A values programme measured across 100 schools

Awakened Citizen Program (ACP) - VIVA's flagship value-education programme, launched in 2013. A three-year graded programme for middle school children.

Foundation of Citizenship Program (FCP) - a one-year value-education programme for middle schools, acting as an upgrade to ACP.

Both are long-established and delivered at national scale through a volunteer network.

Values are qualitative by nature. A programme can be delivered faithfully for a decade and still be unable to say, in numbers, whether the children who went through it think differently from those who did not.

Without that evidence, a programme cannot demonstrate its effect to funders, cannot compare cohorts across regions, and cannot identify which of its components are doing the work.

VIVA needed the qualitative made quantifiable - without reducing it to a test of whether a child can recite the expected answer.

• Criterion-mapped questions. Every question maps to a defined criterion, so a response set resolves into scores against named value dimensions rather than one undifferentiated total. Programme leadership can see which value moved, not just that something did.
• Custom assessment flows. ACP and FCP differ in duration, structure and stage. Each received its own flow rather than a shared instrument with a filter.
• Randomisation. Question and option order randomised per student - essential in shared computer labs where children sit side by side.
• Customised reporting. Results shaped to VIVA's programme structure rather than to a school's academic reporting.
• Frictionless student access. One easy link, opened in the school computer lab, with identification by class, section and roll number. No accounts, no credentials, no provisioning.

The survey ran through VIVA's own volunteer network, each volunteer conducting it at their corresponding schools. Those volunteers already had standing relationships with their schools - which solved the coordination problem that defeats most national pilots before a single question is answered.

The technology was designed around field reality rather than the other way round:

• Built for low bandwidth - the flow tolerates the connectivity found in real school computer labs
• Resilient to interruption - a session broken mid-assessment resumes rather than restarts
• Tolerant of entry error - roll-number self-identification is the right trade-off at this scale, and the system was built to handle it cleanly rather than assume perfect data

Two decade-old programmes now have a criterion-level baseline against which every future cohort can be compared. The endline cycle will measure movement against it.

• The IMPACT criterion architecture carries qualitative, non-academic domains, not only subject assessment
• National multi-state deployment through a partner's own network
• Zero-infrastructure delivery - a link, a lab, and tolerance for the real world
• Trusted by one of India's most established institutional education networks

A programme running for over a decade deserves to know what it has changed. That requires measurement built for values, not borrowed from a maths paper.

Why the instrument was purpose-built