IET Bhaddal : Guidelines for Slow Performers & Advance Learners

Guidelines for Identification and Activities for Slow Performers and Advanced Learners

Introduction

During the teaching and learning process, teachers interact with diverse students—some grasp concepts quickly, while others require additional guidance. Faculty must identify students' learning habits to support slow performers and challenge advanced learners, ensuring no one is left behind.

These guidelines aim to identify slow performers and advanced learners in UG and PG programs, assigning appropriate activities for both groups. This approach assists teaching departments in effective mentoring and monitoring of student progress.

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Process Input

To identify slow performers and advanced learners, the following inputs are required:

• Overall result of the previous examination
• Internal assessment results
• Class observations by the subject teacher

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Process of Identification

The assessment and identification of learning levels should be carried out methodically:

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A. Assessment of Learning Levels

• Subject teachers identify slow performers and advanced learners for each subject.
• Identification occurs after the preceding exam results, considering class performance and teacher observations.
• Parameters and weightage for assessment:

S. No.	Parameter	Weightage (%)
1	Marks obtained in internal assessment test	50%
2	Academic performance in the previous examination	25%
3	Teacher's observation	25%

• Teacher observations are recorded on a scale of 1 to 10.
• A report is prepared for the entire class, totaling 100%.
• Students scoring below 50% are categorized as slow performers.
• Students scoring above 70% are categorized as advanced learners.

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Activities for Slow Performers

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Activities for Advanced Learners

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B. Activities for Slow Performers

• Extra time in the timetable for problem-solving and revision sessions.
• Make-up and demonstration classes for practical courses.
• Assignments based on previous examination papers.
• Provision of a question bank for practice.
• Personal attention, counseling, and problem-solving techniques.

C. Activities for Advanced Learners

• Advanced assignments such as participation in seminars, conferences, and technical events.
• Involvement in questionnaire preparation, case studies, and team-building activities.
• Encouragement to complete NEPTEL and similar courses.
• Assistance for industry internships and field training.
• Opportunities to showcase talents through MoUs with reputed institutions.

D. Performance Improvement Report

Each faculty member prepares a report after final results, documenting improvements in slow performers.

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Roles and Responsibilities of Subject Teachers

• Conducting class tests.
• Preparing marking schemes and assessment rubrics.
• Evaluating answer sheets and generating result reports.
• Identifying slow performers and advanced learners.
• Scheduling extra classes for slow performers and maintaining records.
• Assigning advanced tasks for advanced learners.
• Compiling performance improvement reports.
• Maintaining records of activity outcomes.

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Documents to be Maintained

• Cover page of activity (class-wise/session-wise).
• Internal assessment evaluation sheets.
• Lists of slow performers and advanced learners.
• Activity schedules and timetables for slow performers.
• Lists of advanced assignments or tasks.
• Attendance records.
• Performance improvement reports.
• Yearly compiled outcome reports.