ધોરણ -1 થી 8 ની તમામ વિષયની અધ્યયન નીસ્પત્તિઓ (Learning Outcomes) નવા પાઠ્યપુસ્તક મુજબ
➡ What Are Student Learning Outcomes?
Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion of a learning experience or sequence of learning experiences. Before preparing a list of learning outcomes consider the following recommendations:
- Learning outcomes should be specific and well defined.
When developing a list of student learning outcomes, it is important that statements be specific and well defined. Outcomes should explain in clear and concise terms the specific skills students should be able to demonstrate, produce, and know as a result of the program’s curriculum. They should also exclude the greatest number of possible alternatives so that they can be measured. For example, the learning outcome “Students completing the BS in Chemistry should be well practiced in the relevant skills of the field” is too vague. In this example, we do not know what the relevant skills of the field of chemistry include. This will create problems in measuring the behavior of interest and drawing valid conclusions about the program’s success.
- Learning outcomes should be realistic.
It is important to make sure that outcomes are attainable. Outcomes need to be reviewed in light of students’ ability, developmental levels, their initial skill sets, and the time available to attain these skill sets ( i. e, 4 years). They should also be in line with what is being taught.
- Learning outcomes should rely on active verbs in the future tense.
It is important that outcomes be stated in the future tense in terms of what students should be able to do as a result of instruction. For example, the learning outcome “Students have demonstrated proficiency in…” is stated in terms of students’ actual performance instead of what they will be able to accomplish upon completion of the program. Learning outcomes should also be active and observable so that they can be measured. For example, outcomes like “Students will develop an appreciation of, and will be exposed to…” are latent terms that will be difficult to quantify. What does it mean to have an appreciation for something, or to be exposed to something?
ધોરણ 1 થી 8 ની SCE PATRAK-A RACHANATMAK MULYANKAN ના હેતુઓ ડાઉનલોડ કરો PDF અને EXCEL ફાઈલમાં |
➡ શાળાને લગતા અગત્યના પત્રકો
- E – General Regester in Excel File
- ધોરણ -૧ માં પ્રવેશ આપવા માટે વાલી ફોર્મના નમુના.
- મૃત્યુ – સહ – નિવૃત્તિ ગ્રેજ્યુઈટી ચૂકવણાની મંજુરી માટેના નિયત ફોર્મસ
- ઉચ્ચતર પગારધોરણ મંજુર કરાવવા માટેનું ફોર્મ
- પૂર્ણ વેતન મંજુર કરાવવા માટેની દરખાસ્ત
- શાળા વિકાસ યોજના (School Developement Plan – SDP)
- આપત્તિ વ્યવસ્થાપન યોજના (Disaster Management Plan As per GSDMA)
- Learning outcomes should be framed in terms of the program instead of specific classes that the program offers.
Learning outcomes should address program goals and not specific course goals since assessment at the University is program-focused. For example, the learning outcome “Students completing Chemistry 101 should be able to…” is focused at the course level. It does not describe what a graduating senior in Chemistry should be able to demonstrate as a result of the program.
- There should be a sufficient number of learning outcomes.
You should include between three to five learning outcomes in your assessment plan. Fewer than three will not give you adequate information to make improvements, more than five may be too complicated to assess. It is important to note that not all programs will assess all learning outcomes in all classes. The program may choose to focus on one or two per class.
વર્ષ ૨૦૨૪-૨૫ માટેની અધ્યયન નીસ્પત્તીઓ ડાઉનલોડ કરો.
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