1. Initial Evaluation – Refresher Course
PRESENTATION
By Matis
09th April 2012
IEF 1

2. TYPES OF EVALUATIONS
Classique : Learners already have an idea about their needs and the program that they want to work on.
Carto Classique: Learners have an objective but it is up to the evaluator to define the program based on the needs. Their package will be defined based on the level they get from the evaluation.
Test: Learners are testing CE and so part of the evaluation is about defining the program but also giving a glimpse about how the lessons are conducted.
Classique (but for FAF courses): The initial evaluations are conducted by Telephone but the lessons are FAF. 2

3. How to define the types of initial evaluation
Coaches categorise the evaluations
Trainers can see the type of evaluations on the Lesson Page 3

4. PREPARATION OF INITIAL EVALUATIONS
Check type of evaluations
Telephone if included
Learners’ profile & objectives
(NOTE: objectives are filled in by both Learner & RF/Either …or)
4. Coach’s presentation
(NOTE: take into account all info in here)
5. Check Learner’s job title and company
(NOTE: get more info from the web)
6. Correct MCQ and Essay if necessary. Prompt learner to complete if not completed, expect for companies which do not have written eval. 4

5. CONDUCTING THE INITIAL EVALUATION
Introduce yourself – grade your language according to the learners’
Make learner comfortable
(NOTE: some of them might be stressed out because it is an evaluation. Reassure them using ice breakers- talk about their day, work, routine, do a small ice breaker activity…)
This first contact is very important as it gives you an idea about the leaner’s personality and then you can adapt to it.
3. Explain or advise learner what the initial evaluation is about:
Evaluate his/her English – this encourage them to speak more and more… 5

6. b. The structure of the evaluation:
Explain that you’ll ask learner to -
i) introduce job/company
ii) speak about his needs/objective and that you’ll detail the pedagogical aspects
iii) have a general chat about travels and hobbies
(NOTE: depending on the learner –
Talk about how he uses English at work/general
If he/she watches movies/reads books…etc
IMPORTANT – If learner does not want to work on/talk about general English, start working on one of his requirements)
c. Explain about the lesson reports and the two documents that you’ll send (verbe anglais & L’anglais en entreprise) – Encourage Learner to review the lesson report after the evaluation.
d. If possible, explain about the exercises on ‘Mon Homework’ page by adding a related exercise on the platform.
e. Tell Learner that you’ll be ing him his grading 6

7. f. Plan the next lesson and detail it in the ‘lesson plan’ section.
Example: In the next lesson, we will review the exercise on ‘prepositions time & place: in, on, at’ on the ‘Mon homework’ page. In addition, we will look at any questions that you may have on same.
Also, we will work on expressions to use: When speaking on the phone (answering the call, introducing yourself, putting on hold, taking a message…)
Furthermore, if you have any questions about the two attached documents : Verbe anglais and L’anglais en entreprise, we’ll go through it.
Have a nice day
Kind Regards,
(NOTE: adapt according to Learners need)
IMPORTANT: If lesson is FAF, then just send the two documents: verbe anglais/ l’anglais en entreprise)
The lesson plan must be adapted and tailor made to reflect the learners need. 7

8. IMPORTANT
TEST Initial Evaluation – Start teaching in the second half of the lesson so as to give a glimpse of CE teachinng methods
If learner is a beginner/elementary, motivate him/her to speak in English but revert to French translation if needed. Also, start teaching in the second half especially if Learner is struggling with typical initial evaluation questions
For FAF evaluation, do not plan next lesson, but send an article, list of vocabulary…in relation to the Learner’s requirements 8

9. RECORDING INFO FROM LEARNERS
Personal information should be recorded in the box ‘personal information’
All information related to learners’ need and pedagogical preferences should be recorded in the ‘Annotation’ box.
(NOTE: be as detailed as possible.
Example: Needs: Business/grammar (NOT SUFFICIENT)
Needs: Business (participating in meetings, answering and making calls, doing presentations, writing s, to send quotations…)
Grammar (Revision of basics + complex verb tenses…)
List each requirement separately to facilitate understanding) 9

10. REVIEW BEFORE EVALUATION STARTS
GRADING
REVIEW BEFORE EVALUATION STARTS
CEFR – common European framework of reference
The MCQ and Essay written evaluations (to correct if necessary)
DURING THE EVALUATION
Start grading learner about 15 mins towards the end of the evaluation. At the beginning learners might be nervous and thus true level might not be detected.
Do not base oral grades on written ones. They are separate.
Do not send grades before the end of the evaluation.
Write a personalised comment in the feedback box. (Write about the good things and the topics that need to be reviewed/worked on. Also, give some advice about how Learner can work on his/her English: Watching movies, reading mags, newspapers, listening to music…etc )
Send grading and comments first to be able to send lesson report 10

11. E-Learning Presentation 1

12. The more mistakes he/she makes, lower the sub level of the learner.
GRADING TIPS
Use the ‘tally system’ i.e as learner speaks situate him/her in a level: A1, A2….etc. For errors: use of grammar/lexical, keep a record by making a tally.
The more mistakes he/she makes, lower the sub level of the learner.
Grammar – wrong use of tenses, prepositions, sentence structures…etc
Vocabulary – use of expressions, words..etc
Speech – intonation, pace, etc…
For Example: Learner situated in A2 (Elementary 4), but with mistakes, he comes to A2 (Elementary 1)
Do same for Oral Understanding and Oral Expression 12

13. CLOSING THE INITIAL EVALUATION
Explain about homework sent and plan for next lesson
If learners ask questions about lesson booking, teachers, type of packages…etc, please advise them that their coach will give them more details when they call them (NOTE: in ‘point presentation’ sometimes the coach adds the next appointment date/time with learner)
Inform coach by of any relevant info such
If initial evaluation is a no-show/if learner was very late, please inform coach
For some LRs, the trainer can also provide some references to LRs (websites, eg: BBC, Murphy book) 13

14. THANK YOU
HAVE A PLEASANT DAY 14