Choice Based Credit System(CBCS)-Ugc guidelines:SSB Lec/Gp Dis 14:Col Mukteshwar Prasad
This in line with Semester and credit system being followed across good Institution still it is drawing flakes in India.System is in vogue in IITs since 80s
New York City’s new small public high schools of
choice (“SSCs” for short) are well positioned
to meet this challenge because of their focus
on providing academically rigorous curricula
and personalized learning environments
for their students.
Choice Based Credit System(CBCS)-Ugc guidelines:SSB Lec/Gp Dis 14:Col Mukteshwar Prasad
This in line with Semester and credit system being followed across good Institution still it is drawing flakes in India.System is in vogue in IITs since 80s
New York City’s new small public high schools of
choice (“SSCs” for short) are well positioned
to meet this challenge because of their focus
on providing academically rigorous curricula
and personalized learning environments
for their students.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Overview on Edible Vaccine: Pros & Cons with Mechanism
14. assessment
1. Assessment
Assessment is an integral part of teaching and learning at Lyceum-School 6. Assessment is often the driver
in DP schools and creates the high stakes and the intense nature of the programme.
Summative assessment
Summative assessment measures student achievement. The approach to assessment used by the IB is
criterion-related, not norm-referenced. Candidates are judged by their performance in relation to pre-
specified assessment criteria based on the aims and objectives of each subject curriculum, and not in relation
to the work of other students. Universities value the rigour and consistency of the IB because the range of
scores that students attain remains statistically stable.
Both external and internal assessment is used:
External Assessment Internal Assessment
All external assessment is sent away to be
marked by external IB examiners. This may
include assessment tasks, or written
examinations taken in May of the second
year of the diploma.
All subjects have an internal assessment task
component worth roughly 25% of the marks awarded.
These are initially marked by the class teacher. The IB
then selects a random sample which is sent to an
external examiner who moderates the quality of the
teacher’s marking.
Formative assessment
Throughout the course, homework, tests and other assignments provide teachers and students with feedback
on the learning taking place, enabling the setting of targets to help drive further progress. Wherever possible
teachers use authentic IB assessment materials and assessment criteria. All work is given a mark out of 7.
The Core of the IB Diploma Programme
The core should encourage students to consider the contexts and views of others, allowing students to
examine links between the local and the global. The core has a special role to play in providing opportunities
for students to think about their own values and actions, to understand their place in the world, and to shape
their identity.
The core of the Diploma Programme features three compulsory elements that broaden students’ educational
experience and challenge them to apply their knowledge and skills. Theory of Knowledge, CAS and the
Extended Essay are compulsory subjects at the heart of the diploma. They serve to give coherence to the
programme and a focus for the group’s identity. Up to three bonus points may be awarded for performance in
Theory of Knowledge and the Extended Essay.
The table below summarises how these points are awarded:
Marks awarded for Theory of knowledge
Grade A Grade B Grade C Grade D Grade E
Not
submitted
Marksawardedfor
ExtendedEssay
Grade A 3 3 2 2 1 *
Failingcondition
Grade B 3 2 1 1 0 *
Grade C 2 1 1 0 0 *
Grade D 2 1 0 0 0 *
Grade E 1 * 0 * 0 * 0 * 0 *
Not Submitted Failing condition
* 28 points overall are required to be eligible for the diploma if a student attains an “E” grade in
either the extended essay or theory of knowledge, when an grade “A” in one of the requirements
earns an extra point even if the other is a grade “E”.