Rajat Sadana’s Post

While test scores (GMAT and GRE) are a constant topic in my world, test prep is not my area of expertise. But I found this analysis from Rajat Sadana very on point. MBA hopefuls, take notice! There's much more to picking a great instructor than the fact they scored high on the GMAT. #mba #mbaadmissions #mbaaplication

How many questions do you need to practice in your GMAT preparation? First, we need to understand that practicing questions is not an end in itself. The end result is learning; practicing questions is just a means to learn. I believe the following equation holds: Learning = No. of questions * Learning per question Given this equation, we can see that the number of questions you need to do depends on two factors: the amount of learning you need to get to reach your goal and the amount of learning you get from each question. Clearly, if you are not thoroughly analyzing each question, especially a question in which you are not sure or which you could not mark correctly, your learning per question is not high. Thus, you’ll need many more questions to practice than another person who is learning a lot from every question. I have come across many aspirants who are hardly spending time to analyze the reasoning behind every option in a question. Such aspirants end up doing thousands of questions without any tangible improvement in their scores. Don’t be one of them! Don’t run after quantity (the number of questions you do)! Run after quality (the learning you get from questions)!

Should you hire a GMAT tutor 👨🏫 or are you better off studying solo 🤷♂️? If you’ve decided to study for the GMAT before applying to business school, you’re probably considering whether or not you should enrol in a GMAT prep course. Maybe you’re asking yourself: Are GMAT prep courses worth it? In this article, we lay out the benefits & value of GMAT prep courses vs Studying Solo for the GMAT exam. Click here to read the full article: https://bit.ly/48i8kTy 📓

When it comes to assessing students’ learning, traditional tests don’t always give the full picture. That's where performance-based assessments (PBAs) come in. As an educator or tutor, designing and implementing PBAs can not only measure students’ knowledge but also their ability to apply what they’ve learned. Let’s break it down into two key steps: 1. Designing a Performance-Based Assessment Designing an effective PBA is about more than just coming up with tasks. Here’s how to approach it: Identify Clear Learning Objectives Before anything, ensure that your learning goals are clear. What specific skills or knowledge should your students demonstrate by the end of the unit? For example, in a science class, students may need to demonstrate their understanding of the scientific method. Create Real-World Tasks A good performance-based assessment involves tasks that reflect real-world situations. This could be writing a research paper, creating a project, or solving a problem in a way that shows the students can use what they’ve learned outside the classroom. For instance, have your students design a product prototype in a tech class. Develop Rubrics PBAs require detailed rubrics to assess student performance effectively. Your rubric should be specific, outlining the different levels of performance (e.g., excellent, good, fair, poor) and what each level looks like for each criterion. The key here is transparency—students should know exactly what’s expected of them. Ensure Variety in Assessments One type of assessment won’t work for every student. Consider diverse assessment formats such as presentations, portfolios, or hands-on projects. This allows students with different learning styles to shine.

Learning outcomes are an expression of a course’s intention. Outcomes are evidenced via assessment, and assessment uses criteria in a rubric to help students see how the outcomes are broken down. The clearer these criteria, the better the alignment https://lnkd.in/gAmhSqAc

ICQs, or Instruction Checking , are a valuable tool for teachers to ensure students understand the task at hand. 📔 What are ICQs? ICQs are short, focused questions that check if students grasp the instructions you've provided. They typically require a simple answer like "yes" or "no" or a brief response that confirms understanding. 📃 How to use ICQs: 1️⃣After giving instructions: Pose a few ICQs to check their comprehension. 2️⃣Focus on key points: Target the most important aspects of the task, like the purpose, steps, or expected outcome. 3️⃣Keep it simple: Use clear and concise language for the ICQs themselves. 4️⃣Variety is key: Use different question formats (e.g., true/false, yes/no, Wh- questions) to keep students engaged. 5️⃣Listen actively: Pay attention to student responses and address any confusion before moving on. 📄 Example: Instruction: "Today, you'll be working in pairs to write a short dialogue using greetings and introductions. Each person should introduce themselves and ask the other person a question." 📜 ICQs: "Can you tell me who you'll be working with?" "What's the goal of this activity?" "Do you need to use any specific vocabulary in your dialogue?" By incorporating ICQs into your teaching routine, you can ensure students are on the same page and ready to succeed in their learning tasks.

Are Skills Caught or Taught?! While taking courses and reading books are undoubtedly valuable, they constitute only a fraction of the learning process. Without hands-on experience, one risks falling behind in the practical application of knowledge. 1- An often-unpopular opinion is that, given an hour to either read or practice a technical skill, one should prioritize practice. This approach emphasizes the 70% of learning that comes from direct experience over the 10% that theoretical knowledge provides. Ideally, balancing both reading and practice would be optimal. But when constrained by time, practical application should take precedence. 2- Another often-underappreciated piece of advice is to take a course only when you can simultaneously practice what you learn. Enrolling in a course without the opportunity to apply the concepts in real-time can lead to a superficial understanding and a rapid loss of information. This symbiotic relationship between learning and doing is essential for internalizing and retaining new skills. That been said the long known 70-20-10 model of learning and development is being transformed into an OSF ratio, It represents the relative amount of learning from on-the-job (O), social (S) and formal (F) sources. In this sense, 70-20-10 is simply the OSF ratio that has become popular among L&D professionals, that can vary depending on the industry, organization and learners.

Frequently Asked Question: “Why do you have fewer students graduating compared to the number who attend your training sessions?” Response: While various challenges can affect our participants, one of the primary reasons for a lower graduation rate is our rigorous assessment process. Our students are required to complete all necessary assessments, including classwork, assignments, and, most importantly, their final project, which constitutes 70% of their total score. The final project integrates everything they have learned in the classroom, requiring them to apply their knowledge to real-world projects. Failure to complete these assessments means that students cannot be granted our certificate. This ensures that only those who have truly mastered the material and can demonstrate their skills in practical applications are awarded certification.

IBDP Induction Session ideas for New & Experienced Educators Session 1️⃣: Unveiling the DP (1.5 hrs) Objectives: Explore DP philosophy, structure, and assessments. Introduce key documents like "From Principles to Practice" and Subject Guides. Activities: Matching Game: Key DP concepts paired with descriptions for interactive learning. Fishbowl Discussion: Focused discussions on pre-selected DP topics for diverse perspectives. Document Exploration: Analyze excerpts highlighting DP aims and Learner Profile. Discuss integrating these principles into teaching. Similar activity with Subject Guides. Session 2️⃣: Crafting DP Lessons (1.5 hrs) Objectives: Deepen understanding of designing engaging and rigorous DP lessons that promote Learner Profile attributes. Learn to incorporate assessment criteria from Subject Guides into lesson planning. Activities: Backward Design Challenge: Design a lesson plan using "backward design," starting with assessment criteria and planning activities to achieve learning objectives. Gallery Walk: Develop a lesson plan template in small groups, showcasing effective strategies for fostering well-rounded DP learners. Session 3️⃣: Mastering DP Assessment (1.5 hrs) Objectives: Demystify the DP assessment system (internal & external). Equip educators with effective feedback strategies for DP students. Activities: Case Study Analysis: Analyze a student's DP work (e.g., Internal Assessment or TOK presentation) to understand how to apply assessment criteria and provide constructive feedback. Role-Playing Feedback Scenarios: Practice providing effective feedback through role-playing scenarios where one educator plays the teacher and the other plays the student. Subject Guide Review: Review assessment criteria in Subject Guides and brainstorm assessment tools and techniques for measuring student learning throughout the DP. #IBDP #TeacherInduction