ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT
E-KIDS SOLUTION PRIVATE LIMITED
Assessment Service Report – Speaking Skill Development INNOVATION
APPLICATION
SKILL DEVELOPMENT
PSYCHOLOGY BASED
By introducing an unique concept of “Train The Trainer; Test The Learner”, a new innovative assessment methodology which make sure each and every student will be analyzed in order to bring a consistent performance in Speaking Skill Development.
[“GOD’S MERCY” COMPLEX, 2ND FLOOR, E-135, 6TH AVENUE, BESANT NAGAR, 1 CHENNAI – 600 090
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT
CONTRIBUTION IN LANGUAGE SKILL DEVELOPMENT Current Scenario
Though students are studying in English medium and English as subject, spoken English among children is really a challenging task for students whose parents do not speak at home.
In a school, where most of the students study in the same class but the teachers change standard by standard. Different teachers use different pronunciation technique. Teachers who are from different geographical locality and bringing a consistence among them are a big task. Finally students have no clue which pronunciation to follow; finally they adopt the pronunciation which ever they find it comfortable. Teachers influence on proper pronunciation is limited.
Schools are following English book traditionally focused on grammar; very little focus is on spoken English.
The exam system in the English mainly focuses on written stuffs that are grammar only otherwise the lesson prose is again memorized and gets vomited.
Even the teaching of grammar is involved with lot of technicality rather than real life understanding of students’ perspective.
2
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT
The approach
True spoken English is quite different from the kind of English we are learning at school. What we are leaning at school is mostly written English, and not spoken English. Generally, at school, we don’t even get to learn the real difference between the two kinds of English.
The E-Kids English program make sure the students use a new way of learning English using computer without deviating from the original British English accent. The main focus is on Skill Development apart from learning English grammar in fun ways.
• non-native speakers have serious difficulty to speak fluent English • Conventional methods do not produce fluent English • One-line English is not a fluent English • Fluent English is spontaneous English • Real English fluency only through English Innovation
Developed specialized curriculum for Spoken English called SPOKEN E-KIDS ENGLISH as well as WRITTEN E-KIDS ENGLISH. The details of the curriculum, implementation & impacts are in the Annexure. Features:
Proven E-Kids Skill Development Method
Innovative & Fun filled
3
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT
Computer based method to avoid Instructors' geographical pronunciation differences & make sure consistency among learners
Child Psychological approach
Reading Skill Development
Listening Skill Development
Spoken English Skill Development
Spoken English through Innovative Rhymes
Explore & Discover mode to improve Vocabulary
Question & Answer mode for reinforcing
Learning Phonics & Practicing
Improving the slang using mouth gymnastics
Story composition & narration
Consistency & Result oriented
Techniques Followed:
Speech-Generation Techniques. Habit-Formation Techniques. Mouth Gymnastics. Speech-Flow Techniques. Pattern Techniques. Word-Fusing Techniques. Conversion Techniques. Functional & Situational Techniques. On-the-spot speech composition Techniques. Information-packing Techniques 4
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT
CURRICULUM IMPLEMENTATION PROCESS E-KIDS CURRICULUM INSTALLATION E-KIDS CURRICULUM AFTER SIGNING THE MOU
INSTALLATION AFTER SIGNING THE MOU TEACHERS’ TRAINING
YES
NEED NO
TYPICAL E-KIDS CLASS WILL BE TAKEN WITH THE HELP OF E-KIDS TRAINER FOR ONE PARTICULAR CLASS
YES
NEED NO
IMPLEMENTATION OF PHASE-1 CURRICULUM
STUDENT TEST IN THE FORM OF WRITTEN & ORAL
TEST OUTCOME CHECK WITH E-KIDS BENCHMARK
NOT SATISFIED: CALL FOR REPEATING PHASE-1
SATISFIED: MOVE TO PHASE-2 AND SO ON…
5
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT PERFORMANCE CLAUSE APPRAISAL
YEAR YEAR 1
YEAR 2
YEAR 3
CURRICULUM PHASE AT THE END OF PHASE – 1 OF SPOKEN EKIDS ENGLISH CURRICULUM
AT THE END OF PHASE – 2 OF SPOKEN EKIDS ENGLISH CURRICULUM
AT THE END OF PHASE – 3 OF SPOKEN EKIDS ENGLISH CURRICULUM
STUDENTS OUTCOME Improvement of students’ Reading skill & vocabulary
Improvement of students poem / rhyme & dialogue writing skills and on the spot speech generation improvemen ts Improvement of students’ conversation techniques & usage of grammar in spoken English Skill.
ASSESSMENT METHODOLOGY The outcome will be checked through oral test, written test, students’ project outcome (internal), Students project viva (external). Final outcome Reading Skill : Students will be asked to read their subject text books to verify the outcome The outcome will be checked through oral test, written test, student’s project outcome (internal), and Students project viva (external). Final outcome Conversation Skill: Students will be asked to generate their own rhymes & dialogues on the given topics. The outcome will be checked through oral test, written test, student’s project outcome (internal), and Students project viva (external). Final outcome Public Speaking Skill: Students will be asked to talk on the spot on any given topics.
6
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT
Impact
English speaking skill with proper pronunciation have been improved consistently. Kindly refer annexure to see the students’ performance and feedback.
Assessment Method STUDENTS’ SPOKEN ENGLISH SKILL DEVELOPMENT TEST GUIDELINES Marks allocation for Spoken E-Kids English 1. Student Projects ( Internal)
=
25 marks
2. Students Project viva (External)
=
25 marks
3. Oral Test
=
50 marks
=
100 marks
Total Marks
1. Student Projects ( Internal) Guidelines: Students projects are must for E-KIDS Skill development curriculum. Students themselves find new vocabularies, rhyming words, sentences on their own without getting any spoon feeding notes. We used to call this technique as “Explore and Discover” mode. Explore & Discover Mode is a method of absorbing new words, sentences permanently without memorizing any vocabulary.
If you give spoon feeding information to children, they try to memorize words and sentences; when students memorize they will easily forget in future. Instead, if we allow students to find 7
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT any word on their own as per our instruction (explore and discover method), they will understand and easily put the words in their conscious mind and never forget. This is a unique method to absorb vocabulary permanently like memorizing / understanding / accepting our mother tongue vocabulary. When we learn our mother tongue we never memorize any vocabulary. The marks will be allotted in the following categories. Students can take vocabularies from their own subject books viz. science, social studies etc.
1. Presenting the project on time – Maximum (5) marks to be given to students who present the project on time; less marks to be given to students proportionally who are late.
2. Reading Skill - Students have to read the project in the class room; teachers should monitor the slang, pronunciation, syllables (A syllable is a unit of organization for a sequence of speech sounds) etc. as trained by E-Kids.
3. Explanation & Application Skill - Students should give proper explanation of the vocabulary or sentences when asked; and also they should know how to use the word in the real life situation as far as application skill is concerned.
4. New Vocabularies - Encourage students to bring more new vocabularies; the maximum (5) marks to be awarded those who bring more words; less marks to be given proportionally to student who brings fewer vocabularies.
5. Innovation & Creativity – Maximum (5) marks to be given to students who present the project with more innovation and creativity.
8
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT The marks will be allotted as follows:
Very poor
poor
good
better
excellent
1
2
3
4
5
E-KIDS STUDENT MARK SHEET STUDENT PROJECT EVALUATION ( INTERNAL ) STANDARD
SECTION PROJECT NAME
PROJECT NO.
STUDENT NAME
PROJECT PRESENTATION ON TIME
PROJECT READING SKILL
EXPLANATION & APPLICATION SKILL
MORE NEW VOCABULARIES
INNOVATION & CREATIVITY
TOTAL
SN
MAXIMUM MARKS
5
5
5
5
5
25
1 2 3 4 5
9
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT
2. Student Project Viva ( External ) Student Project viva will be conducted by E-Kids External Examiner. The examiner will pick any one of the projects done by a particular student and evaluate the student. The marks will be allotted based on the categories used in the internal assessment done by the school teacher.
<school name> E-KIDS STUDENT MARK SHEET STUDENT PROJECT VIVA ( EXTERNAL ) STANDARD
EXPLAINING SKILL
MORE NEW VOCABULARIES
INNOVATION & CREATIVITY
SITUATION APPLICATION SKILL IN TO THE REAL LIFE
TOTAL
MAXIMUM MARKS
PROJECT READING SKILL
STUDENT NAME
PROJECT NAME FOR EVALUATION
SN
SECTION
5
5
5
5
5
25
1 2 3 4 5 6 7
10
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT â&#x20AC;&#x201C; SPEAKING SKILL DEVELOPMENT
3. Oral Test Guidelines:
The oral test is a must for Spoken English and is an opportunity for kids to demonstrate their knowledge, presentation /speaking skills, as well as their ability to communicate. The oral test can be formal, or informal, but teachers should consider all exams formal exchanges in order to make a good impression. For both types, students must listen carefully to the question, and answer directly. Formal exams follow a list of questions in a prepared format. The criteria for evaluation are usually set in a right/wrong format, and can be competitive. Informal exams are more open, students responses are usually longer, and evaluations can be more subjective. Answers are often less exact (right/wrong), and value is added for problem solving analysis and method, as well as interpersonal communication and presentation. E-Kids follow the informal oral test for the Spoken E-Kids English Phase 1 and Phase 2 curriculum. The marks will be allotted in the following categories. 1. Pronunciation 2. Body Language 3. Finding new vocabulary 4. English Slang / Style 5. Application ( application of vocabulary in a real life situation)
<school name> E-KIDS STUDENT MARK SHEET ORAL TEST STANDARD
SECTION 11
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT â&#x20AC;&#x201C; SPEAKING SKILL DEVELOPMENT
STUDENT NAME
PRONOUNCATION
BODY LANGUAGE
FINDING NEW VOCABULARY
SLANG OR STYLE
APPLICATION
TOTAL
SN
MAXIMUM MARKS
5
5
5
5
5
25
1 2 3 4 5 6 7
Reference Annexure Annexure 2.1.0 - Assessment Report on Spoken E-Kids English Annexure 2.1.1: Assessment Report from Geetha Matriculation School, Tuticorin Annexure 2.1.2: Assessment Report of Little Flower Matric School (Annual Exam Mark Sheets for E-Kids Spoken English Skill Development Project: School Name: Little Flower Matric School, Chettikulam Village P.O., Perambalur Dist, Tamil Nadu. ) 12
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT
Annexure 2.1.3: Assessment Report of St. Antony’s Matric School Interim report on E-Kids spoken English skill development project at St. Antony’s mat. School, Kottivakkam, Chennai, TN.
CONTRIBUTION IN KIDS EDUCATION / MATHEMATICS
Current scenario
The current scenarios of teaching mathematics in school level focuses on numbers, shapes, measurements etc and are taught to children in a progressive manner. However we do not have the in-built flexibility for slow, medium and fast learners. Lack of time & practice for students understands the fundamentals of mathematics as well as lack of time for teachers to teach the mathematics fundamentals. The Approach
There is only one formula is to improve students’ mathematics skill: “THE MORE YOU PRACTICE THE MORE YOU EXCEL”. But students do not like to practice more problems in the work book or note. They hate doing things again and again. In order to bring interest among the learners, E-Kids has developed E-Kids Mathematics focusing on fundamental concepts using computer graphics and animation. These lessons are called digital lessons. In built E- Test / quiz programmes are part of the digital lessons. Montessori concepts have been incorporated along with ICT.
The purpose of E-Mathematics’ E-Test is to make sure students should solve a certain number of sums in a given specified timing. In this aspect students are asked to score 50 marks in 30 minutes time. In normal mode of solving problems using paper and pen, students may score at the
13
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT
average of 15-20 sums in 30 minutes. However in E-Kids Test, they can double the accuracy and timing.
E-Kids’ digital transformation will positively impact learner enthusiasm, pedagogy, grades, general knowledge, value systems, ICT skills, communication, management and the school image globally.
Each digital lesson is structured into objectives, learner outcomes, contains built-in tests, digital manuals with simple navigation for sifting through text and animations.
The animations will help the students to understand the most complex mathematics concepts in a matter of minutes and in the process transfer the knowledge to most of the students in the class.
The lessons are contained in modules, which offer schools greater flexibility in selection and usage. Module 1: Numbers (from STD 1 to STD- 8) Module 2: Measurements (from STD 1 to STD- 8) Module 3: Shapes (from STD 1 to STD- 8) Module 4: Algebra (from STD 1 to STD- 8) Module 5: Geometry (from STD 1 to STD- 8) E-Kids categorize students as Fast Learners, Medium Learner, and Slow Learners. E-Kids does different strategy plan for each category and if necessary provide different curriculum in order to bring consistence among learners.
14
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT – SPEAKING SKILL DEVELOPMENT
E-Kids put slow & medium learners in lower standards for a particular topic and asked them to complete the lower standard lesson and then ask them to do their regular standard lesson. However fast learners can do higher standard lessons and go beyond. For eg. Take fifth standard students. For fraction topic we can put slow learners in to standard 3 or 4 in order to understand the concept thoroughly and then asked them to proceed with standard 5 lesson of fraction. For fast learners, after finishing the standard 5 of fraction, they can even proceed to standard 6, 7 and 8. However if the students are really smart enough finishing all the lessons, then definitely E-Kids will provide more tough problems. Innovation
E-Kids has developed specialized curriculum for Mathematics called E-KIDS MATHEMATICS. The details of the curriculum, implementation & impacts are in the Annexure. Features
Understanding Fundamental Mathematics Digitized Montessori approach Activity based Play way method Application Oriented Comprehensive Inbuilt Testing Real time problems with solutions Class / Age Appropriate Improve Concentration Improve Mathematics Speed Designed for slow, fast and medium learners.
Impact
Students’ Mathematics solving skills, concentration and speed have been improved consistently. Kindly follow the following urls to see the students’ performance. 15
ANNEXURE 2.0 ASSESSMENT SERVICE REPORT â&#x20AC;&#x201C; SPEAKING SKILL DEVELOPMENT
Reference Annexure Annexure 2.4.0 - Assessment Report on E-Kids Mathematics Annexure 2.4.1: Interim Report of E-Kids Mathematics Project at Jain Vidyanikenthan Jakkasandra, Kankapura, Bangalore, Karnataka. .
16