute of Design

Pranamita Ray | Graduation Project

CONCLUSION FUTURE SCOPE REFELCTIONS REFERENCES

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FUTURE SCOPE CDT VERSION 2 The current version of CDT is for the students that are being onboarded for the Cuemath program. The test identfies the student’s learning from the previous grade. The next CDT is to evaluate students performance during the session.

EVALUATION AND REPORTS FOR HIGHER GRADE STUDENT There is no diagnostic evaluation for Gradde 9 and 10 students. A similar report shall be generated post their tests.

The scope to design report bases on Chapter, Block and a Test Series, Monthly Report is already in plan for the next Sprint.

CDT for USA Cuemath recently started their operation in US, named Cuemath LEAP. There has been more than 500 registrations in the last three month. A modified version of CDT as per US curriculum will help onboard students on LEAP.

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REFLECTIONS The opportunity of doing my Graduation Project at Cuemath has been immensely insightful. I greatly learned about how to proceed forward with a problem considering the time, stakeholders and limitations and thinking about what users really want and respond to what they do. I thoroughly enjoyed and learnt from the different people I met and interviewed during the process.

I was given full freedom to take this project forward and encouraged to take the design decisions after I was given the feedback from my mentors on the progress.

The Cuemath Diagnostic Test has expanded the scope of evaluation for Cuemath not on for onboarding students, but also for higher grade student reports that is detailed and customised.

The scope of this project can be further enriched with use of new interactive mediums.

Working on this project taught me to ask questions at every stage. To try and understand the core reason behind it.

It taught me to always zoom out and look at the bigger picture before trying to join the pieces of the puzzle.It was in fact both challenging and an absolute joy with many ups and downs along the way. I have learnt a lot about the Edutech sector, which is still at a very early stage in India, and the endless possibilities it offers in terms of design opportunities.

M. Des Universal Design 2017 | National Institute of Design

REFERENCES Books and Articles: Online Education in India 2021, A study by KPMG and Google , May 2017 https://www.holoniq.com/ Universal Design for Learning (Theory and Practice) : by Anne Meyer, David H. Rose, David Gordon Universal Design for Learning , 100 ways to Teach all Learner; Whitney H. Rapp Universal Principles of Design by William Lidwell, Kritina Holden, Jill Butler Foothills School Division (Alberta). “Supporting Handbook for Assessment, Evaluation and Reporting of Student Learning: A Toolbox for Educators.�

Websites and Blogs: https://gradepowerlearning.com/signs-child-struggling-with-math/ http://vikaspedia.in/education/policies-and-schemes/choice-based-credit-system-cbcs https://kids.frontiersin.org/article/10.3389/frym.2017.00057 https://www.wikihow.com/Cope-With-Math-Phobia http://leansystemssociety.org/how-to-design-effective-evaluation-systems-for-schools/ https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyscalculia/understanding-dyscalculia http://www.ncert.nic.in/rightside/links/syllabus.html https://byjus.com/ https://www.khanacademy.org/ https://www.hellothinkster.co.in/ Image: https://unsplash.com/ https://www.pexels.com/search/yellow/ https://www.cuemath.com/

Pranamita Ray | Graduation Project

M. Des Universal Design 2017 | National Institute of Design

Pranamita Ray | Graduation Project

M. Des Universal Design 2017 | National Institute of Design

Pranamita Ray | Graduation Project