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Environment
The document defines environment and its components. Environment is defined as the sum of all living and non-living factors surrounding humans. It has four main components: abiotic (non-living physical factors), biotic (living things), biophysical (interaction of living and non-living things), and energy. The abiotic components include atmosphere, water, air, temperature. The biotic components include producers, consumers, and decomposers. There are also two main types of environment - natural (air, water, soil, forests) and manmade (transportation, housing, farms, industries).
Assesment in education
The document discusses grading systems in education. It defines grading systems as applying standardized measurements to assess different levels of achievement in a course. There are three main types of grading systems: absolute grading, direct grading, and relative grading. Absolute grading assigns grades based on pre-determined cutoff scores, such as 90-100 for an A, 80-89 for a B, and so on. Grades are given based on a student's individual performance compared to set standards, rather than their performance relative to other students. The document also mentions that grading should be an integral part of instruction to provide feedback to students and report progress to parents.
Evaluation
This document discusses the evaluation process in education. It notes that evaluation involves four cyclical phases: preparation, assessment, evaluation, and reflection. Evaluation is a cooperative process involving students, teachers, and parents. The purpose of evaluation is to guide student growth, diagnose strengths and weaknesses, provide feedback, and improve instruction. Evaluation is done for selection, placement, classification, diagnosis, and feedback purposes.
Recommended
Environment
The document defines environment and its components. Environment is defined as the sum of all living and non-living factors surrounding humans. It has four main components: abiotic (non-living physical factors), biotic (living things), biophysical (interaction of living and non-living things), and energy. The abiotic components include atmosphere, water, air, temperature. The biotic components include producers, consumers, and decomposers. There are also two main types of environment - natural (air, water, soil, forests) and manmade (transportation, housing, farms, industries).
Assesment in education
The document discusses grading systems in education. It defines grading systems as applying standardized measurements to assess different levels of achievement in a course. There are three main types of grading systems: absolute grading, direct grading, and relative grading. Absolute grading assigns grades based on pre-determined cutoff scores, such as 90-100 for an A, 80-89 for a B, and so on. Grades are given based on a student's individual performance compared to set standards, rather than their performance relative to other students. The document also mentions that grading should be an integral part of instruction to provide feedback to students and report progress to parents.
Evaluation
This document discusses the evaluation process in education. It notes that evaluation involves four cyclical phases: preparation, assessment, evaluation, and reflection. Evaluation is a cooperative process involving students, teachers, and parents. The purpose of evaluation is to guide student growth, diagnose strengths and weaknesses, provide feedback, and improve instruction. Evaluation is done for selection, placement, classification, diagnosis, and feedback purposes.
Nithya
This document discusses the grading system used to classify student performance. It identifies 9 letter grades from A+ to E that are used to assess students based on percentage ranges of their marks. Each letter grade is assigned a grade value from 1 to 9 and corresponds to a different level of performance or category, with A+ being outstanding for 90-100% and E being need improvement for less than 20%. The grading system is used to classify learners according to their results.
Bloomstaxonomy
This document discusses computer assisted instruction (CAI) and computer managed instruction (CMI) in education. CAI refers to using computers to aid teaching through methods like drill and practice, tutorials, games, simulations, and more. It allows for self-paced learning, immediate feedback, and one-on-one instruction. CMI uses computers to manage administrative tasks like grading, scheduling, tracking resources and student data to help instructors and evaluate instruction. Both CAI and CMI can help improve the learning process when implemented effectively in schools and colleges.
Assesment in education
This document discusses grading systems in education. It defines grading systems as processes that classify student performance levels into letter grades or other categories. Grading communicates student assessment results and should be integrated into instruction. There are different types of grading systems such as absolute, direct, and relative. Absolute grading assigns grades based on pre-determined score cutoffs, like 90-100 for an A.
grading system
This document discusses a grading system that classifies learners according to their performance. It outlines 9 letter grades from A+ to E that are used to assess students. Each grade is assigned to a range of marks from 90-100% for an A+ down to less than 20% for an E. The document provides the percentage range, grade value from 1-9, and category for each letter grade.
Bloom’s taxonomy of educational objectives
Bloom's taxonomy is a classification system used to define levels of cognition. It was created in 1956 by Benjamin Bloom and categorizes learning objectives into knowledge, comprehension, application, analysis, synthesis, and evaluation. The taxonomy has three domains: cognitive (thinking), affective (emotion), and psychomotor (physical skills). The cognitive domain involves knowledge and intellectual abilities and ranges from basic recall to evaluation. The affective domain involves attitudes, emotions, and values. The psychomotor domain includes physical skills and movement. Bloom's taxonomy provides a framework to design educational objectives and activities to promote higher forms of thinking beyond simple memorization.
Ancy vijayan . v
ICT plays an important role in developing communication systems by linking different parts of the world. Modern communication mediums like telephone, email and cellular phones have decreased time and distance. The document discusses the concepts, scope, types and styles of communication. It describes verbal communication as speaking, listening, writing and reading, while non-verbal communication conveys meaning through facial expressions, gestures and body language. Effective communication requires a balance of verbal and non-verbal cues along with an assertive communication style. ICT is transforming communication by enhancing access to information, resources and opportunities for education.
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More from Ancy Shyju
Nithya
This document discusses the grading system used to classify student performance. It identifies 9 letter grades from A+ to E that are used to assess students based on percentage ranges of their marks. Each letter grade is assigned a grade value from 1 to 9 and corresponds to a different level of performance or category, with A+ being outstanding for 90-100% and E being need improvement for less than 20%. The grading system is used to classify learners according to their results.
Bloomstaxonomy
This document discusses computer assisted instruction (CAI) and computer managed instruction (CMI) in education. CAI refers to using computers to aid teaching through methods like drill and practice, tutorials, games, simulations, and more. It allows for self-paced learning, immediate feedback, and one-on-one instruction. CMI uses computers to manage administrative tasks like grading, scheduling, tracking resources and student data to help instructors and evaluate instruction. Both CAI and CMI can help improve the learning process when implemented effectively in schools and colleges.
Assesment in education
This document discusses grading systems in education. It defines grading systems as processes that classify student performance levels into letter grades or other categories. Grading communicates student assessment results and should be integrated into instruction. There are different types of grading systems such as absolute, direct, and relative. Absolute grading assigns grades based on pre-determined score cutoffs, like 90-100 for an A.
grading system
This document discusses a grading system that classifies learners according to their performance. It outlines 9 letter grades from A+ to E that are used to assess students. Each grade is assigned to a range of marks from 90-100% for an A+ down to less than 20% for an E. The document provides the percentage range, grade value from 1-9, and category for each letter grade.
Bloom’s taxonomy of educational objectives
Bloom's taxonomy is a classification system used to define levels of cognition. It was created in 1956 by Benjamin Bloom and categorizes learning objectives into knowledge, comprehension, application, analysis, synthesis, and evaluation. The taxonomy has three domains: cognitive (thinking), affective (emotion), and psychomotor (physical skills). The cognitive domain involves knowledge and intellectual abilities and ranges from basic recall to evaluation. The affective domain involves attitudes, emotions, and values. The psychomotor domain includes physical skills and movement. Bloom's taxonomy provides a framework to design educational objectives and activities to promote higher forms of thinking beyond simple memorization.
Ancy vijayan . v
ICT plays an important role in developing communication systems by linking different parts of the world. Modern communication mediums like telephone, email and cellular phones have decreased time and distance. The document discusses the concepts, scope, types and styles of communication. It describes verbal communication as speaking, listening, writing and reading, while non-verbal communication conveys meaning through facial expressions, gestures and body language. Effective communication requires a balance of verbal and non-verbal cues along with an assertive communication style. ICT is transforming communication by enhancing access to information, resources and opportunities for education.
More from Ancy Shyju (10)
Presentation (2)
- 3. ഗിൽഡുകൾ മധ്യകാലഘട്ടത്തിളല സാമ്പത്തിക സാമൂഹിക ഘടനയുളട സവിശേഷതയായിരുന്നു ഗിൽഡുകൾ. വിവിധ് ളതാഴിൽ ശമഖലയിളല വിദഗ്ധ്രുളട സംഘങ്ങൊയിരുന്നു ഗിൽഡുകൾ
- 4. 2 തരം ഗിൽഡുകൾ 1. കരകൗേല ഗിൽഡുകൾ 2. വയാപാര ഗിൽഡുകൾ
- 5. വയാപാര ഗിൽഡുകൾ വയാപാര ഗിൽഡുകൾ ആദയം രൂപം ളകാണ്ടു. വയാപാര ഗിൽഡുകൾ ശകന്ദ്രീകരിച്ചു നഗരാന്തര ലീഗുകൾ രൂപം ളകാണ്ടു.
- 6. കരകൗേല ഗിൽഡുകൾ മധ്യകാലത്തിളല കരകൗേലസാലകെുളടയും മറ്റു വിദഗ്ധ് സംഘങ്ങെുളടയും സംഘങ്ങൊണ് കരകൗേലഗിൽഡുകൾ
- 7. ഹാൻസിയാറ്റിക് ലീഗ് യൂശറാപ്പിളല വിവിധ് നഗരങ്ങെുളട വയാപാര ന്ദ്പവർത്തനങ്ങൾ നിയന്ദ്ന്തിച്ചിരുന്നു
- 8. ഗിൽഡുകെുളട രൂപീകരണത്തിശലക്കു നയിച്ച ഘടകങ്ങൾ 1. വയാപാരത്തിന്ളറ വെർച്ച 2. ന്ദ്പശതയക ളതാഴിൽ ശമഖലയുളട രൂപീകരണം 3. സംഘടനാശ ാധ്ം 4. ഉയർന്ന നികുതിക്കും ചൂഷണത്തിനുളമതിളര നിലളകാശേണ്ടതിന്ളറ ആവേയകത
- 9. ഗിൽഡുകെുളട ലക്ഷ്യങ്ങൾ 1. പരസ്പര സഹായവും സഹകരണവും വെർത്തുക. 2. കശമ്പാെ കുത്തക നിലനിർത്തുക. 3. സാമ്പത്തിക സ്ഥിരത കകവരിക്കുക.
- 10. ഗിൽഡുകെുളട ചുമതലകൾ 1. അധ്വാനവിഭജനം 2. വില്പനരീതി തീരുമാനിക്കൽ. 3. വിലനിർണയം. 4. ഉല്പന്നത്തിന്ളറ നിലവാരം തീരുമാനിക്കൽ. 5. അധ്വാനസമയം നിശ്ചയിക്കൽ. 6. ളതാഴിൽ നിയമങ്ങൾ രൂപീകരിക്കൽ.
- 11. വയവസായവൽക്കരണം, ോസ്ന്ദ്ത സാശേതിക രംഗളത്ത വെർച്ച, എന്നിവ ഗിൽഡുകെുളട പതനത്തിനു കാരണമായി
- 12. Review 1. ഗിൽഡുകൾ എന്നാളലന്ത് ? 2. കരകൗേല ഗിൽഡുകൾ എന്നാളലന്ത്? 3. നാഗരാന്തരലീഗുകൾ എന്നാളലന്ത്? 4. ഗിൽഡുകെുളട ന്ദ്പധ്ാന ലക്ഷ്യങ്ങൾ എളന്താളക്ക?
- 13. Enrichment programme : മധ്യകാല യൂശറാപ്പിളല ഗിൽഡുകൾ വയാപാര രംഗത്ത് ളചലുത്തിയ സവാധ്ീനം വിേകലനം ളചയ്യുക