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SPOKEN ENGLISH IELTS PERSONALITY DEVELOPMENT

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MANAGE REVIEW AND EVALUATION

ASSIGNMENT - I 

PRESENTED BY: AMARDEEP LALLPROJECT DIRECTOR

THE LANGUAGES COUNCIL

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Definitions

• Monitoring: refers to keeping a vigil eye ondevelopments during the one Writing Session (out of IELTS preparatory program).

• Review: refers to the specific Writing Session judgement to assess the proficiency of the systemsadopted in teaching & learning.

• Evaluation: refers to learners’ performance evaluation

by stake holders, leading to assessing the success of the Writing Session methodology and content adopted.

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Objective

• Defining Processes for reviewing, monitoring andevaluating Writing session in a IELTS preparatoryprogram to maintain quality assurance andstandardisation.

• To be conducted taking into account the policiesand the guidelines of the Institute, with referenceto the available information.

• Information derived from evaluation, monitoring

and review processes will be used to develop andmould both the teaching and the learningenvironment. Contd...

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Objectives contd..

• In order to Identify areas which require improvements.• Gauge the overall quality standards of the teaching and

learning environment, and determine whether learningoutcomes have been achieved.

• To judge how valuable the course would be and alsodeliberate upon the viability of the course.

• To make sure the specific session fits into the IELTSpreparatory program.

• The suitability to be assessed from the point of view of students, peers, teachers, employers , managementand other stakeholders.

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Review

• A two tier review of the particular session

shall be conducted; one soon after the specific

session delivered (done by the faculty) and

second after the total program concludes (bythe review committee).

• The review committee shall comprise of 

Centre Director, Manager, Faculty and ExternalExperts.

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Evaluation 

• Evaluation done by review committee shall

intend to achieve the end objective of :

• Encouraging use of creative approaches by the

facilitator.

•

Emphasising the advantage of regular assessmentpractices, with focus on learning outcomes.

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Activity:

DEBATE (AGREE – DISAGREE)

Adapted into a writing task II of IELTS(Write an argumentative essay)

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Description of the activity

• The debatable topic is taken for this activity, fromwww.ideabate.org . The students are divided into twogroups, wherein one group agrees and the otherdisagrees on the given topic. The groups brainstorm

the ideas and present them one by one, these ideasare written on the board by the facilitator. Facilitatoralso has ideas in the form of laminated cards that areused once the students have exhausted their ideas.

• The follow up activity is for the students to write task IIof IELTS academic writing, (Argumentative essay inwhich they have to agree, disagree and give opinion).

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MONITOR

• The Facilitator observed and carried out the activity

in the class as per the environment, facilities,

furnishings, resources and over all comfort with thelearning tool devised for this activity.

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Review

•TIER I – Activity assessed by the facilitator in both formal and

informal way. Through discussion, Written feedback andObservation by other faculty member.

• To judge if the learning outcomes (generate ideas, Give opinion,

maintain word limit, maintain line of thought.) have been metwith.

• TIER II

 – The activity and the preparatory program was judged by

committee and activity was found to be stimulatingparticularly for the students who lacked the capability of idea generation.

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Evaluation

 – It was approved to be made an integral part of the

program and acknowledged to be meeting the

quality and standards of the institute. However

the committee recommended the nature of topicssuggested for debate should be more generic in

nature with the increasing level of difficulty in

accordance with students progress over a period

of time.

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Thank You

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