This document discusses assessments for student growth objectives (SGOs) and provides guidance on developing high-quality assessments. It addresses:
- Assessments being central to measuring student learning related to SGOs. They must be thoughtfully chosen or developed.
- Characteristics of quality assessments, including aligning to standards, measuring appropriate depth of knowledge, and using clear writing and scoring rubrics.
- A planning process for choosing or modifying assessments, including reviewing goals, standards, and instructional periods to ensure assessments are well-aligned.
- Examples of developing work plans and timelines to collaboratively create new or modify existing assessments.
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Preparing for the NCEES Principles and Practice of Engineering (PE) exam is a significant undertaking, and choosing the right review course can ease this process and make all the difference. This article highlights the key factors that distinguish the best PE exam courses.
Building Testing Committees that have the Authority to Create Effective ChangeExamSoft
Incorporation of sound curriculum evaluation measures and related analysis can provide evidence to support changes within the curriculum that close content gaps, as well as support for individual interventions for academically at-risk students as early as possible in the course sequencing, to avoid the prospect of a “too little, too late” response to learning deficits. To promote the process of continual program evaluation and quality improvement, faculty are better defining the data they analyze to drive fine-tuning of curricula, with the ultimate goal of achieving all desired curriculum outcomes. However, many programs lack the assignment of these analysis tasks within their curriculum committee framework, and as a result, changes to testing policy may be implemented without much evidence-based reason, and may be carried out in a way that is irrespective of other curriculum revisions. In best cases, this lack of consistency with the analysis as well as the lack of attention to curriculum impact once these testing policies are implemented results in the lack of any observable increase in desired outcomes like improved pass rates. At worst, this situation results in the “wheels spinning” scenario, where faculty serving on the curriculum committee appear to make random but unrelated policy changes throughout the academic year, with no real clarity about what outcomes they are expecting from these interventions, and no way of accruing data after the fact that can be analyzed for any evidence of improvement.
This webinar will address a common trend that is increasingly being adopted by faculty to avoid this type of scenario: the formulation of a testing committee. The discussion will encompass methods used to evaluate both total program outcome achievement and individual student performance, using methods for both internal and external curriculum evaluation, and will identify how faculty can incorporate consequences associated with students’ scores and other evaluation data within their testing policies that have been shown in research studies to improve outcomes. Another key role of the committee is the design and implementation of all testing-related policies within the curriculum, generally with approval of the overall curriculum committee, but also with input from the student affairs committee, as these testing policies relate to admission, progression, and graduation policies that are generally within the oversight of the student affairs committee. Finally, the testing committee will be described as the regulator of the school’s testing style manual with respect to item creation, editing, and removal of test items from the item bank used for teacher-made exams, based on a systematic review of item analysis data in concert with sound item writing skills designed to produce test items at the application-and-above level within the cognitive taxonomy.
This document discusses using the Desire2Learn learning management system and other tools to design competency-based courses. It outlines goals of creating course templates, instructor training, and customized design. It also discusses using tools like release conditions, assessments, and an intelligent agent to accommodate competency-based education. The document provides background on competency-based education and compares it to traditional models. It evaluates using Desire2Learn to structure courses and discusses potential enhancements using additional tools.
The document discusses the pros and cons of self-study versus attending a coaching institute to prepare for competitive exams in India. While self-study provides freedom and the ability to set your own pace, it requires strong discipline, research skills, and the ability to stay focused. Coaching institutes offer structured course plans, study materials, practice tests, and teacher guidance to help students prepare. They also help with time management, revision, networking, and clarifying doubts. However, coaching institutes may move at a faster pace. Overall, the document argues that coaching institutes provide several advantages for exam preparation through their support systems and standardized curriculums.
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
The document discusses examination reforms in India. It outlines recommendations from various commissions and policies over time to reform examinations. Key recommendations include introducing continuous and comprehensive evaluation, reducing subjectivity, using objective tests and internal assessment, introducing grades instead of marks, reducing exam stress, and making examinations more flexible and transparent. The document also discusses the need for reforms such as focusing on higher-order thinking skills, reducing memorization, allowing for different learner types, and making question papers more innovative and assessment criteria more valid and reliable. Overall, the document advocates for significant reforms to the examination system in India to make it more student-centered, comprehensive, and aligned with the needs of the knowledge society.
This document discusses assessments for student growth objectives (SGOs) and provides guidance on developing high-quality assessments. It addresses:
- Assessments being central to measuring student learning related to SGOs. They must be thoughtfully chosen or developed.
- Characteristics of quality assessments, including aligning to standards, measuring appropriate depth of knowledge, and using clear writing and scoring rubrics.
- A planning process for choosing or modifying assessments, including reviewing goals, standards, and instructional periods to ensure assessments are well-aligned.
- Examples of developing work plans and timelines to collaboratively create new or modify existing assessments.
Breaking Down PE Exam Prep Courses What Sets the Best ApartSchool of PE
Preparing for the NCEES Principles and Practice of Engineering (PE) exam is a significant undertaking, and choosing the right review course can ease this process and make all the difference. This article highlights the key factors that distinguish the best PE exam courses.
Building Testing Committees that have the Authority to Create Effective ChangeExamSoft
Incorporation of sound curriculum evaluation measures and related analysis can provide evidence to support changes within the curriculum that close content gaps, as well as support for individual interventions for academically at-risk students as early as possible in the course sequencing, to avoid the prospect of a “too little, too late” response to learning deficits. To promote the process of continual program evaluation and quality improvement, faculty are better defining the data they analyze to drive fine-tuning of curricula, with the ultimate goal of achieving all desired curriculum outcomes. However, many programs lack the assignment of these analysis tasks within their curriculum committee framework, and as a result, changes to testing policy may be implemented without much evidence-based reason, and may be carried out in a way that is irrespective of other curriculum revisions. In best cases, this lack of consistency with the analysis as well as the lack of attention to curriculum impact once these testing policies are implemented results in the lack of any observable increase in desired outcomes like improved pass rates. At worst, this situation results in the “wheels spinning” scenario, where faculty serving on the curriculum committee appear to make random but unrelated policy changes throughout the academic year, with no real clarity about what outcomes they are expecting from these interventions, and no way of accruing data after the fact that can be analyzed for any evidence of improvement.
This webinar will address a common trend that is increasingly being adopted by faculty to avoid this type of scenario: the formulation of a testing committee. The discussion will encompass methods used to evaluate both total program outcome achievement and individual student performance, using methods for both internal and external curriculum evaluation, and will identify how faculty can incorporate consequences associated with students’ scores and other evaluation data within their testing policies that have been shown in research studies to improve outcomes. Another key role of the committee is the design and implementation of all testing-related policies within the curriculum, generally with approval of the overall curriculum committee, but also with input from the student affairs committee, as these testing policies relate to admission, progression, and graduation policies that are generally within the oversight of the student affairs committee. Finally, the testing committee will be described as the regulator of the school’s testing style manual with respect to item creation, editing, and removal of test items from the item bank used for teacher-made exams, based on a systematic review of item analysis data in concert with sound item writing skills designed to produce test items at the application-and-above level within the cognitive taxonomy.
This document discusses using the Desire2Learn learning management system and other tools to design competency-based courses. It outlines goals of creating course templates, instructor training, and customized design. It also discusses using tools like release conditions, assessments, and an intelligent agent to accommodate competency-based education. The document provides background on competency-based education and compares it to traditional models. It evaluates using Desire2Learn to structure courses and discusses potential enhancements using additional tools.
The document discusses the pros and cons of self-study versus attending a coaching institute to prepare for competitive exams in India. While self-study provides freedom and the ability to set your own pace, it requires strong discipline, research skills, and the ability to stay focused. Coaching institutes offer structured course plans, study materials, practice tests, and teacher guidance to help students prepare. They also help with time management, revision, networking, and clarifying doubts. However, coaching institutes may move at a faster pace. Overall, the document argues that coaching institutes provide several advantages for exam preparation through their support systems and standardized curriculums.
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
The document discusses examination reforms in India. It outlines recommendations from various commissions and policies over time to reform examinations. Key recommendations include introducing continuous and comprehensive evaluation, reducing subjectivity, using objective tests and internal assessment, introducing grades instead of marks, reducing exam stress, and making examinations more flexible and transparent. The document also discusses the need for reforms such as focusing on higher-order thinking skills, reducing memorization, allowing for different learner types, and making question papers more innovative and assessment criteria more valid and reliable. Overall, the document advocates for significant reforms to the examination system in India to make it more student-centered, comprehensive, and aligned with the needs of the knowledge society.
This document provides guidance on designing a course syllabus. It compares key elements of course design to those of a research project. Some of the main steps outlined include determining student backgrounds and interests, formulating learning objectives based on these as well as the instructor's expertise, and choosing an appropriate scope and content. The document also discusses developing learning experiences and assessments to achieve the objectives and preparing the syllabus. Key components that should be included in the syllabus are identified, such as course information, policies, and required materials. The purpose of writing learning objectives and designing the syllabus from a learner-centered perspective are also addressed.
The document provides guidance on developing a plan for teaching a course. It discusses developing a course syllabus, planning for student assessment, selecting teaching methods and learning materials, and developing a course schedule. The key aspects of a course syllabus are outlined, including course objectives, logistics, assignments, and assessment methods. Effective student assessment requires clear learning objectives, a variety of assessment methods, feedback to students, and support for grading. Formative and summative assessment are also discussed.
Columbia Southern University uses various evaluation tools to provide support and accountability for faculty, including classroom observations, end of course surveys, course setup checks, annual evaluations, and performance improvement plans if needed. Classroom observations are conducted twice a year and contain specific criteria faculty must meet while teaching. End of course surveys provide student feedback. Course setup checks ensure courses meet requirements, and annual evaluations cover faculty performance. A performance improvement plan can help faculty improve if they are struggling to meet expectations.
Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
The document discusses student learning assessment and provides guidance on effective assessment practices. It outlines the key levels of assessment from the student to institutional level. It also discusses establishing clear and measurable learning goals, focusing assessment efforts, supporting faculty involvement, and using assessment results to improve student outcomes and inform decision making. The overall message is that assessment should be an ongoing and collaborative process aimed at enhancing student learning.
EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptxMezhoudiNesrine
The document discusses accreditation portfolios and their contents. An accreditation portfolio contains evidence that demonstrates an academic program meets accreditation standards. It includes course syllabi, materials, assessments, evaluations and other documentation for individual courses. The portfolio checklist outlines all required components for each course, such as exams, assignments, solutions, student samples and evaluation forms. Learning outcomes must be written to clearly articulate the skills and knowledge students will gain. Faculty are expected to submit high quality, complete portfolios and continuously improve courses based on assessment results and recommendations.
Practicum involves students gaining hands-on experience in their field of study. It allows theory to be put into practice through supervised real-world application. Practicum is an important part of teacher training, giving student teachers experience in managing a classroom, developing lesson plans, and receiving feedback to improve their teaching skills before full-time employment. The document outlines the roles and responsibilities of student teachers, cooperating teachers, supervisors, and coordinators to ensure a successful practicum experience.
This document summarizes a science education seminar. It began with Dawn Berkeley introducing the session objectives and group norms. The session then covered assessing science content knowledge, identifying important concepts and vocabulary, and methods for assessing student proficiency through pre-testing. Participants were guided to develop science unit plans and analyze sample test questions. The goal was to help teachers better understand science content in order to develop goals and improve instruction to close achievement gaps.
The document outlines how schools can use the School Self-Evaluation (SSE) process to support their implementation of the new Junior Cycle Framework. SSE involves a six-step process of gathering evidence on current practices, analyzing this evidence, drawing conclusions, developing an improvement plan, implementing the plan, and monitoring progress. Schools can use SSE to evaluate their current junior cycle curriculum, teaching, learning, and assessment and identify changes needed to align with the Framework. SSE will also help schools plan curriculum changes like integrating short courses, adjusting timetables, and improving supports for student transitions between primary and post-primary school and between junior and senior cycle.
Effectively executed courses can have several positive impacts:
1. They provide students with a solid foundation of knowledge and skills, allowing them to better understand concepts and perform well on exams.
2. Well-designed courses motivate students to learn actively and engage in meaningful learning experiences.
3. Effective courses also enhance students' practical abilities by providing opportunities to apply their knowledge in real-world settings and develop problem-solving skills. This preparation helps students succeed in their future careers and make contributions to their communities.
Using Enquiry Based Learning to Create a Blended Academic Skills Development ...cilass.slideshare
For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond.
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
This document provides information about formative assessment strategies that support the Common Core State Standards. It discusses what formative assessment is and its benefits. Specific formative assessment strategies are presented, including observations, conversations, student self-evaluations, and artifacts of learning. The importance of formative assessment in improving teaching and learning is emphasized. Vocabulary instruction needs to be more systematic under CCSS, and strategies like teaching words at the moment of encounter or in context are suggested. Digital tools and interactive activities for teaching vocabulary are shared. The document concludes with potential next steps for planning regarding formative assessment and CCSS vocabulary.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It provides guidance on reflection, evidence gathering tools, and support available from the Professional Development Service for Teachers.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It also provides resources and support for schools from the Professional Development Service for Teachers.
How to Fix the Import Error in the Odoo 17Celine George
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This document provides guidance on designing a course syllabus. It compares key elements of course design to those of a research project. Some of the main steps outlined include determining student backgrounds and interests, formulating learning objectives based on these as well as the instructor's expertise, and choosing an appropriate scope and content. The document also discusses developing learning experiences and assessments to achieve the objectives and preparing the syllabus. Key components that should be included in the syllabus are identified, such as course information, policies, and required materials. The purpose of writing learning objectives and designing the syllabus from a learner-centered perspective are also addressed.
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Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
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As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
The document discusses student learning assessment and provides guidance on effective assessment practices. It outlines the key levels of assessment from the student to institutional level. It also discusses establishing clear and measurable learning goals, focusing assessment efforts, supporting faculty involvement, and using assessment results to improve student outcomes and inform decision making. The overall message is that assessment should be an ongoing and collaborative process aimed at enhancing student learning.
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The document discusses accreditation portfolios and their contents. An accreditation portfolio contains evidence that demonstrates an academic program meets accreditation standards. It includes course syllabi, materials, assessments, evaluations and other documentation for individual courses. The portfolio checklist outlines all required components for each course, such as exams, assignments, solutions, student samples and evaluation forms. Learning outcomes must be written to clearly articulate the skills and knowledge students will gain. Faculty are expected to submit high quality, complete portfolios and continuously improve courses based on assessment results and recommendations.
Practicum involves students gaining hands-on experience in their field of study. It allows theory to be put into practice through supervised real-world application. Practicum is an important part of teacher training, giving student teachers experience in managing a classroom, developing lesson plans, and receiving feedback to improve their teaching skills before full-time employment. The document outlines the roles and responsibilities of student teachers, cooperating teachers, supervisors, and coordinators to ensure a successful practicum experience.
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1. They provide students with a solid foundation of knowledge and skills, allowing them to better understand concepts and perform well on exams.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. What Makes Us Different?
Faculty well versed and having
experience of recent pattern of
UPSC CSE
Interview Appeared Faculty
Syllabus based teaching to
prevent overburdening of
excess information
Exam Oriented Studies
Program designed to ensure
ample time for self-study and
revision which is key to success
in this exam
Optimum Utilization of Time
Continuous evaluation followed
by feedback and course
correction through Student
progress tracker
Personalized Mentorship
Scientifically Designed Notes
and Study Material
Adequate emphasis on most
important aspects of CSE
Preparation i.e Essay and
Answer Writing practice
Essay and Answer Writing
Practice
Notes created by faculties
based on the requirements of
the exam
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3. CourseFeatures
Prelims and Mains
IntegratedPreparation
32 Test Including CSAT
PrelimsTestSeries
Prelims and Mains
FortnightlySectionalTest
DedicatedCSAT/Answer&
EssayWritingClasses
PersonalizedMentorship
WithStudentProgressTracker
Including Monthly magazine
CompleteCurrentAffairs
Coverage
30 Tests Including Essay
MainsTestSeries
To Ensure Regular Practice
DailyQuiz
For Content Enrichment
ValueAddedMaterial
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5. Continuous and Comprehensive
Coverage of Current Affairs
Weekly - Current Affairs Classes
Coverage of standard books and NCERT’S
Weekly - Current Affairs Quiz
Fortnightly - Tests For Prelims And Mains
Monthly - Current Affairs Magazine
2
3
4
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6. Prelims Test Series
32 Prelims Tests
15 Sectional Tests
7 Revision Tests
5 Full-Length GS Tests
5 Full length CSAT Tests
Post Test Live Discussion
Detailed Discussion of the Paper
including tips and tricks to solve
MCQs
Detailed solution with complete
information on a topic
3 Times Coverage of Entire Syllabus
1st Time through Sectional tests
2nd Time through Revision tests
3rd Time through Full length tests
Detailed Post Test Analysis
To gauge your current level of
preparation compared to other
aspirants
Identify your weak areas and work on
them
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7. Mains Test Series
26 Mock Tests
11 Fortnightly Sectional Tests
11 Subject Test with Current Affairs
4 Full - Length Tests
Detailed Evaluation With Feedback
Individualized and detailed
evaluation on key parameters with
insights on how to improve your skill
Live Post Test Discussion
Detailed Model Answer
Learn to understand the demand of
questions properly
Learning Outcomes
Better presentation and structuring
of answers using- flowcharts,
diagrams, maps etc.
Master the skill of Answer writing
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8. Essay Preparation
Strategy Classes for Static and Philosophical Essay
Content Enrichment Notes
Previous Year Essay Discussion
4 Full-Length Tests
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9. Personalized Mentorship with
Student Progress Tracker
Monthly one to one calls with mentors
Coverage of standard books and NCERT’S
Analyze your preparation strategy in detail
2
Suggest strategy or corrections as per your preparation level
3
Help you create daily goals and set plan for achieving them
4
Keep your study aligned to the demand of UPSC CSE
5
Help you stay motivated
6
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11. StudentJourney
Daily
Attend Live Class
Revise through class notes
Attempt Static Quiz to gauge
preparation
Fortnightly
Attempt Sectional Prelims Mock
Attempt Sectional Mains Mock
Weekly
Attend Current Affairs Class
Read Current affairs Notes
Attempt Current Affairs Quiz
Monthly
Attempt Full Subject Mock – Prelims
and Mains
Track Progress and Mentoring
Revise Current Affairs through
Monthly booklets
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12. Typical Live Class Flow
Doubt Session for topics of previous class – 15 mins
Doubt Session for topic taught in class - 15 mins
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Lecture on the scheduled topic (Includes PYQs for both Prelims and Mains) –
1.5 Hours
(Class Duration - 1.5 hours)
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13. Batch Details
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For detailed schedule check out this link: https://guide2sucess.com/foundation-course
Course purchase link: https://rzp.io/l/PsOl8tH3
Recorded lecture will be available for 2 year
Valid Till 3 years
Batch Timing – Monday to Friday
Batch Language – Hinglish
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14. Course Planner
Subjects
Post Independence
Internal Security
Ethics
CSAT
Strategy Sessions
Mains Test Discussions
Prelims Test Discussions
Environment and Ecology
Science & Tech
Governance
Current Affairs
Essay + Answer writing
No. of Hours
18 Hours
24 Hours
42 Hours
66 Hours
9 Hours
90 Hours
96 Hours
33 Hours
30 Hours
18 Hours
219 Hours
24 Hours
Subjects
Geography
Polity
Ancient History
Art and Culture
Indian Society
World History
Disaster Management
International Relations
Indian Economy
Modern History
Medieval History
Social Justice
No. of Hours
63 Hours
69 Hours
18 Hours
15 Hours
27 Hours
24 Hours
12 Hours
27 Hours
84 Hours
60 Hours
21 Hours
12 Hours
Total: 20 Subject Total: 1000+ Hours *This is a tentative timeline
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