Enhance audience management features with new components and API integrations
- Added `AssignCoursesModal`, `AudienceMemberRow`, `AudienceTable`, and related components for improved audience management UI. - Implemented audience invite actions including resend and revoke functionality. - Updated audience API to support importing members and assigning courses. - Refactored audience data handling to include status and invite management. - Improved overall user experience with pagination and selection features in the audience table.
This commit is contained in:
Rotimi Best
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# Self-Paced IELTS Preparation Platform PRD
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## Status
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- Draft
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## Date
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- March 20, 2026
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## Purpose
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Define the product requirements needed for ClassroomIO to support a serious self-paced IELTS preparation experience that can realistically help learners improve enough to pass the exam and reach target band scores.
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---
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## 1. Executive Summary
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### The Problem
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Most online IELTS products fail in one of two ways:
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- They provide content without enough exam-like practice.
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- They provide practice without enough feedback to explain why learners are stuck.
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For a self-paced IELTS course to work, the platform must do more than host lessons. It must support:
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- exam-version selection between `Academic` and `General Training`
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- timed practice across all four papers
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- feedback aligned to official IELTS scoring criteria
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- progress tracking by skill, question type, and score blocker
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- deliberate practice loops that turn mistakes into improvement
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Without these features, learners may complete many lessons and still remain underprepared for the actual test.
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### Product Vision
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ClassroomIO becomes a serious IELTS preparation platform where a learner can:
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1. Diagnose their current level
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2. Follow a structured study path
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3. Practise each paper under realistic conditions
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4. Receive useful feedback and performance analytics
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5. Build enough consistency to reach a target band in a fully self-paced format
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### Product Outcome
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The platform should be capable of supporting a complete self-paced IELTS program, including:
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- study content
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- drills
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- scored exercises
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- mock tests
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- skill analytics
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- Writing and Speaking feedback workflows
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- adaptive study planning
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---
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## 2. Background and Context
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IELTS is not only a language test. It is a performance test with fixed task types, strict timing, and band-based scoring. A learner may have decent English and still underperform because of:
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- poor task understanding
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- weak timing control
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- weak familiarity with question types
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- poor Writing structure
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- weak Speaking development
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- lack of accurate review after practice
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Official IELTS preparation resources emphasize:
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- test format familiarity
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- sample questions
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- writing scoring criteria
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- speaking band descriptors
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- realistic trial-test experience
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This means a self-paced platform must not be built like a generic course catalog. It must be built like a guided test-preparation system.
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### Official Reference Alignment
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This PRD is aligned with official IELTS preparation and format resources checked on March 20, 2026:
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- IELTS test types and format
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- sample test resources
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- writing preparation resources
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- speaking band descriptors
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Sources:
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- https://ielts.org/en-us/for-test-takers/how-to-prepare
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- https://ielts.org/take-a-test/preparation-resources/sample-test-questions/general-training-test
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- https://ielts.org/take-a-test/preparation-resources/writing-test-resources
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- https://ielts.org/cdn/ielts-guides/ielts-speaking-band-descriptors.pdf
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---
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## 3. Goals and Non-Goals
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### Goals
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- Support a full self-paced IELTS preparation journey for `Academic` and `General Training`.
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- Enable learners to practise every major IELTS task type in a platform-native way.
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- Provide enough structured feedback for learners to understand why they are losing marks.
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- Support full mock-test experiences with meaningful review.
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- Track learner progress by band target, skill, question type, and recurring weakness.
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- Make the platform usable for both first-time candidates and resit candidates.
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### Non-Goals
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- Replacing the official IELTS exam registration flow
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- Delivering official IELTS scores
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- Supporting unrelated English certifications in v1
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- Building a live tutoring marketplace in v1
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- Building a full proctoring system in v1
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---
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## 4. Target Users
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### Primary Users
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- IELTS candidates preparing independently
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- Resit candidates who missed their target band previously
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- Learners targeting immigration, university admission, or professional registration
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### Secondary Users
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- IELTS teachers authoring prep courses
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- Course admins managing mock tests, exercise banks, and learner analytics
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### Key Learner Segments
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| Segment | Need |
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|---------|------|
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| First-time learner | Needs structure, exam understanding, and guided practice |
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| Resit candidate | Needs diagnosis, score-blocker analysis, and targeted repair |
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| Academic candidate | Needs stronger support for academic Reading and Writing Task 1 visuals |
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| General Training candidate | Needs stronger support for practical Reading and letter writing |
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| Band 5.5 to 6.5 learner | Needs controlled improvement, stronger basics, and repeated routines |
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| Band 6.5 to 7.5 learner | Needs consistency, tighter accuracy, and high-quality feedback |
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---
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## 5. Core Jobs To Be Done
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### Learner Jobs
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- Help me choose the correct IELTS version and understand the format.
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- Help me know my current level honestly.
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- Help me focus on the mistakes that are actually keeping my band low.
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- Let me practise in a way that feels close to the real exam.
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- Show me exactly why my answers are wrong.
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- Help me improve Writing and Speaking, not just objective questions.
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- Give me a realistic study plan based on my target score and exam date.
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### Teacher/Admin Jobs
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- Create structured IELTS learning paths.
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- Add drills, scored exercises, and mock tests throughout the course.
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- Review Writing and Speaking performance if human feedback is enabled.
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- Track student performance at paper level and skill level.
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---
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## 6. Product Principles
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- Practice must be exam-aligned, not generic.
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- Feedback must explain failure, not just announce it.
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- Timed performance matters as much as content coverage.
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- Self-paced does not mean unguided.
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- Weakness-driven learning is more important than content volume.
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- Writing and Speaking need explicit support, not token placeholders.
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---
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## 7. Functional Requirements
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## 7.1 Learner Onboarding and Target Setup
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### Purpose
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Start each learner with the correct test version, target band, and study path.
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### Requirements
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- Learner selects `Academic` or `General Training`
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- Learner enters:
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- target overall band
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- minimum section bands if required
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- planned exam date
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- prior IELTS history
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- confidence by skill
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- Platform runs or recommends a diagnostic assessment
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- Platform creates an initial learner profile:
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- strongest paper
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- weakest paper
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- likely score blocker
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- recommended study path
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### Why It Matters
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IELTS prep fails when all learners receive the same sequence regardless of target, timeline, and weakness.
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---
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## 7.2 Course Structure and Learning Path
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### Purpose
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Support a full IELTS curriculum as a structured self-paced journey.
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### Requirements
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- Courses support modular sections such as:
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- exam foundations
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- Listening
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- Reading
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- Writing Task 1
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- Writing Task 2
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- Speaking
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- mock tests
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- review workshops
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- Courses support branching or filtered paths for:
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- Academic-only lessons
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- General Training-only lessons
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- Lessons support:
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- notes
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- downloadable materials
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- embedded media
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- linked exercises
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- recommended study sequence
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### Why It Matters
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IELTS learners need both structured progression and version-specific content where the exam differs.
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---
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## 7.3 Exercise Engine
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### Purpose
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Support platform-native practice activities instead of relying only on lesson notes.
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### Requirements
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- Exercises can be attached to lessons or sections
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- Exercise question types must support at minimum:
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- `RADIO`
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- `CHECKBOX`
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- `TRUE_FALSE`
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- `SHORT_ANSWER`
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- `TEXTAREA`
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- `FILL_BLANK`
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- `MATCHING`
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- `ORDERING`
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- Exercises support:
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- question-level points
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- answer explanations
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- pass/fail thresholds
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- attempt tracking
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- unlocked/locked status
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- Exercises support lesson-level usage patterns such as:
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- quick check
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- skill drill
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- end-of-lesson quiz
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- section review
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### IELTS-Specific Requirement
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The exercise layer must support explicit practice for:
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- Listening form completion
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- Listening note completion
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- Listening multiple choice
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- Listening maps and plans
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- Reading True/False/Not Given
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- Reading Yes/No/Not Given
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- Reading matching headings
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- Reading matching information
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- Reading summary completion
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- Reading sentence completion
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- vocabulary and paraphrase drills
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- grammar correction drills
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### Why It Matters
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Learners need repeated, interactive practice on recurring IELTS task types, not only prose explanations.
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---
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## 7.4 Timed Practice Engine
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### Purpose
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Recreate the pressure and pacing of IELTS.
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### Requirements
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- Timer support at:
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- exercise level
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- lesson review level
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- paper level
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- full mock-test level
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- Support timed sets for:
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- Listening sections
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- Reading passages
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- Writing Task 1
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- Writing Task 2
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- full Writing paper
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- Speaking simulation prompts
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- Support auto-submit or time expiry handling
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- Preserve attempt metadata:
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- start time
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- end time
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- time spent
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- paused state if allowed
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### Why It Matters
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Many learners know the material but collapse under timing pressure.
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---
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## 7.5 Listening Practice Experience
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### Purpose
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Deliver IELTS-style Listening in a realistic way.
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### Requirements
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- Audio playback support for Listening sections
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- Audio should be restricted to the intended attempt flow for exam simulation mode
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- Question order must match recording order
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- Support answer entry formats such as:
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- one word only
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- no more than two words
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- numbers
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- names
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- Post-submission review must show:
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- correct answer
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- transcript or relevant transcript segment
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- explanation of distractor or missed signal
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### Advanced Requirements
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- Track spelling errors separately from comprehension errors
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- Track distractor-driven mistakes
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- Track performance by Listening question type
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---
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## 7.6 Reading Practice Experience
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### Purpose
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Support IELTS Reading with enough fidelity to train strategy and accuracy.
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### Requirements
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- Reading passages support:
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- section title
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- passage body
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- question groups
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- question-type labels
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- Support Academic and General Training passage banks separately
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- Question groups support major IELTS Reading patterns
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- Post-submission review must show:
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- correct answer
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- evidence location or explanation
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- likely error reason
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### Advanced Requirements
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- Passage annotation or highlighting in review mode
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- Track performance by question type
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- Track time per passage or question group
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---
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## 7.7 Writing Practice and Evaluation
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### Purpose
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Support meaningful Writing improvement instead of only collecting essays.
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### Requirements
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- Writing tasks must support:
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- Academic Task 1
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- General Training Task 1
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- Task 2 essays
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- Writing editor must support:
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- timer
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- word count
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- draft autosave
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- prompt display
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- planning notes area or planning guidance
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- Feedback must map to official Writing criteria:
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- `Task Achievement/Task Response`
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- `Coherence and Cohesion`
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- `Lexical Resource`
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- `Grammatical Range and Accuracy`
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- Support both:
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- AI-assisted feedback
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- human-reviewed feedback when enabled
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### Additional Requirements
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- Model answers at different quality levels or band levels
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- rewrite workflow after feedback
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- self-assessment checklist before submission
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- recurring grammar error tracking
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### Why It Matters
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Writing is one of the most common score blockers and cannot be solved by multiple-choice practice.
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---
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## 7.8 Speaking Practice and Evaluation
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### Purpose
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Support realistic Speaking preparation in a self-paced format.
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### Requirements
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- Speaking tasks must support:
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- Part 1 short-answer prompts
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- Part 2 cue cards
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- Part 3 follow-up prompts
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- Part 2 must support a one-minute preparation stage
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- Learner can record responses
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- Learner can replay their own recordings
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- Feedback must map to official Speaking criteria:
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- `Fluency and Coherence`
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- `Lexical Resource`
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- `Grammatical Range and Accuracy`
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- `Pronunciation`
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### Additional Requirements
|
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- prompt banks by common IELTS topic families
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- follow-up question generation or curated prompt trees
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- repair-strategy training for hesitation and reformulation
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||||
- pronunciation notes or clarity-focused feedback
|
||||
|
||||
### Why It Matters
|
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Speaking in a self-paced system requires structured prompt handling and performance review, not only reading sample answers.
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||||
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||||
---
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||||
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## 7.9 Full Mock Tests
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||||
### Purpose
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||||
Give learners a realistic test rehearsal and readiness signal.
|
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|
||||
### Requirements
|
||||
- Full mock tests support:
|
||||
- Listening
|
||||
- Reading
|
||||
- Writing
|
||||
- Speaking simulation
|
||||
- Mock tests can be taken as:
|
||||
- full exam flow
|
||||
- paper-only mode
|
||||
- section-only mode
|
||||
- Result screen must show:
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||||
- overall performance summary
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||||
- paper-by-paper breakdown
|
||||
- question-type breakdown
|
||||
- Writing and Speaking feedback if available
|
||||
- recommended next actions
|
||||
|
||||
### Why It Matters
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||||
Mock tests are where learners discover whether their training holds under pressure.
|
||||
|
||||
---
|
||||
|
||||
## 7.10 Review, Error Log, and Weakness Tracking
|
||||
|
||||
### Purpose
|
||||
Turn practice into improvement.
|
||||
|
||||
### Requirements
|
||||
- Every attempt should generate review data
|
||||
- Platform should track recurring mistakes by:
|
||||
- skill
|
||||
- paper
|
||||
- question type
|
||||
- rubric criterion
|
||||
- grammar pattern
|
||||
- vocabulary weakness
|
||||
- Learner should have a personal error log
|
||||
- Platform should recommend targeted next practice from error patterns
|
||||
|
||||
### Example Error Categories
|
||||
- distractor trap
|
||||
- poor paraphrase recognition
|
||||
- timing issue
|
||||
- spelling issue
|
||||
- off-task writing
|
||||
- weak paragraph development
|
||||
- unclear speaking expansion
|
||||
|
||||
### Why It Matters
|
||||
Without structured review, learners repeat the same mistakes and only gain false confidence.
|
||||
|
||||
---
|
||||
|
||||
## 7.11 Study Planning and Adaptive Prep
|
||||
|
||||
### Purpose
|
||||
Help learners stay on a realistic path to their band goal.
|
||||
|
||||
### Requirements
|
||||
- Learner can choose a prep timeline such as:
|
||||
- `4 weeks`
|
||||
- `8 weeks`
|
||||
- `12 weeks`
|
||||
- Platform recommends weekly workload based on:
|
||||
- target band
|
||||
- current level
|
||||
- exam date
|
||||
- weak papers
|
||||
- Plan updates based on performance
|
||||
- Study planner should include:
|
||||
- drills
|
||||
- full practice
|
||||
- review blocks
|
||||
- mock tests
|
||||
- recovery days or lighter review days
|
||||
|
||||
---
|
||||
|
||||
## 7.12 Progress Analytics
|
||||
|
||||
### Purpose
|
||||
Give learners and course admins meaningful visibility into readiness.
|
||||
|
||||
### Learner Analytics
|
||||
- current estimated level
|
||||
- trend by paper
|
||||
- trend by question type
|
||||
- Writing criterion history
|
||||
- Speaking criterion history
|
||||
- error-log trends
|
||||
- study consistency metrics
|
||||
|
||||
### Admin Analytics
|
||||
- completion rates
|
||||
- exercise difficulty
|
||||
- common failure patterns across learners
|
||||
- most-failed question types
|
||||
- most-used and least-used practice assets
|
||||
|
||||
### Why It Matters
|
||||
A serious prep platform must show whether learners are actually getting closer to target.
|
||||
|
||||
---
|
||||
|
||||
## 7.13 Content Authoring for IELTS Instructors
|
||||
|
||||
### Purpose
|
||||
Make it practical to build and maintain high-quality IELTS prep content.
|
||||
|
||||
### Requirements
|
||||
- Create lesson-linked exercises without manual database work
|
||||
- Tag exercises by:
|
||||
- paper
|
||||
- test version
|
||||
- question type
|
||||
- band range
|
||||
- topic
|
||||
- skill focus
|
||||
- Create mock-test bundles from existing question banks
|
||||
- Add model answers and explanation blocks
|
||||
- Reuse exercise templates across courses
|
||||
|
||||
### Why It Matters
|
||||
The IELTS domain depends heavily on repeatable task patterns. Good author tooling reduces friction and improves consistency.
|
||||
|
||||
---
|
||||
|
||||
## 8. User Flows
|
||||
|
||||
## 8.1 Learner First-Run Flow
|
||||
1. Learner enrolls in IELTS prep course
|
||||
2. Learner selects `Academic` or `General Training`
|
||||
3. Learner enters target band and exam date
|
||||
4. Platform runs diagnostic or assigns diagnostic set
|
||||
5. Platform generates study path and first-week plan
|
||||
|
||||
## 8.2 Lesson-to-Practice Flow
|
||||
1. Learner studies lesson note
|
||||
2. Learner completes attached exercise
|
||||
3. Learner receives immediate results
|
||||
4. Platform logs mistakes
|
||||
5. Platform recommends next drill or review task
|
||||
|
||||
## 8.3 Writing Improvement Flow
|
||||
1. Learner attempts timed writing task
|
||||
2. Platform scores or annotates response
|
||||
3. Learner reviews criterion-level feedback
|
||||
4. Learner rewrites one paragraph or full task
|
||||
5. Platform tracks revision quality over time
|
||||
|
||||
## 8.4 Mock-Test Flow
|
||||
1. Learner starts full mock
|
||||
2. Learner completes papers under timing rules
|
||||
3. Platform returns score and breakdown
|
||||
4. Platform highlights weakest score blockers
|
||||
5. Learner receives targeted follow-up plan
|
||||
|
||||
---
|
||||
|
||||
## 9. MVP Scope
|
||||
|
||||
### Must Have
|
||||
- learner onboarding with target-band setup
|
||||
- Academic vs General Training branching
|
||||
- lesson-linked exercises
|
||||
- timed Listening and Reading practice
|
||||
- timed Writing task submissions
|
||||
- Speaking prompt and recording support
|
||||
- full mock-test capability
|
||||
- criterion-based Writing and Speaking feedback
|
||||
- learner error log
|
||||
- progress dashboard
|
||||
|
||||
### Should Have
|
||||
- model answers by band range
|
||||
- adaptive study plans
|
||||
- exercise tagging by question type and band level
|
||||
- attempt-level analytics for admins
|
||||
|
||||
### Later
|
||||
- richer Speaking AI feedback
|
||||
- automated prompt generation
|
||||
- peer review workflows
|
||||
- mobile-native speaking rehearsal features
|
||||
|
||||
---
|
||||
|
||||
## 10. Success Metrics
|
||||
|
||||
### Learner Success Metrics
|
||||
- % of learners completing diagnostic within first 3 days
|
||||
- % of active learners completing at least one full mock test
|
||||
- % of learners with measurable improvement across 4 weeks
|
||||
- Writing resubmission rate after feedback
|
||||
- Speaking practice completion rate
|
||||
|
||||
### Product Success Metrics
|
||||
- average weekly practice attempts per active IELTS learner
|
||||
- mock-test completion rate
|
||||
- review completion rate after wrong answers
|
||||
- exercise completion rate by question type
|
||||
- retention from onboarding to first mock test
|
||||
|
||||
### Outcome Metrics
|
||||
- self-reported learner confidence increase
|
||||
- % of learners reporting target-band attainment
|
||||
- % of resit learners reporting improvement from prior attempt
|
||||
|
||||
---
|
||||
|
||||
## 11. Risks and Failure Modes
|
||||
|
||||
- Too much passive content, not enough active practice
|
||||
- Weak Writing and Speaking feedback quality
|
||||
- Poor exam realism in timed flows
|
||||
- Lack of separation between Academic and General Training content
|
||||
- Generic analytics that do not show score blockers
|
||||
- Exercise banks that are large but poorly tagged
|
||||
- Publish path that creates lessons but omits exercises
|
||||
|
||||
---
|
||||
|
||||
## 12. Technical/Product Notes for ClassroomIO
|
||||
|
||||
### Current Platform Implications
|
||||
- Lesson notes alone are not enough for IELTS prep.
|
||||
- Exercise support is essential at the course-content level.
|
||||
- Course authoring must make it easy to attach real exercises to lessons and sections.
|
||||
- Draft publishing should eventually support course exercises directly if course generation is intended to be complete at publish time.
|
||||
|
||||
### Immediate Product Gaps to Close
|
||||
- robust IELTS exercise library support
|
||||
- mock-test packaging and scheduling
|
||||
- Writing and Speaking scoring workflows
|
||||
- richer learner analytics tied to band improvement
|
||||
|
||||
---
|
||||
|
||||
## 13. Open Questions
|
||||
|
||||
- Should Writing feedback be AI-only, human-only, or hybrid by pricing tier?
|
||||
- Should Speaking practice support audio only in v1, or audio plus transcript plus scoring?
|
||||
- Should mock tests be locked by schedule or always open?
|
||||
- Should estimated band prediction be shown directly to learners, or only criterion-level trends?
|
||||
- Should draft publishing create exercises automatically as part of full AI-authored course generation?
|
||||
|
||||
---
|
||||
|
||||
## 14. Recommendation
|
||||
|
||||
The platform should treat IELTS as a practice-and-feedback product, not a content-delivery product. The strongest investment areas are:
|
||||
- real exercises
|
||||
- timed practice
|
||||
- Writing and Speaking feedback
|
||||
- mock tests
|
||||
- weakness-driven analytics
|
||||
|
||||
If these areas are implemented well, ClassroomIO can support a self-paced IELTS course that is materially more useful than a traditional LMS course with notes and quizzes.
|
||||
Reference in New Issue
Block a user