8. परियोजना कायय
kl/of]hgf sfo{ !M A = 30 / AB = 5 cm ePsf] ;dlåafx' lqe'h lvrL pSt
lqe'h;Fu If]qkmn a/fa/ x'g] csf]{ lqe'h agfpg'xf]; . k|lj|mof / sf/0f;lxt
sIffdf k|:t't ug'{xf]; .
kl/of]hgf sfo{ @M तपाईलाई एउटा कम्प्युटि ि एउटा ल्यापटप चाहिएको छ ।
दुईओटा इलेक्ट्र ोहनक्स पसलमा गएि सोध्दा दुवै पसलमा एउटा कम्प्युटिको मूल्य रु.
३५००० ि एउटा ल्यापटपको मूल्य रु. ६८००० ििेछ ति उनीिरुले हनम्नानुसाि बेच्ने गिेको
पाइयो ।
पहिलो : अहित मूल्यमा १३ प्रहतशत मूल्य अहिवृद्धि कि जोडेि २० प्रहतशत छु ट हदइ
दोस्रो : अहित मूल्यमा २० प्रहतशत छु ट हदइ १३ प्रहतशत मूल्य अहिवृद्धि कि जोडेि
अब क
ु न पसलमा गएि हकन्नुहुन्छ ? हकन त्यिी पसल िोज्नु िएको िो ? कािण सहित
प्रस्तुत गनुयिोस् ।
9. परियोजना कायय
kl/of]hgf sfo{ !M A = 30 / AB = 5 cm ePsf] ;dlåafx' lqe'h lvrL pSt
lqe'h;Fu If]qkmn a/fa/ x'g] csf]{ lqe'h agfpg'xf]; . k|lj|mof / sf/0f;lxt
sIffdf k|:t't ug'{xf]; .
B A
C
300
5 cm
5 cm
B A
C
300
5 cm
300
AB = AC AC = BC AB = BC
B A
C
300
5 cm
5 cm
e'hf AB = 7 cm, BC = 5 cm / ABC = 120º x'g] ;dfgfGt/ rt'e'{h ABCD sf] /rgf u/L pSt
;dfgfGt/ rt'e'{hsf] If]qkmn;Fu a/fa/ If]qkmn x'g] ;dfgfGt/ rt'e'{h EBCF sf] /rgf
ug'{xf]; . [3A]
10. परियोजना कायय
kl/of]hgf sfo{ @M तपाईलाई एउटा कम्प्युटि ि एउटा ल्यापटप चाहिएको छ ।
दुईओटा इलेक्ट्र ोहनक्स पसलमा गएि सोध्दा दुवै पसलमा एउटा कम्प्युटिको मूल्य रु.
३५००० ि एउटा ल्यापटपको मूल्य रु. ६८००० ििेछ ति उनीिरुले हनम्नानुसाि बेच्ने गिेको
पाइयो ।
पहिलो : अहित मूल्यमा १३ प्रहतशत मूल्य अहिवृद्धि कि जोडेि २० प्रहतशत छु ट हदइ
दोस्रो : अहित मूल्यमा २० प्रहतशत छु ट हदइ १३ प्रहतशत मूल्य अहिवृद्धि कि जोडेि
अब क
ु न पसलमा गएि हकन्नुहुन्छ ? हकन त्यिी पसल िोज्नु िएको िो ? कािण सहित
प्रस्तुत गनुयिोस् ।
!= sxfF ;:tf] k5{ u0fgf ug]{
@= b'j} k;ndf a/fa/ d"No eP /fHonfO{ kmfObfsf af/]df ;r]t
#= Eof6sf] u0fgf k|lj|mof
15. 15
What is assessment literacy?
• Assessment Literacy is defined as the knowledge about how to
assess what students know and can do, interpret the results of these
assessments, and apply these results to improve student learning
and program effectiveness. - Norman Webb’s (2002)
Importance of assessment literacy
• The quality of teaching in classroom is closely associated with the
quality of the applied assessment.
• It helps teachers to perceive, analyze and use data on student
performance to improve teaching.
16. 16
• Black and Wiliam (1998) synthesized evidence from over 250
studies associating assessment and learning.
• found the common practices in classroom. they are;
1. Use of classroom discussions, classroom tasks, and homework
to determine the current state of student learning and
understanding, with an action taken to improve learning and
correct misunderstandings
2. Provision of descriptive feedback, with guidance on how to
improve, during the learning
3. Development of student self- and peer – assessment skills.
Effect of classroom assessment on students’ learning
18. ljBfyL{nfO{ yk l;sfOsf nflu
• Classroom assessment
• Assessment for learning
• l;sfOsf nflu d"Nofªsg (Assessment for Learning_ eg]sf] l;sf?x¿ /
pgLx¿sf lzIfsx¿n] pgLx¿ l;sfOdf sxfF 5g pgLx¿ sxfF hfg cfjZos
5 / ToxfF s;/L /fd|f];Fu k'Ug ;lsG5 eg]/ lg0f{o ug{sf nflu
k|df0fx¿sf] vf]hL / JofVof ug]{ k|lj|mof xf] . (Assessment for
Learning is the process of seeking and interpreting evidence for use by
learners and their teachers to decide where the learners are in their learning,
where they need to go and how best to get there.
- Assessment Reform Group UK (2002)
20. “The distance between the actual development
levels as determined by independent problem
solving and the level of potential development
as determined through problem solving under
adult guidance or in collaboration with more
capable peer”.
Potential
development
Actual development
Vygotsky Zone of Proximal Development (ZPD)
21. Figure 1: The Zone of Proximal
Development
Figure 2: ZPD after collaboration with teacher
or MKO
Source: Campbell, 2008, cited at Shabani, Khatib and Ebadi, 2010
22. Figure : ZPD representing a continuum (Bodrova & Leong, 1995)
Difficulty
of
the
task
ZPD
Level of independent performance
Level of assisted performance
Difficulty
of
the
task
Grade 1
ZPD
Level of independent performance
Level of assisted performance
Difficulty
of
the
task
Grade 2
ZPD
Level of independent performance
Level of assisted performance
Difficulty
of
the
task
Grade 3
Level of independent performance
23. Focused three important Component in Classroom teaching.
a. More Knowledgeable Other:
• Who has a better understanding or a higher ability level than the learner, with respect
to a particular task, process, or concept.
• teacher or an older adult, child's peers.
b. Social Interaction:
• social interaction with a skillful tutor.
• cooperative or collaborative.
c. Scaffolding:
• Scaffolding consists of the activities provided by the teacher, or more competent peer,
to support the student
• In the classroom, scaffolding can include modeling a skill, providing hints or cues, and
adapting material or activity (Copple & Bredekamp, 2009).
24. The level of independent for particular skill
ZPD
The level of assisted (learning outcomes)
Difficulty
of
the
task
Source: Researcher made based on ZPD representing a continuum Bodrova
& Leong, 1995
ZPD is conceived as a
multistage progression and
continuum rather than a single
point in time.
25. ljBfyL{n] l;s]sf] s'/fnfO{ kf7oj|mdsf cfwf/df
k|dfl0fs/0f ug{
• Final Exam
• Curriculum based
• Assessment of learning
• Municipality level/ District level/ National level
ljBfyL{n] l;s]sf] cfwf/df lzIff gLltdf ;do;fk]If
kl/dfh{g ug{
• National Assessment of Student Achievement (NASA)
• Education Review office
• National level
• Curriculum and Assessment framework based
![/fdrGb| 9sfn
rcdhakal613@gmail.com
1
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ljz]iftf
• kf7oj|mdn] 1fgsf] :yfgfGt/0f eGbf 1fgsf]
lgdf{0fdf hf]8 lbPsf]
• Jojxfl/s ;d:ofaf6 ljifoj:t'sf] p7fg ul/Psf]
• kf7ok':tsdf cfudg ljlwåf/f ljifoj:t'sf] k|:t'tL
• lzIf0f ljlwdf kl/jt{gsf] ck]Iff ul/Psf] -Model Drawing Method and
Structure problem solving method_
• ljBfyL{ d"NofªsgnfO{ lzIf0f l;sfOsf] cleGg cªusf] ?kdf
dflgPsf] -l;sfOsf] nflu d"Nofªsg
2
xfnsf] lzIf0f t/Lsf
casf] lzIf0f t/Lsf
kl/efiff /
wf/0ff
(Definition/concept)
ju{d"n eg]sf] s]
xf] < -ju{d"nsf]
cy{_
k|lj|mof
(Algorithm)
s;/L kQf
nufpg] <
(process)
Jofjxfl/s ;d:of/;Gbe{
(Context/Daily life problem)
25 hgf ljBfyL{x¿nfO{ safh
v]nfpgsf nflu k|To]s kªlSt /
nx/df a/fa/ kg{] u/L juf{sf/
¿kdf ldnfpFbf k|To]s nx/df slt
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