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ESE444/544 - Types of Assessment
This document discusses different types of classroom assessment. Formative assessment occurs during instruction and is not graded. It provides feedback to adjust teaching and learning. Summative assessment occurs after instruction and is graded. It provides information about the amount of learning that has occurred. Formative assessments are ongoing and allow for practice and improvement. Summative assessments are formal and provide a means for determining what has been learned. Both formative and summative assessments have benefits and limitations.
Lesson planning
The document discusses lesson planning and its importance for effective teaching. It defines lesson planning as outlining key points of a lesson in the order they will be presented. Good lesson planning ensures the teacher knows what and how to teach, has clear lesson aims, and how to evaluate outcomes. It provides structure and organization. Lesson planning benefits include maintaining student interest, giving teachers confidence, and saving time. Common steps in lesson planning include preparation, presentation, comparison/association, generalization, application, and recapitulation.
Classification of Assessment based on Nature of Interpretation-Norms Referen...
Classification of Assessment based on Nature of
Interpretation-Norms Referenced and Criterion- Referenced
prepared by :Ashutosh Padhan
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptx
The document discusses the variables and functions of teaching. It identifies the key variables in teaching as the teacher, student, textbooks/content, instructional methods, instructional aids, and classroom environment. These variables can be classified as independent, dependent, or intervening. The teacher acts as the independent variable, the student is the dependent variable, and the content/strategy of presentation are intervening variables. The main functions of teaching variables are diagnostic (identifying student needs), prescriptive (selecting appropriate content and methods), and evaluative (assessing outcomes). Together, the variables and their functions work to create an effective teaching and learning process.
Skill of using black board
this presentation is about Micro Teaching Skill (Using Black Board) for pre service teacher trainees.
Objectives and assessment
This document discusses objectives, assessment, and taxonomies for education. It provides definitions for objectives, learning outcomes, and assessment. Objectives should describe intended behaviors and criteria. Bloom's Taxonomy classifies objectives into cognitive, affective, and psychomotor domains. Effective assessment begins with identifying the content domain and developing a table of specifications relating objectives to course content. Other taxonomies like SOLO further help organize learning outcomes by complexity.
Portfolio
Portfolios are purposeful collections of student work that demonstrate progress over time. They can be used to evaluate student learning, determine if standards have been met, and document growth. Effective portfolios have clear purposes and criteria. Students and teachers collaborate to select portfolio contents and assess student work using rubrics or checklists. Portfolios provide authentic assessments of diverse skills and motivate independent learning.
Teaching skills and development
This document discusses teaching skills and microteaching. It identifies 8 core teaching skills: introducing a lesson, explaining, illustrating with examples, questioning, using the blackboard, reinforcement, stimulus variation, and probing questions. Each skill is broken down into components. It also describes microteaching as a training procedure involving teaching short lessons to small groups with feedback, aimed at simplifying the complexities of regular teaching. The microteaching cycle involves planning, teaching, feedback, re-planning, and re-teaching lessons with increasing integration of skills over time.
Recommended
ESE444/544 - Types of Assessment
This document discusses different types of classroom assessment. Formative assessment occurs during instruction and is not graded. It provides feedback to adjust teaching and learning. Summative assessment occurs after instruction and is graded. It provides information about the amount of learning that has occurred. Formative assessments are ongoing and allow for practice and improvement. Summative assessments are formal and provide a means for determining what has been learned. Both formative and summative assessments have benefits and limitations.
Lesson planning
The document discusses lesson planning and its importance for effective teaching. It defines lesson planning as outlining key points of a lesson in the order they will be presented. Good lesson planning ensures the teacher knows what and how to teach, has clear lesson aims, and how to evaluate outcomes. It provides structure and organization. Lesson planning benefits include maintaining student interest, giving teachers confidence, and saving time. Common steps in lesson planning include preparation, presentation, comparison/association, generalization, application, and recapitulation.
Classification of Assessment based on Nature of Interpretation-Norms Referen...
Classification of Assessment based on Nature of
Interpretation-Norms Referenced and Criterion- Referenced
prepared by :Ashutosh Padhan
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptx
The document discusses the variables and functions of teaching. It identifies the key variables in teaching as the teacher, student, textbooks/content, instructional methods, instructional aids, and classroom environment. These variables can be classified as independent, dependent, or intervening. The teacher acts as the independent variable, the student is the dependent variable, and the content/strategy of presentation are intervening variables. The main functions of teaching variables are diagnostic (identifying student needs), prescriptive (selecting appropriate content and methods), and evaluative (assessing outcomes). Together, the variables and their functions work to create an effective teaching and learning process.
Skill of using black board
this presentation is about Micro Teaching Skill (Using Black Board) for pre service teacher trainees.
Objectives and assessment
This document discusses objectives, assessment, and taxonomies for education. It provides definitions for objectives, learning outcomes, and assessment. Objectives should describe intended behaviors and criteria. Bloom's Taxonomy classifies objectives into cognitive, affective, and psychomotor domains. Effective assessment begins with identifying the content domain and developing a table of specifications relating objectives to course content. Other taxonomies like SOLO further help organize learning outcomes by complexity.
Portfolio
Portfolios are purposeful collections of student work that demonstrate progress over time. They can be used to evaluate student learning, determine if standards have been met, and document growth. Effective portfolios have clear purposes and criteria. Students and teachers collaborate to select portfolio contents and assess student work using rubrics or checklists. Portfolios provide authentic assessments of diverse skills and motivate independent learning.
Teaching skills and development
This document discusses teaching skills and microteaching. It identifies 8 core teaching skills: introducing a lesson, explaining, illustrating with examples, questioning, using the blackboard, reinforcement, stimulus variation, and probing questions. Each skill is broken down into components. It also describes microteaching as a training procedure involving teaching short lessons to small groups with feedback, aimed at simplifying the complexities of regular teaching. The microteaching cycle involves planning, teaching, feedback, re-planning, and re-teaching lessons with increasing integration of skills over time.
Curriculum in Commerce
Approaches of curriculum construction, methods of evaluation of curriculum of commerce.
Types of Evaluation 1.2
There are three main types of evaluation: formative, summative, and diagnostic. Formative evaluation monitors student learning during instruction to provide feedback. Summative evaluation is given at the end of a course to determine if learning objectives were met and assign grades. Diagnostic evaluation is given before instruction to identify student strengths and weaknesses. Evaluations are also categorized based on whether student performance affects others' grades. Criterion-referenced tests measure individual performance against standards, while norm-referenced evaluations compare performance to peers on the same test. Placement evaluation determines student prerequisite skills and best learning approach.
Phases and stages of teaching
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Multiple choice-questions
The document discusses multiple choice questions, including their history, characteristics, advantages, disadvantages, limitations, and tips for writing good questions. It notes that multiple choice questions are widely used in educational testing and can assess a broad range of content efficiently but require careful writing to avoid flaws like grammatical inconsistencies between options. Good questions should sample important concepts and have answer difficulty distributed appropriately.
Oral work
Oral work is defined as mental work done without writing or records, where problems are solved orally or mentally without pen and paper. It can save time, remove student shyness through oral expression, and encourage healthy competition. However, oral work can also develop a hasty attitude and provide an unsystematic outlook since mistakes cannot be corrected.
Characteristics of a good measuring tool
This presentation discusses the characteristics of a good measuring tool, e.g., reliability, validity, practicability etc.
Test, measurement, assessment & evaluation
The document discusses test measurement, assessment, and evaluation in education. It defines key terms like test, measurement, objective and subjective tests, formative and summative assessment. Formative assessment is used for feedback, while summative assessment evaluates learning at the end of a unit. Evaluation examines overall achievement and can be process-based or examine outcomes. Assessment informs teaching, while evaluation makes judgments about performance and effectiveness.
Educational objectives
This document discusses educational objectives and Bloom's taxonomy. It defines educational objectives and goals, and explains how to write learning objectives that are specific, measurable, appropriate, realistic, and time-bound. It also outlines Bloom's taxonomy, including the cognitive, psychomotor, and affective domains. Characteristics of good educational objectives are described, such as being SMARTER (specific, measurable, appropriate, realistic, time-bound, ethical, and recorded). The benefits of setting educational objectives for both teachers and learners are provided.
Teaching english in algerian middle schools
This document provides an overview of teaching English in Algerian middle schools. It discusses competency-based approaches, integrated situations, teaching frameworks like PPU and PDP, the writing process, assessing lesson plans, and the benefits of project work. The key points covered are:
1. A competency-based approach aims to link learning to real-world contexts and allows students to learn how to learn, share, exchange and cooperate.
2. Integrated situations involve students reinvesting their knowledge and skills to produce a final written piece addressing a communication situation.
3. Teaching frameworks like PPU and PDP provide structured methods for presenting new material, practicing it, and putting it to use through
Formative assessment
The document discusses various formative assessment techniques that teachers can use to check student understanding during instruction and guide future lessons. Some of the techniques discussed include classroom debates, mock interviews, jigsaw groups, anticipation guides, concept tests, gallery walks, and assessment conversations. Formative assessments help teachers identify what students have learned, what still needs to be taught, and how to tailor instruction to meet student needs.
Approaches for curriculum organization
There are different approaches to organizing curriculum, including logical, psychological, concentric, spiral, and modular approaches. Curriculum is broader than syllabus and includes all academic and non-academic activities implemented in schools. It is a framework for all planned learning experiences, both inside and outside the classroom. Curriculum provides opportunities for development and is a tool for teachers to mold students according to objectives.
Activity method
The document discusses several project methods for teaching including constructive, aesthetic, problem-solving, and drill projects. It notes advantages like developing student independence and real work experience, but also disadvantages like being time consuming. Brainstorming is described as a group activity that encourages creative ideas, while dramatization allows acting out topics and developing creative instincts, though it can be time consuming and difficult to enact.
Peer assessment power point presentation
Peer assessment is a group activity where students evaluate the work of their peers, taking the focus off the teacher and engaging students actively in their own learning. It develops 21st century skills like critical thinking and has benefits such as reducing a teacher's workload, though it may be time consuming and negatively impacted if students collude. Teachers can minimize weaknesses by training students in evaluation, communication and listening skills and using rubrics to structure feedback.
Principles of Good Teaching & Learning
Highly useful for Trainee-Teachers Studuing in D.Ed. B.Ed. and M.Ed. Courses. Useful for Trainee Vocational Instructors undergoing CTI Training. Also useful for untrained Teachers, Instructors, College Lecturers, Parents, Students preparing for TET, NET, SET, etc examinations.
IMPORTANCE OF KNOWLEDGE, SUBJECT AND DISCIPLINE
This PPT Prepared by Teacher Educator From Thiagarajar College of Preceptor Madurai for B.Ed Trainees.
Qualities of good evaluation tool (1)
Qualities of good evaluation tool (1)Keyi Sahib Training College, Karimbam, Taliparamba, Kannur, Kerala
The document discusses important characteristics of a good evaluation tool. An effective evaluation tool should be objective, comprehensive, objective, have discriminating power, reliability, validity, and usability. It should measure predefined objectives, cover all teaching points, be free of bias in questions and scoring, discriminate student performance levels, produce consistent results, measure what it is intended to measure as shown by content, criterion, construct, and face validity, and be easy to administer and score.Presentation teaching aids
Introduction to teaching aids
Need & Importance of teaching aids
Types of teaching aids
Principle of usage
How to use low cost teaching aids
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as representing a set of strategies to apply knowledge, skills, and work habits through task performance. When designing performance-based assessments, teachers should define their purpose and consider factors like what is being assessed, required skills and knowledge, performance level, and assessment criteria. Assessment criteria should reflect learning outcomes and be written clearly. Developing performance assessments involves identifying the task, listing important aspects, limiting criteria, expressing criteria as observable behaviors, and arranging criteria for student understanding. Performance assessments can engage students and provide insights into their understanding but also require more resources and subjective ratings.
Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
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Curriculum in Commerce
Approaches of curriculum construction, methods of evaluation of curriculum of commerce.
Types of Evaluation 1.2
There are three main types of evaluation: formative, summative, and diagnostic. Formative evaluation monitors student learning during instruction to provide feedback. Summative evaluation is given at the end of a course to determine if learning objectives were met and assign grades. Diagnostic evaluation is given before instruction to identify student strengths and weaknesses. Evaluations are also categorized based on whether student performance affects others' grades. Criterion-referenced tests measure individual performance against standards, while norm-referenced evaluations compare performance to peers on the same test. Placement evaluation determines student prerequisite skills and best learning approach.
Phases and stages of teaching
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Multiple choice-questions
The document discusses multiple choice questions, including their history, characteristics, advantages, disadvantages, limitations, and tips for writing good questions. It notes that multiple choice questions are widely used in educational testing and can assess a broad range of content efficiently but require careful writing to avoid flaws like grammatical inconsistencies between options. Good questions should sample important concepts and have answer difficulty distributed appropriately.
Oral work
Oral work is defined as mental work done without writing or records, where problems are solved orally or mentally without pen and paper. It can save time, remove student shyness through oral expression, and encourage healthy competition. However, oral work can also develop a hasty attitude and provide an unsystematic outlook since mistakes cannot be corrected.
Characteristics of a good measuring tool
This presentation discusses the characteristics of a good measuring tool, e.g., reliability, validity, practicability etc.
Test, measurement, assessment & evaluation
The document discusses test measurement, assessment, and evaluation in education. It defines key terms like test, measurement, objective and subjective tests, formative and summative assessment. Formative assessment is used for feedback, while summative assessment evaluates learning at the end of a unit. Evaluation examines overall achievement and can be process-based or examine outcomes. Assessment informs teaching, while evaluation makes judgments about performance and effectiveness.
Educational objectives
This document discusses educational objectives and Bloom's taxonomy. It defines educational objectives and goals, and explains how to write learning objectives that are specific, measurable, appropriate, realistic, and time-bound. It also outlines Bloom's taxonomy, including the cognitive, psychomotor, and affective domains. Characteristics of good educational objectives are described, such as being SMARTER (specific, measurable, appropriate, realistic, time-bound, ethical, and recorded). The benefits of setting educational objectives for both teachers and learners are provided.
Teaching english in algerian middle schools
This document provides an overview of teaching English in Algerian middle schools. It discusses competency-based approaches, integrated situations, teaching frameworks like PPU and PDP, the writing process, assessing lesson plans, and the benefits of project work. The key points covered are:
1. A competency-based approach aims to link learning to real-world contexts and allows students to learn how to learn, share, exchange and cooperate.
2. Integrated situations involve students reinvesting their knowledge and skills to produce a final written piece addressing a communication situation.
3. Teaching frameworks like PPU and PDP provide structured methods for presenting new material, practicing it, and putting it to use through
Formative assessment
The document discusses various formative assessment techniques that teachers can use to check student understanding during instruction and guide future lessons. Some of the techniques discussed include classroom debates, mock interviews, jigsaw groups, anticipation guides, concept tests, gallery walks, and assessment conversations. Formative assessments help teachers identify what students have learned, what still needs to be taught, and how to tailor instruction to meet student needs.
Approaches for curriculum organization
There are different approaches to organizing curriculum, including logical, psychological, concentric, spiral, and modular approaches. Curriculum is broader than syllabus and includes all academic and non-academic activities implemented in schools. It is a framework for all planned learning experiences, both inside and outside the classroom. Curriculum provides opportunities for development and is a tool for teachers to mold students according to objectives.
Activity method
The document discusses several project methods for teaching including constructive, aesthetic, problem-solving, and drill projects. It notes advantages like developing student independence and real work experience, but also disadvantages like being time consuming. Brainstorming is described as a group activity that encourages creative ideas, while dramatization allows acting out topics and developing creative instincts, though it can be time consuming and difficult to enact.
Peer assessment power point presentation
Peer assessment is a group activity where students evaluate the work of their peers, taking the focus off the teacher and engaging students actively in their own learning. It develops 21st century skills like critical thinking and has benefits such as reducing a teacher's workload, though it may be time consuming and negatively impacted if students collude. Teachers can minimize weaknesses by training students in evaluation, communication and listening skills and using rubrics to structure feedback.
Principles of Good Teaching & Learning
Highly useful for Trainee-Teachers Studuing in D.Ed. B.Ed. and M.Ed. Courses. Useful for Trainee Vocational Instructors undergoing CTI Training. Also useful for untrained Teachers, Instructors, College Lecturers, Parents, Students preparing for TET, NET, SET, etc examinations.
IMPORTANCE OF KNOWLEDGE, SUBJECT AND DISCIPLINE
This PPT Prepared by Teacher Educator From Thiagarajar College of Preceptor Madurai for B.Ed Trainees.
Qualities of good evaluation tool (1)
Qualities of good evaluation tool (1)Keyi Sahib Training College, Karimbam, Taliparamba, Kannur, Kerala
The document discusses important characteristics of a good evaluation tool. An effective evaluation tool should be objective, comprehensive, objective, have discriminating power, reliability, validity, and usability. It should measure predefined objectives, cover all teaching points, be free of bias in questions and scoring, discriminate student performance levels, produce consistent results, measure what it is intended to measure as shown by content, criterion, construct, and face validity, and be easy to administer and score.Presentation teaching aids
Introduction to teaching aids
Need & Importance of teaching aids
Types of teaching aids
Principle of usage
How to use low cost teaching aids
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as representing a set of strategies to apply knowledge, skills, and work habits through task performance. When designing performance-based assessments, teachers should define their purpose and consider factors like what is being assessed, required skills and knowledge, performance level, and assessment criteria. Assessment criteria should reflect learning outcomes and be written clearly. Developing performance assessments involves identifying the task, listing important aspects, limiting criteria, expressing criteria as observable behaviors, and arranging criteria for student understanding. Performance assessments can engage students and provide insights into their understanding but also require more resources and subjective ratings.
Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
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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.
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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.
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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.
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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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School ict 2
- 1. പാഠം -3 ( std:IX C ) ഇന്ത്യൻ ഭരണ ഘടനയ ം : അവകാശങ്ങള ം കർത്തവയങ്ങള ം . വിഷയം : മൗലികാവകാശങ്ങൾ
- 2. Curricular statement :- മൗലികവകാശത്തത്ത ക റിച്ച് മനസിലാക്ക ന്നതിന് .
- 3. മൗലികാവകാശങ്ങൾ വയക്തികൾക്ക് ഒര കാരണവശാല ം നിഷഷധിക്കത്തെടാൻ പാടിലലാത്ത അവകാശങ്ങളാണ് മൗലികാവകാശങ്ങൾ .
- 4. • ത്തവക്തിയ ത്തട സംെ ർണ്ണ വികാസത്തിന് ഒഴിച്ച് കൂടാനവാത്തതാണ് . • അന്ത്സ ളള ജീവിതം നയിക്ക ന്നതിന അവ അതയാതയാഷപഷിതാമാണ്. • ഭരണഘടനയ ത്തട മൂന്നാം ഭാഗത്തിൽ ഉൾത്തെട ത്തിയിരിക്ക ന്ന . • ജനാതിപതയ സമൂഹത്തിന്ത്തറ അഭിഭാജയ ഘടകമാണ് അവകാശങ്ങൾ.
- 6. • ബ്രിട്ടീഷ് ഭരണകാലത്ത് ഇന്ത്യയ്ക്ക്ക് പല അവകാശങ്ങള ം നിഷഷധിച്ചിര ന്ന . ഇന്ത്യൻ ഷസാതൻതിര സമര ബ്പസ്ഥാനം പൗരൻമ്മാർക്ക് അവകാശം അന വദിക്കണത്തമന്ന ആശയം നിരന്ത്രം ഉന്നയിച്ചിര ന്ന . • 1928 ത്തല ത്തനഹ്റ കമ്മീഷൻ റിഷൊർട്ട് ഇന്ത്യയിത്തല ജനങ്ങൾക്ക് ഉറെ നൽഷകണ്ട അവകാശങ്ങല ത്തട പട്ടിക സമർെിച്ച .
- 7. • സവതൻതിര സമരം ലക്ഷ്യം വച്ചത ം, ത്തനഹ്റ കമ്മിറ്റി റിഷൊർട്ട് സമർെിച്ചത മായ അവകാശങ്ങല ത്തട അടിസ്ഥാനത്തിൽ ആണ് ഭരണഘടന നിർമാതാക്കൾ മൗലികാവകാശങ്ങൾ തയാറാക്കിയത്.
- 8. ബ്പവർത്തനം :- ഇന്ത്യൻ ഭരണഘടന ഉറെ്നൽക ന്ന മൗലികാവകാശങ്ങൾ ഏത്തതലലാമാണ് കത്തണ്ടത്ത ക ?
- 9. മൗലികാവകാശങ്ങൾ :- 1. സമതയത്തിനായ ള്ള അവകാശം. 2. സവതന്ത്യത്തിനായ ള്ള അവകാശം. 3. ച ഷണത്തിത്തനതിരായ ള്ള അവകാശം. 4. മതസവതൻതയാത്തിനായ ള്ള അവകാശം. 5. സാംസ്കാരികവ ം വിദയാഭയാസപരവ മായ അവകാശം. 6. ഭരണഘടനപരമായ പരിഹാരം കാണാന ള്ള അവകാശം.
- 10. Review Questions :- 1)മൗലീകവകാശങ്ങൾ ഭരണഘടനയ ത്തട ഏത് ഭാഗത്താണ് ഉൾ ത്തപട ത്തിയിരിക്ക ന്നത് ? 2)എന്ത്ാണ് മൗലികവകാശങ്ങൾ ? 3)എന്ത്ാണ് ത്തനഹ്റ കമ്മിറ്റി റിഷൊർട്ട് സമർെിച്ചത ? 4)മൗലികവകാശങ്ങൾ തയാറാക്കിയത് എങ്ങത്തന ? 5)ബ്പധാനത്തപട്ട എബ്ത മൗലികവകാശങ്ങൾ ആണ് ഉള്ളത് ?
- 11. Enrichment programme :- “മൗലികവകാശം അന്ത്സ ള്ള ജീവിതം നയിക്കാൻ അനിവാരയമാണ് ´´ ചർച്ച ത്തചയ ക .