Malcome adisehsaiah committee dr.c.thanavathiThanavathi C
The Malcom Adiseshiah Committee (1978) reviewed the curriculum of the higher secondary (+2) stage in India. It recommended introducing vocational education courses to link education with productivity. The committee proposed two broad learning components: general education and a vocationalized spectrum. It suggested implementing a credit system and providing counseling and placement support to help students. The report emphasized cooperation among government agencies to effectively implement vocationalization.
SERVICE QUALITY AND CUSTOMER SERVICE IN LIC OF INDIADhanya Ushas
The document discusses Life Insurance Corporation of India (LIC), which is a state-owned insurance company headquartered in Mumbai. It was founded in 1956 when the Indian government nationalized the private insurance industry. Over 245 insurance companies and provident societies were merged to create LIC, which became the sole provider of life insurance in India and contributed significantly to the country's GDP. The document then evaluates LIC's people, processes, physical evidence and identifies gaps in knowledge, service design/standards, performance and communication. It also discusses LIC's market segmentation, targeting, positioning and net promoter score. Areas for improvement identified include infrastructure, uniforms for employees and training.
Ancient Indian Gurukul Education SystemVediconcepts
Gurukul Education System is the world's oldest learning system that took shape in India. Our presentation tells you about its functioning, why and how it was destroyed, why it is so important for the existence of India, etc.
How to Manage Diversity in the Workplace?
So, how can organizations manage diversity at workplace? How can leaders ensure that steps are taken and efforts are made towards promoting a heterogeneous, tolerant, open and conflict-less, diverse culture.
Communicate Better
Whether it is about KPIs, work schedules, organization policies or any other matter; leaders/managers need to ensure these are effectively communicated to employees. Policies, procedures, norms and rules should be conveyed in a way that overcomes any language and cultural barrier that may arise. Use translations, pictures, infographics, etc – whatever suits best to ensure inclusive communication.
Encourage Diverse Teams
Diverse work teams get employees the exposure of working with different people, understand different perspectives, learn to value one another’s opinions and ward off any cultural misunderstandings. Let your teams come together and work out ways to achieve goals collectively. Encourage them to acknowledge different viewpoints, giving opportunities to people to express their ideas and suggestions.
Build a Stronger Connect
Connect with your people, be sensitive towards their unique culture and backgrounds, find out what motivates them. Everyone, no matter what race, gender or demographic, wants to be heard and understood. When you understand what works or does not work for your employees, you can engage each team member better and enhance their efficiency and productivity.
Be Receptive
Embrace the difference! Encourage your employee to express their opinions, suggestions, recommendations and concerns and be receptive to these. Look for ways to bring in diverse minds together to achieve goals. Offer platforms for your employees to give feedback, run an employee feedback survey or a culture survey to gain better understanding of how employees feel about working at their organizations and what are the issues they may be facing. Employee feedback both positive and negative, is valuable and acts as a catalyst to bring about change.
Make Diversity Part of Your Hiring
Hire talent from across backgrounds is perhaps the simplest step towards building a diverse organization. Hiring managers/line managers should keep all sorts of bias at bay while screening and assessing talent. Incorporate a diverse interview panel, train your managers on what aspects are to be focused on while interviewing.
A lot of organizations practice blind hiring these days. Blind hiring is a practice aimed at eliminating biases (over the demographic information of potential hires like race, ethnicity, gender and age, etc.) in recruitment and improving workplace diversity.
The document discusses Dr. Donald Kirkpatrick's model for evaluating training programs. The model contains 4 levels - (1) measuring participant reactions, (2) assessing learning, (3) determining behavioral changes on the job, and (4) evaluating results such as increased productivity or profits. The model provides a simple framework for conceptualizing training evaluation but has also been criticized as being too simplistic and not fully representing the evaluation process.
Education in ancient India began around the 3rd century BC and was primarily based on religious texts and oral tradition. Knowledge was imparted through gurukula residential schools where students lived with their teacher irrespective of social class. Boys underwent brahmacharyam which focused on self-discipline, control and learning subjects like Vedas, sciences, medicine and epics. Education was later influenced by Islamic traditions and the British established modern schools emphasizing English. Post-independence, education became a shared responsibility between central and state governments with the goal of increasing literacy.
Malcome adisehsaiah committee dr.c.thanavathiThanavathi C
The Malcom Adiseshiah Committee (1978) reviewed the curriculum of the higher secondary (+2) stage in India. It recommended introducing vocational education courses to link education with productivity. The committee proposed two broad learning components: general education and a vocationalized spectrum. It suggested implementing a credit system and providing counseling and placement support to help students. The report emphasized cooperation among government agencies to effectively implement vocationalization.
SERVICE QUALITY AND CUSTOMER SERVICE IN LIC OF INDIADhanya Ushas
The document discusses Life Insurance Corporation of India (LIC), which is a state-owned insurance company headquartered in Mumbai. It was founded in 1956 when the Indian government nationalized the private insurance industry. Over 245 insurance companies and provident societies were merged to create LIC, which became the sole provider of life insurance in India and contributed significantly to the country's GDP. The document then evaluates LIC's people, processes, physical evidence and identifies gaps in knowledge, service design/standards, performance and communication. It also discusses LIC's market segmentation, targeting, positioning and net promoter score. Areas for improvement identified include infrastructure, uniforms for employees and training.
Ancient Indian Gurukul Education SystemVediconcepts
Gurukul Education System is the world's oldest learning system that took shape in India. Our presentation tells you about its functioning, why and how it was destroyed, why it is so important for the existence of India, etc.
How to Manage Diversity in the Workplace?
So, how can organizations manage diversity at workplace? How can leaders ensure that steps are taken and efforts are made towards promoting a heterogeneous, tolerant, open and conflict-less, diverse culture.
Communicate Better
Whether it is about KPIs, work schedules, organization policies or any other matter; leaders/managers need to ensure these are effectively communicated to employees. Policies, procedures, norms and rules should be conveyed in a way that overcomes any language and cultural barrier that may arise. Use translations, pictures, infographics, etc – whatever suits best to ensure inclusive communication.
Encourage Diverse Teams
Diverse work teams get employees the exposure of working with different people, understand different perspectives, learn to value one another’s opinions and ward off any cultural misunderstandings. Let your teams come together and work out ways to achieve goals collectively. Encourage them to acknowledge different viewpoints, giving opportunities to people to express their ideas and suggestions.
Build a Stronger Connect
Connect with your people, be sensitive towards their unique culture and backgrounds, find out what motivates them. Everyone, no matter what race, gender or demographic, wants to be heard and understood. When you understand what works or does not work for your employees, you can engage each team member better and enhance their efficiency and productivity.
Be Receptive
Embrace the difference! Encourage your employee to express their opinions, suggestions, recommendations and concerns and be receptive to these. Look for ways to bring in diverse minds together to achieve goals. Offer platforms for your employees to give feedback, run an employee feedback survey or a culture survey to gain better understanding of how employees feel about working at their organizations and what are the issues they may be facing. Employee feedback both positive and negative, is valuable and acts as a catalyst to bring about change.
Make Diversity Part of Your Hiring
Hire talent from across backgrounds is perhaps the simplest step towards building a diverse organization. Hiring managers/line managers should keep all sorts of bias at bay while screening and assessing talent. Incorporate a diverse interview panel, train your managers on what aspects are to be focused on while interviewing.
A lot of organizations practice blind hiring these days. Blind hiring is a practice aimed at eliminating biases (over the demographic information of potential hires like race, ethnicity, gender and age, etc.) in recruitment and improving workplace diversity.
The document discusses Dr. Donald Kirkpatrick's model for evaluating training programs. The model contains 4 levels - (1) measuring participant reactions, (2) assessing learning, (3) determining behavioral changes on the job, and (4) evaluating results such as increased productivity or profits. The model provides a simple framework for conceptualizing training evaluation but has also been criticized as being too simplistic and not fully representing the evaluation process.
Education in ancient India began around the 3rd century BC and was primarily based on religious texts and oral tradition. Knowledge was imparted through gurukula residential schools where students lived with their teacher irrespective of social class. Boys underwent brahmacharyam which focused on self-discipline, control and learning subjects like Vedas, sciences, medicine and epics. Education was later influenced by Islamic traditions and the British established modern schools emphasizing English. Post-independence, education became a shared responsibility between central and state governments with the goal of increasing literacy.
“Assessment of Learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible.”
अधिगम का आकलन वह आकलन है जो सार्वजनिक होता है और छात्रों के अधिगम के की व्याख्या शब्दों अथवा प्रतीकों के रूप में करता है। यह अक्सर विद्यार्थियों के भविष्य से सम्बंधित महत्वपूर्ण निर्णयन में सहायक होता है। यह तब और भी महत्वपूर्ण हो जाता है जब अधिगम के आकलन का माप और उसमे अन्तर्निहित तर्क विश्वसनीय और रक्षात्मक हो।”
understanding disciplines and subjects.pptxDiksha Verma
Indicators of quality learning
Teaching and learning as interactive process
Major issues in classroom learning; catering individual differences
Learning beyond textbooks- other sources of learning
ग्रेडिंग एक शक्तिशाली उपकरण जिसका उपयोग शिक्षक अपने छात्रों, सहकर्मियों और संस्थानों के साथ-साथ बाहरी संस्थाओं के साथ संवाद करने के लिए उपयोग करता है। “प्रभावी ग्रेडिंग से तात्पर्य कक्षा की ग्रेडिंग को अधिक निष्पक्ष, अधिक समय-कुशल और अनुकूलित अधिगम हेतु सुझाव प्रस्तुत करना है”।
Grading is a powerful tool that teachers use to communicate with their students, colleagues, and institutions, as well as external institutions. "Effective grading refers to class grading to provide suggestions for more fair, more time-efficient and customized learning“.
It is a microteaching skill. With the help of this skill teacher tries to get information from students by using series of questions. This presentation explains you about probing questioning skill and its component. Lesson plan format of probing questioning is also discussed in this presentation.
अनुशीलन प्रश्न कौशल सूक्ष्म शिक्षण का एक कौशल है , जिसके माध्यम से शिक्षक विद्यार्थियों से जानकारी प्राप्त करने के लिए प्रश्नों की श्रृंखला का उपयोग करते है । इस प्रेजेंटेशन द्वारा अनुशीलन प्रश्न कौशल, उसके गटक तथा पाठ योजना के प्रारूप का वर्णन किया गया है ।
The document discusses various types of pictorial data presentation charts for qualitative and quantitative data. It describes charts like pie charts, bar diagrams, histograms etc. and provides examples of how each chart can be used to represent different types of data. Steps for creating pie, doughnut, bar charts in MS Office are demonstrated. Qualitative data charts include pie, doughnut, bar and sunburst charts while quantitative charts include histogram, frequency polygon, cumulative frequency curve and ogive.
“Assessment of Learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible.”
अधिगम का आकलन वह आकलन है जो सार्वजनिक होता है और छात्रों के अधिगम के की व्याख्या शब्दों अथवा प्रतीकों के रूप में करता है। यह अक्सर विद्यार्थियों के भविष्य से सम्बंधित महत्वपूर्ण निर्णयन में सहायक होता है। यह तब और भी महत्वपूर्ण हो जाता है जब अधिगम के आकलन का माप और उसमे अन्तर्निहित तर्क विश्वसनीय और रक्षात्मक हो।”
understanding disciplines and subjects.pptxDiksha Verma
Indicators of quality learning
Teaching and learning as interactive process
Major issues in classroom learning; catering individual differences
Learning beyond textbooks- other sources of learning
ग्रेडिंग एक शक्तिशाली उपकरण जिसका उपयोग शिक्षक अपने छात्रों, सहकर्मियों और संस्थानों के साथ-साथ बाहरी संस्थाओं के साथ संवाद करने के लिए उपयोग करता है। “प्रभावी ग्रेडिंग से तात्पर्य कक्षा की ग्रेडिंग को अधिक निष्पक्ष, अधिक समय-कुशल और अनुकूलित अधिगम हेतु सुझाव प्रस्तुत करना है”।
Grading is a powerful tool that teachers use to communicate with their students, colleagues, and institutions, as well as external institutions. "Effective grading refers to class grading to provide suggestions for more fair, more time-efficient and customized learning“.
It is a microteaching skill. With the help of this skill teacher tries to get information from students by using series of questions. This presentation explains you about probing questioning skill and its component. Lesson plan format of probing questioning is also discussed in this presentation.
अनुशीलन प्रश्न कौशल सूक्ष्म शिक्षण का एक कौशल है , जिसके माध्यम से शिक्षक विद्यार्थियों से जानकारी प्राप्त करने के लिए प्रश्नों की श्रृंखला का उपयोग करते है । इस प्रेजेंटेशन द्वारा अनुशीलन प्रश्न कौशल, उसके गटक तथा पाठ योजना के प्रारूप का वर्णन किया गया है ।
The document discusses various types of pictorial data presentation charts for qualitative and quantitative data. It describes charts like pie charts, bar diagrams, histograms etc. and provides examples of how each chart can be used to represent different types of data. Steps for creating pie, doughnut, bar charts in MS Office are demonstrated. Qualitative data charts include pie, doughnut, bar and sunburst charts while quantitative charts include histogram, frequency polygon, cumulative frequency curve and ogive.
Making effective power point presentationsAmita Bhardwaj
The presentation describes about MS PowerPoint and points to be considered for creating effective PowerPoint viz. title slide & other slides. In addition to this, how by using animation, transition, SmartArt, charts, images and converting PPT into video make presentation effective.
सहसम्बन्ध की अवधारणा , प्रकार ,सहसम्बन्ध गुणांक की गुणात्मक व्याख्या
तथा स्पीयरमैन कोटि/अनुस्थिति अन्तर विधि (Spearman Rank Difference Method) एवं पियरसन गुणनफल-आघूर्ण विधि (Pearson Product Moment Method ) द्वारा सहसम्बन्ध गुणांक के मान की गणना विधि प्रस्तुत है |
विचलनशीलता मान - विस्तार (Range), चतुर्थांश विचलन (Quartile Deviation), मध्यमान विचलन (Mean Deviation), मानक विचलन (Standard Deviation) की गणना विधि प्रस्तुत है |
- The document discusses different measures of central tendency namely mean, median and mode.
- It provides details on calculating and properties of mean for both grouped and ungrouped data. Mean is the average value obtained by dividing the sum of all values by total number of values.
- Methods to calculate median for grouped and ungrouped data are described. Median is the middle value when values are arranged in ascending or descending order.
- Mean, median and mode are used to describe the central or typical value in a data set.
The document discusses the introduction and effective use of information and communication technologies (ICT) in education. It defines key terms related to ICT such as digital knowledge, skills, tools, and approaches like TPACK. It outlines benefits of ICT integration including improved learning, accessibility, and developing skills like critical thinking. Common learning management systems (LMS) like Google Classroom, Edmodo, Moodle and Canvas are introduced along with their features. Various forms of digital content creation like concepts maps, word clouds, infographics are explained with examples. Tools for creating each type are also provided.
The document discusses the Choice Based Credit System (CBCS) and provides details about key aspects of CBCS including:
- CBCS provides flexibility for students to choose courses, learn at their own pace, and adopt an interdisciplinary approach.
- Students are awarded credits based on courses and grades are assigned on a 10-point scale. A Semester Grade Point Average (SGPA) is calculated each semester and a Cumulative Grade Point Average (CGPA) is calculated overall.
- Core courses are compulsory while elective courses can be chosen from different subjects. Foundation courses are also included.
- CBCS follows a semester pattern and students are evaluated through continuous assessment and end-of-semester
The document provides details about conducting an item analysis of a test. It discusses the key steps in item analysis which include: 1) arranging student answer sheets in order of performance and dividing them into high and low groups, 2) calculating the difficulty level and discrimination power of each item, and 3) using the results to select items to keep, modify, or eliminate from the test. The item analysis helps evaluate the quality of individual test items and identify areas for improving the test and future item writing.
Sanskrit Curriculum in the Context of NEP 2020Amita Bhardwaj
1) The document discusses the key aspects of Sanskrit curriculum in the context of the National Education Policy 2020.
2) It recommends teaching Sanskrit in an interesting and experiential way that is relevant to contemporary times. Sanskrit textbooks should use Simple Standard Sanskrit to teach the language through Sanskrit.
3) Sanskrit will be offered at all levels of education and included as an optional language in the three-language formula without any imposition. Universities will strengthen Sanskrit and Indian language departments.
National Education Policy 2020: An OverviewAmita Bhardwaj
The National Education Policy 2020 aims to transform India's education system by 2040. Some key highlights include:
1. A new pedagogical structure of 5+3+3+4 replacing the 10+2 structure, with early childhood care from age 3.
2. Achieving universal foundational literacy and numeracy in primary schools by 2025 through a National Mission.
3. Reducing separation between curricular, extra-curricular and vocational streams, with flexibility and holistic learning.
4. Mother tongue/local language as medium of instruction till at least Grade 5 and preferably till Grade 8.
The document discusses the construction of achievement tests. It begins by defining achievement tests as those that measure a student's knowledge or proficiency in a subject area based on something they have learned. It then outlines the various types of achievement tests, including their form, purpose, subject area, time method, and how test scores are interpreted. The document also discusses characteristics of achievement tests and their significance. It provides steps for constructing achievement tests, including planning the test, developing a preliminary draft, conducting a tryout, analyzing test items, preparing the final draft, and establishing the test's reliability and validity.
1. Director, Teaching Learning Centre
under PMMMNMTT Scheme, MoE, GOI
SLBSN Sanskrit University, N. Delhi
Writing Level-wise
Instructional Objectives
One Day Online Workshop
Writing of Instructional Objectives
Teaching Learning Centre,
SLBSNSU (Central University), N.Delhi
Organized
by
Dated-29th April 2022
2. भावा मक अनु े के तर एवं यापद
सं ाना मक अनु े के तर एवं यापद
तरानुसार उ े य लेखन
अ यास
तरानुसार अनुदेशना मक
उ े य का लेखन
Add Contents Title
Add Contents Title
तुतीकरण का क िबंदु
या मक अनु े के तर एवं यापद
4. Level-1:Cognitive Domain
Knowledge -Ability to recall previously learned material.
ान – पूव म सीखी गई साम ी को पुनः याद करने क मता।
• पुनः- मरण
• सीखने वाले यि क उन ि याओंका वणन करना है जो मु य प से मृित से स बि धत
होती है l
• ान उ े य क
े अंतगत िविभ न पद , यय , संक
े त , प रभाषाओं, िस ांत , सू , ि याओं,
िविधय , संरचनाओंआिद का पुनः मरण तथा पहचान करने से स बि धत यवहार समािहत
रहते हl
• श दावली, त य, पर परा, वृि तथा म, वग करण तथा िवभाजन, िनकष, िविध, िनयम
तथा सामा यीकरण, िस ांत तथा संरचनाओंका ान रखना l
4/29/2022 4
Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
5. सं ाना मक े हेतु ि या पद - मरण/ ान तर
Action Verbs For Cognitive domain
1. ान/ मरण तर- प रभाषा देना, पहचान, सूची बनाना, नाम,
या मरण, पहचानना, अिभलेख, स ब करना, दोहराना,
रे खांिकत।
Knowledge/Remember define, identify, list,
name, recall, recognize, relate, repeat,
underline.
4/29/2022 5
Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
6. Level-2: Cognitive Domain
Comprehension -Ability to grasp meaning, explain,
restate ideas.
समझ - अथ को समझने, समझाने, िवचार को पुन: थािपत करने क मता।
• ान क
े उपरांत बोध का म आता है l
• इस तर पर छा िविभ न सूचनाओंक
े ान क
े साथ-साथ सूचनाओंसे स बि धत अ छी
समझ भी रखता है l
• इसम िविभ न त य क या या भी सि मिलत होती है l
• सूचनाओंका अनुवाद, या या एवं बिहकरण करना l
4/29/2022 6
Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
7. सं ाना मक े हेतु यावहा रक ि याएँ- समझना
Action Verbs For Cognitive domain
2. समझना- चयन, उ लेख करना, क
े उदाहरण, दशन करना, क
े योग,
वणन करना, तय करना, क
े बीच भेद करना, भेदभाव, चचा, प करना, य
करना, अपने श द म देना, पहचान, या या करना, पता लगाना, चुनना,
ितवेदन, िफर से व य देना, पहचानना, चयन, बताना, अनुवाद करना,
िति या, अ यास, अनुकरण करना।
जारी .............
Understand Choose, Cite, examples of, Demonstrate, use of,
Describe, Determine, Differentiate between, Discriminate,
Discuss, Explain, Express, Give in own words, Identify,
Interpret, Locate, Pick, Report, Restate, Review, Recognize,
Select, Tell, Translate, Respond, Practice, Simulates.
Contd……
4/29/2022 7
Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
8. Level-3: Cognitive Domain
Application -Ability to use learned material in new
situations.
अनु योग - नई प रि थितय म सीखी गई साम ी का उपयोग करने क मता।
• अनु योग उ े य तर पर छा िविभ न थूल अथवा िविश प रि थितय म अपने ान
व बोध क
े आधार पर िकया गए अमुतकरण का उपयोग करते ह l
• इन अमूतकरण म सामा य िवचार, िनयम या सामा यकृ त िविध सि मिलत होते ह l
• ये अमूतकरण उन तकनीक िस ांत क
े भी हो सकते है िजनम पुनः मरण करना व
योग करना होता है l
• ान व बोध को िविश व थूल प रि थितय म योग म लाना l
4/29/2022 8
Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
9. सं ाना मक े हेतु यावहा रक ि याएँ- लागू करना
Action Verbs For Cognitive domain
3. लागू करना- दशन करना,नाट्य पांतरण, िनयु करना, सामा यीकरण,
प करना, या या करना, संचािलत, संचालन, अ यास, स ब , अनुसूची,
योग, उपभोग, सू पात करना।
Apply Demonstrate, Dramatize, Employ,
Generalize, Illustrate, Interpret, Operate,
Operationalize, Practice, Relate, Schedule, Use,
Utilize, Initiate.
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
10. Level-4: Cognitive Domain
Analysis -Ability to separate material into component parts
and show relationships between parts.
िव ेषण - साम ी को घटक भाग म िवभ करने और भाग क
े बीच संबंध दशन क मता।
• िव ेषण उ े य क
े अंतगत वे यवहार आते ह जो ा सूचना को उसक
े िविभ न भाग म िवभ
करने से स बि धत होते है l
• िकसी सूचना को उसक
े भाग म िवभ करने का उ े य सूचना को प करना अथवा सूचना
म सि मिलत िविभ न िवचार को मब करना होता है l
• इस कार का िव ेषण सूचना क
े संगठन तथा उसक
े स ेषण क
े तरीक
े को प करता हैl
• िव ेषण क
े उ े य को पुनः तीन भाग -त व , संबंध तथा संगठना मक िस ांत क
े िव ेषण क
े
प म बांटा जा सकता है l
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
12. Level-5: Cognitive Domain
Synthesis -Ability to put together the separate ideas to form
new whole, establish new relationships.
सं ेषण-िविभ न योजनाओंको एक साथ करक
े एक स पूण, नई स ब ध थािपत करने क मता।
• सं ेषण म िविभ न त व तथा भाग को मब करक
े सम क रचना करना सि मिलत होता हैl
• सं ेषण म छा िविभ न भाग , अंश तथा त व क
े साथ काय करक
े उ ह इस तरह से यवि थत करते
ह िक कोई ऐसी रचना तैयार हो सक
े जो पहले उनक
े स मुख तुत नह थीl
• सं ेषण उ े य को पुनः तीन भाग – िकसी नवीन स ेषण या अिभ यि तुत करना, िकसी
योजना को तैयार करना तथा अमूत संबंध का ितपादन म िवभ िकया जा सकता हैl
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
14. Level-6: Cognitive Domain
Evaluation- Ability to judge the worth of material
against stated criteria.
मू यांकन-उ लेिखत मानदंड क
े िव साम ी क
े मू य का िनणय करने क मता।
• मू यांकन सं ाना मक उ े य का सवािधक उ च तर हैl
• िकसी उ े य क पूित क
े िलए आव यक साम ी तथा िविधय क
े मू य क
े िनधारण से
स बि धत िनणय लेना मू यांकन उ े य क
े अंतगत आता हैl
• िविभ न प रि थितयां िकस सीमा तक दी गई आव यकताओंक पूित कर रही है, इस
स ब ध म गुणा मक तथा मा ा मक िनणय िलए जाते हl
• िनणय आंत रक माण क
े आधार पर भी िलए जा सकते ह तथा बा कसौटी क
े आधार पर भी
िलए जा सकते हl
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
15. सं ाना मक े हेतु यावहा रक ि याएँ- मू यांकन
Action Verbs For Cognitive domain
6.मू यांकन- आंकना, आकलन, चयन, तुलना करना, आलोचना, अनुमान लगाना,
मू यांकन करना, िनणय लेना, माप, दर, दोहराना, अंक, चयन करना, स यािपत, मू य,
परी ण।
Evaluate Appraise, Assess, Choose, Compare, Critique, Estimate,
Evaluate, Judge, Measure, Rate, Revise, Score, Select, Validate,
Value, Test.
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
16. भावा मक े क
े तर
Levels of Affective Domain
वभािवकरण Characterisation
संगठन Organisation
अनुमू यन Valuing
िति या Responding
आ हण Receiving
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
17. Levels of Affective Domain- आ हण Receiving
• यह तर िविभ न उ ीपक क उपि थित क
े ित छा क संवेदनशीलता तथा उस उ ीपन
को आ हण करने चाह से स बि धत होता हैl
• इसक
े अंतगत उ ीपन क
े ित जाग कता, उसे वीकार करने क इ छा, तथा उसक
े ित
िनयंि त आकषण समािव होता हैl
Action Verbs
Receiving आ हण करना – सुनने या देखने क
े िलए इ छ
ु क Willing to listen or
see.
ि या पद- वीकार करना, उपि थत होना, िवकास, पहचानना , आिद।
Action verbs-Accept, Attend, Develop, Recognize etc.
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
18. Levels of Affective Domain- िति या Responding
• इस तर का स ब ध उन अनुि याओंसे होता है जो िकसी उ ीपक को आ हण करने क
े
कारण होती हैl
• इसक
े अंतगत िति या क
े ित सहमित, िति या क इ छा तथा िति या से संतोष
होता हैl
Action Verbs
Responding िति या देना –सि य ितभाग Active participation.
ि या पद- पूण, अनुपालन करना, सहयोग, चचा, जांच, आ ा पालन, िति या, आिद।
Action verbs-Complete, Comply, Cooperate, Discuss, Examine,
Obey, Respond etc.
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
19. Levels of Affective Domain- अनुमू यन Valuing
• इसका स ब ध िविभ न व तुओं, काय या यवहार क
े उपयोग क
े मू य को वीकार
करने तथा उसक
े ित िनि त धारणा बनाने से होता हैl
• इसक
े अंतगत मू य क वीकृ ित, मू य को वरीयता देना तथा मू य ितब ता शािमल
होता हैl
Action Verbs
Valuing- अनुमू यन यो यता का आ त रक करण Internalise the
worthiness.
ि या पद- वीकार करना, र ा करना, समिपत, पाने क कोिशश, मांगना, आिद।
Action verbs-Accept, Defend, Devote, Pursue, Seek,etc.
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
20. Levels of Affective Domain- संगठन Organization
• इसका स ब ध मू य को आ मसात तथा मू य क
े पार प रक संबंधो को थािपत करने
से हैl
• इसक
े अंतगत मू य स यीयकरण तथा मू य णाली का संगठन शािमल हैl
Action Verbs
Organization संगिठत करना – मू य देखने क मता Ability to see the
value.
ि या पद- सांक
े ितक श द म बदलना, भेदभाव, दशन, आदेश, संगिठत करना,
सु यवि थत करना, तुलना, आिद।
Action verbs-Codify, Discriminate, Display, Order, Organize,
Systematize, Weigh,etc.
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
21. Levels of Affective Domain- वभािवकरण Characterization
• भावा मक अनु े का सव च तर l
• इस तर का स ब ध मू य को च र का अंग बनाना हैl
• इसक
े अंतगत सामा यीकृ त ि थित तथा च र ीकरण शािमल हैl
Action Verbs
Characterisation वभावीकरण- एक मू य णाली क
े अनु प यवहार
Behaviour consistent with a value system.
ि या पद- आ त रक करण, पुि करना, आिद।
Action verbs-Internalize, Verify, etc.
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
22. ि या मक े क
े तर
Levels of Psychomotor Domain
सहजीकरण Naturalization
सहयोजन Articulation
शु ता Precision
कायवाही Manipulation
अनुकरण Imitation
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
23. Level-1: Psychomotor Domain
Imitation अनुकरण - नक़ल एवं यवहार अवलोकन करना Mimicking &
observing behaviour.
ि या पद- ित, अनुसरण, नक़ल, ितकृ ित, दोहराना, आिद।
Action Verbs-copy, follow, mimic, reproduce, replicate, etc.
• इसका स ब ध िकसी गामक ि या, उनम िनिहत त व एवं उनक
े संबंधो को इि य क
सहायता से देख कर करना l
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
24. Level-2: Psychomotor Domain
Manipulation कायवाही- मृित या िनदश पालन ारा दशन करना।
Performing by memory or following instruction.
ि या पद- कृ य, िन पादन, उ पाद, दशन, कायाि वत, आिद।
Action verbs- act, execute, produce, perform, implement, etc.
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
25. Level-3: Psychomotor Domain
Precision शु ता- िबना सहायता क
े वतं प से एक कौशल का दशन करना। -
Performing a skill independently without assistance.
ि या पद- दिशत करना, मा टर, उ म, स पूण, दशन, आिद।
Action verbs- demonstrate, master, perfect, complete, show, etc.
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
26. Level-4: Psychomotor Domain
Articulation Combining, producing & performing
several skills consistently.
ि या पद- अनु प बनाना, िनमाण, उ प न करना, रचना, संशोिधत, िमलाना,
सम वय आिद।
Action verbs-adapt, construct, generate, create, modify,
combine, coordinate,etc.
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
27. Level-5:Psychomotor Domain
Naturalization - Mastering skill automatically.
सहजीकरण- वतः महारत हािसल करना।
ि या पद- रचना, िवकास, िनमाण,, आिद।
Action verbs-design, develop, create, etc.
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
28. Precautions
• िश क िन पादन क
े प म नह होना चािहए। Should not be in the form of teacher
performance.
• अिधगम गितिविध क
े प म नह होना चािहए। Should not be in form of learning activity.
• पाठ् य म िवषयव तु क
े प म नह होना चािहए। Should not be in the form of course content.
• क
े वल एक वांिछत यवहार का वणन करना चािहए। Should describe only one desired
behaviour.
• एक उ े य म दो यावहा रक ि याओंका योग नह करना चािहए। Should not use two action
verbs in one objective.
• एक समूह क
े िलए नह एक छा क
े िलए िलखा जाना चािहए। Should be written for a student
not for a group.
• ाि हेतु वांछनीय ान, कौशल और ि कोण को इंिगत करना चािहए। Should indicate the
desirable knowledge, skills & attitudes to be gained.
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29. 4/29/2022 Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi 29
Step-1 मूल वा य क
े साथ शु करे Start with stem sentence
इस मॉड् यूल को पढ़ने क
े बाद आप इस यो य ह गे िक ......
After going through this module you will be able to ......
इस क ा अ यापन क
े बाद आप कर सकगे ...........
After this classroom teaching you will be able to do .........
Step-2अिधगम प रणाम िलखना Write the learning outcome.
Step-3 उपयु यावहा रक ि या का चयन करे Select appropriate action verb.
Step-4 तीन को जोड़े Combine all three
STEM+ACTION VERB+LEARNING OUTCOME= Learning Objective
मूल+ यावहा रक ि या+अिधगम प रणाम= अिधगम उ े य
अनुदेशना मक उ े य लेखन क
े सोपान
Steps for Writing instructional Objectives
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
Action Verbs for
Knowledge Level
ान तर हेतु ि यापद
31. मरण/ ान तर
क ा िश ण क
े प ात्/ अंत म छा /अिधगमकता-
• सं कृ त/िहंदी क
े याकरिणक पद को प रभािषत कर सक
े गाl (define)
• समासयु पद को पहचान/िचि हत/रेखांिकत कर सक
े गाl (recognize) (underline)
• ______ घटक क
े ल ण /िवशेषताओंको बता सक
े गाl (tell)
• सू म/ कार/अवयव क
े नाम बता सक
े गाl (Name)
• सि ध क
े िनयम /सू को बता सक
े गाl (tell & state)
• सि ध क
े सू का या मरण कर सक
े गाl (Recall)
• भारतीय दशन एवं उनक
े ितपादको म िमलान कर सक
े गाl (Match)
• भारतीय दशन एवं उनक
े िवषय का चयन कर सक
े गाl (Select)
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
32. 4/29/2022 32
Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
Action Verbs for
Comprehension Level
अवबोध तर हेतु ि यापद
33. अवबोध तर
क ा िश ण क
े बाद छा /अिधगमकता –
• (Active-Passive) (Passive-Active) वा य को प रवितत कर सक
े गाl
• िदए गए िहंदी वा य को सं कृ त म अनुवाद कर सक
े गाl (translation)
• सू म शरीर क
े व प क या या कर सक
े गाl (Explain)
• पांच ाण/प च कोश क
े व प का वणन कर सक
े गाl (Describe)
• सू म शरीर क रचना को प कर सक
े गाl (Classify)
• उपिनषद क
े ितपा िवषय क िववेचना/ ितपादन कर सक
े गाl (Prof.)
• त व मीमांसा क
े िवषय का ितपादन कर सक
े गाl (Discriminate)
• आि तक एवं नाि तक दशन म याय एवं वैशेिषक दशन को वग कृ त कर सक
े गाl (Classify)
• सां य दशन क
े त व क या या कर सक
े गाl (Explain)
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
34. 4/29/2022 34
Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
Action Verbs for
Application Level
अनु योग तर हेतु
ि यापद
35. अनु योग
क ा िश ण क
े बाद छा /अिधगमकता –
• िदये गये मुहावर का वा य म योग कर सक
े गाl (Use)
• िदये गये द क
े म यमान क गणना कर सक
े गाl (Compute)
• िदये गये कोई भी द क
े िवचलन मान ात कर सक
े गाl (Find)
• भारतीय दशन को त व मीमांसा क ी से उ लेख कर सक
े गाl (Cite)
• अिधगम िस ांत का िश ण प रि थितय म योग कर सक
े गाl (Use)
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
36. 4/29/2022 36
Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
Action Verbs for
Analysis Level
िव ेषण तर हेतु ि यापद
37. िव ेषण
क ा िश ण क
े बाद छा /अिधगमकता –
• कृ ित एवं िवकृ ित क
े आधार पर सां य दशन क
े त व को चार वग म
िवभािजत कर सक
े गाl (Devide)
• अनुमान माण म ‘हेतु’ क
े मह व का िव ेषण कर सक
े गाl (Analyze)
• िदये गये दो कहािनय म अ तिनिहत िवषय क तुलना कर सक
े गा l
(Compare)
• रा ीय िश ा नीित म विणत क
ू ल िश ा क
े सुझाव क समी ा कर सक
े गा l
(Criticize)
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
38. 4/29/2022 38
Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
Action Verbs for
Synthesis Level
सं ेषण तर हेतु ि यापद
39. सं ेषण
क ा िश ण क
े बाद छा /अिधगमकता –
• िदए गए अनु छेद क
े िवचार का सं ेपीकरण कर सक
े गा l (Sumarize)
• कथा िश ण क पाठयोजना बना सक
े गा l (Create)
• सं यय स ाि िश ण ितमान आधा रत पाठ योजनाओंका अिभक पन
कर सक
े गा l (Design)
• त य को काल म अनुसार यवि थत का सक
े गा l (Organise)
• िदए गए दीघ संिध क
े उदाहरण से िनयम को सामा यीकृ त कर सक
े गा l
(Generalize)
• िदए गए िच से कहानी क रचना कर सक
े गा l (Create)
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
40. 4/29/2022 40
Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
Action Verbs for
Evaluation Level
मू यांकन तर हेतु
ि यापद
41. मू यांकन
क ा िश ण क
े बाद छा /अिधगमकता –
• सामािजक आचरण आधा रत कथन पर उपयोिगता क ि से अपना िनणय
दान कर सक
े गाl (Judge)
• िश ण यवहार का मू यांकन कर सक
े गा l (Evaluate)
• िश ण सम याओंपर अपना अिभमत दान कर सक
े गा l (Opinion)
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Prof Amita Pandey Bhardwaj, School of Edu., SLBSNSU, N.Delhi
42. भावा मक अनु े क
े उ े य
---------- क
े अंत म छा –
• किवता पाठ क
े लय का आन द ले सक
े गा ।
• सािहि यक भाषा का रसा वादन कर सक
े गा |
• िव ालय पि का क
े िलये लेख / कहानी / किवता/ लोक िलख सक
े गा।
• िव ालय ारा आयोिजत वाद-िववाद ितयोिगताओंम (सािहि यक प रचचा) भाग ले सक
े गा ।
• यि गत पु तकालय थािपत कर सक
े गा।
• सािहि यक िव ान को िमलने /सुनने क इ छा िदखायेगा |
• सािहि यक काय को सराहना /मान करेगा/क कर सक
े गा ।
• किवता पाठ म/ ोक वाचन म/ ोक रचना म िच दिशत कर सक
े गा l
• शैि क मू य वाले ोक का संकलन करने क िच दिशत कर सक
े गा l
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43. ि या मक अनु े क
े उ े य
----------- क
े अंत म छा -
• अपने िवचार को प प म िलख/बोल कर अिभ य कर सक
े गा।
• अपने िवचार को कहानी /िनबंध क
े प म याकरिणक ी से सही भाषा म िलख सक
े गा।
• कोई भी सं कृ त प रचना को उिचत गायन शैली म वाचन कर सक
े गा।
• िश ण सहायक साम ी का िनमाण कर सक
े गा।
• द को तािलका/िच क
े प म तुत कर सक
े गा l
• भारत क
े रेखीय मानिच म मु य निदयाँ िदखा सक
े गा l
• संगणक ारा द िव ेषण कर सक
े गा l
• याकरिणक स यय पर सं यय िच बना सक
े गा l
• िश ण यवहार को यवि थत े ण िविध क ेिणय म अंिकत कर सक
े गा l
• आँकड पर कोणीय िच बना सक
े गा l
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