Nishtha 3.0 Aheval File | નિષ્ઠા 3.0 અહેવાલ ફાઈલ
Assessment of Learning Outcomes
Formative assessments are emphasised so that teachers get to understand where students are facing difficulties or having misconceptions. Teachers can extend help and give feedback to children about their performance and areas where they need to improve.
Assessment is used as a guiding tool, which is meaningful and provides positive learning experiences for children. Students construct their own knowledge by actively participating, applying critical-thinking and problem-solving skills along with good communication skills, collaboration and cultural responsiveness to help them work in ever-changing, diverse environment. Teachers can use anecdotal records, peer assessment, self- assessment, rubrics and portfolio to track students’ progress.
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| Nishtha 3.0 Aheval File | નિષ્ઠા 3.0 અહેવાલ ફાઈલ |
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(3) GJ 3 Adhyetane Samajava : Badako Kevi Rite Shikhe che?
(4) GJ 4 Payani Saxarata Ane Sankhyagyan
(5) GJ 5 'Vidhya Pravesh' Ane 'Balvatika' ne Samajava
(6) GJ 6 Payani Bhasha Ane Saxarata
Nishtha 3.0 Aheval File | નિષ્ઠા 3.0 અહેવાલ ફાઈલ
(7) GJ 7 Prathamik Dhoran ma Bahubhashi Sixan
(10) GJ 10 Payani Saxarata ane Sankhyagyan mate Shala Netrutv
(11) GJ 11 ICT nu Shikhava, Shikhavava ane Mulyankan Sankalan
(12) GJ 12 Payana Tabakka Mate Ramakada Adharit ShikshanShashtra
Keywords
FOUNDATIONAL LITERACY, FOUNDATIONA NUMERACY, FOUNDATIONAL EDUCATION, FLN, MISSION, EDUCATION, EARLY CHILDHOOD, CARE, ECCE, NISHTHA FLN
What are Learning Outcomes?
Expected learning outcomes define the totality of information, knowledge, understanding, attitudes, values, skills or behaviours a learner should master upon the successful completion of the curriculum. Learning outcomes are essentially evidence of having acquired the competencies. Learning outcomes are specific statements that describe exactly what a student will be able to do in some measurable way.
There may be more than one measurable outcome defined for a given competency. Achieved learning outcomes can only be identified following the learning process, through assessments and demonstration of achieved learning in real life, for example, at work. The performance of the child in each subject area needs to be continuously matched with the intended learning outcomes.
Children who are not performing up to the expected level need to be provided scaffolding and support by the teachers and parents. Outcomes-based qualifications provide students, teachers, parents and other stakeholders with a common reference point, which allows improved and active learning processes and better quality teaching
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contexts and home atmosphere. And when children from diverse backgrounds having different learning needs enter the typical school, all the students are expected to be ready for grade-level content standards to be covered and tested in a time-limited learning system. Most of the time the focus is on completing the syllabus without monitoring whether children are learning to a level of deep understanding and application.
When similar instructions are provided and one time testing is used for all the children, without considering their learning levels, children are quickly categorized as winners and losers. By the end of third grade, children have settled into patterns of learning that usually persist for life.
Concept of Competency Based Education
Children come to school from different backgrounds and contexts. Some children have parents and adults in the family who engage with them. They play, tell stories, provide interactive language experiences, provide safety, connections and high quality routines, which are enriching and interesting
for children.
Nishtha 3.0 Aheval File | નિષ્ઠા 3.0 અહેવાલ ફાઈલ
On the other hand there are children who have experienced less fortunate early childhood years, without secure attachments, safety and connection, good nutrition and rest, and without enriched learning opportunities. As a result, children have differences in readiness for school when they begin preschool or kindergarten. Additionally, children in the same class might have 12 months age differences. There are differences in the levels of language skills, visual-motor skills, diversity in socio-economic.