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Unit 3 focuses on the developmental process of course design at every stage of interaction with students, from the initial meeting to the final evaluation.
At the outset, you should begin with an evaluation of students’ current abilities and knowledge accrued from past learning experiences. A diagnostic test followed by a placement test would be the best way to gauge students’ ability and then group them accordingly. Aptitude tests serve to predict students’ probably future performance on a course, and achievement tests are designed to assess the students’ knowledge of a specific syllabus. Proficiency tests serve to check the students current knowledge in the context of their ability to engage in some future task (such as assessing if a secretary will be able to respond to clients on behalf of their boss, for example). Progress tests are aimed at checking students’ progress in areas covered in class and to assess the efficiency of the curriculum.
This unit also covers information about certain business examinations, such as the Cambridge Certificate in English for International Business and Trade, as there is a big possibility you may have to prepare students to undertake these examinations.
At the end of the course, it is highly advisable to do a course evaluation. This will enable you to evaluate your material and identify areas that may need possible improvements. A course evaluation also gives students the opportunity to give the teacher feedback on the course, and feedback on your teaching methodologies and their effectiveness.
