Wednesday, April 19, 2017
INSTITUTE
OF VOCATIONAL STUDIES, AWADH CENTRE OF EDUCATION
(Affiliated
to Guru Gobind Singh Indraprastha University)
Topic –DISCUSSION
FORUM
Submitted by: IQRA MAIRAJ
BACHELOR
OF EDUCATION
(2016-2018)
CONTENTS
1. Acknowledgement
2. Discussion 1
3. Discussion 2
4. Discussion 3
5. Discussion 4
6. Discussion 5
ACKNOWLEDGEMENT
I IQRA MAIRAJ would
like to express my special thanks of gratitude to my teacher, M/s Keemti Gaur, as well as our principal,
M/s Niranajana Soperna, of Institute of Vocational Studies who
gave me the golden opportunity for being a part of the Critical Understanding of ICT and did this wonderful project on
Peer Networking, which also helped me in doing a lot of Research and
observation and I came to know about so many new things. I am really thankful
to them.
DISCUSSION ONE
CBSE NEW FORMAT FOR CLASS 6TH
TO 9TH
Here we discussed about the earlier CCE
system and the new “uniform assessment system” for class 6th to 9th.We
all discussed this topic in detail about the CCE and the new system in
education.
We discussed about the problem that in
teachers and the students faced in the CCE. The teachers were overburden with
work and the students started to take their studies lightly very much due to
the presence of CCE.
But the idea of CCE to be introduced was
a good but it was not been implemented proper and due to which it became a fall
concept.
Though the new system would also not be
as easy because everyone need to adjust themselves with this system and try to
understand it. We can only hope for the best that this new system would bring
back the quality of the education which was lost in CCE implementation.
DISSCUSION TWO
INDIA’S FIRST LADY
DOCTOR.
Here we
discussed about the first INDIAN lady doctor of India Aanandibai who married at
very young age as 14 and his husband also supported her to pursue the education,
she is the great example of us like how she managed her studies at that time
after being married.
DISCUSSION THREE
ARE ALL PRIVATE SCHOOLS MAKING PROFIT?
We discussed about the private schools who are not
making profit will manage as per the seventh pay commission without a hike in
there fees.
How much difficulties a parent face when there is a hike
in the fees at any time by the school authorities. We all favoured the decision
taken by the court to prevent unappropriated increase in the fees.
The all had our own points in this topic but we at
last came to a conclusion that schools have no way out of this situation until
they demand more fee, but at the same time there should be proper
feeimplementation with appropriate measures taken so as it doesn’t overburden
the parents.
DISCUSSION FOUR
EDUCATIONAL
TECHNOLOGY IS A BOON OR BANE?
In this discussion
every one enjoyed a lot as there were many we discussed how in the 21st
century the technological advances have exploded, and schools are not left
behind, classroom technology has become popular. This isn’t it; students enjoy
being a part of smart classes. They find it interesting and easy to learn, in
contrast to the lecture method.
But in order to be
technologically efficient, the schools require competent staffs, which mean
teachers need to be trained, thereby leading to an increase in cost. And this
cost would be later on covered from students. Further, we realised that this is
why ICT enabled schooled are so expensive.
Finally we all have
agreed that the ICT introduced in education has its own pros and cons. But
technology today is acting as tool to widen our horizon, and on the other,
limiting student’s ability to grope for knowledge.
DISCUSSION FIVE
STRUGGLING
STUDENDS REPEAT A CLASS?
The article was based on the child’s Psychology about how they feel when
they as less as compared to the other students and are detained from the
school.
We all felt that the children like this need a lot of guidance from
school, parents and also friends. They all should work together toward it then
only they would win over it.
Most of us held the
view that students who constantly get poor grades must be given extra
attention, by way of extra classes, another thing that could be done to handle
the situation is to guide the parents regarding the same and help students lead
a stress free life.
INSTITUTE OF VOCATIONAL STUDIES, AWADH CENTRE OF
EDUCATION
(Affiliated to Guru Gobind Singh Indraprastha
University)
Topic –REPORT CARD ANALYSIS
Submitted by: IQRA MAIRAJ
Submitted to: LAKSHYA MA’AM
Subject –PSE CODE (156)
BACHELOR OF EDUCATION
(2016-2018)
INDEX
|
S NO.
|
TOPIC
|
|
1.
|
WHAT IS REPORT CARD
|
|
2.
|
REPORD
CARD PICTURES
|
|
3.
|
PERFOMA
|
|
4.
|
REPORT
CARD ANALYSIS
|
WHAT IS REPORT CARD
A report
card communicates a student's performance academically. In most places, the report card is issued by the school to the student or the student's
parents twice to four times yearly. A typical report
card uses a grading scale to
determine the quality of a student's school work.
Report cards are now frequently issued in automated form by
computers and may be mailed to parents and students. Traditional school report
cards contained a section for teachers to record individual comments about the
student's work and behaviour. Some automated card systems provide for teachers'
including such comments, but others limit the report card to grades only.
The evaluation of the
student is according to the new evaluation system i.e., CCE which stands for
continuous compressive evaluation.
There are two parts of
evaluate student`s performance in scholastic and co-scholastic aspects of
student’s growth & development
|
SCHOLASTIC A
|
SCHOLASTIC B
|
CO- Scholastic Area
|
|||||
|
MARKS RANGE
|
GRADE
|
GRADE POINT
|
GRADE
|
GRADE POINT
|
GRADE
|
GRADE POINT
|
|
|
91-100
|
A1
|
10.00
|
A+
|
5
|
A+
|
3
|
|
|
81-90
|
A2
|
9.0
|
A
|
4
|
A
|
2
|
|
|
71-80
|
B1
|
8.0
|
B+
|
3
|
B
|
1
|
|
|
61-70
|
B2
|
7.0
|
B
|
2
|
|
|
|
|
51-60
|
C1
|
6.0
|
C
|
1
|
|
|
|
|
41-50
|
C2
|
5.0
|
|
|
|
|
|
|
33-40
|
D
|
4.0
|
|
|
|
|
|
|
21-32
|
E1
|
|
|
|
|
|
|
|
00-20
|
E2
|
|
|
|
|
|
|
PICTURES OF REPORD
CARDS
REPORT CARD ANALYSIS
PERFOMA
REFLECTION AND ANALYSIS
Report card
measures the progress of the student. The report card is prepared on the
pattern of CCE. THE REPOET CARD DOES NOT INCLUDE THE SEPARATE LEARNINGNOF
LANGUAGES. The categories provided in the report card reflect the curriculum outcomes
for the subject.
Report card
cover both scholastic and co – scholastic areas of the student Each item do not
express an accurate picture of that element of the student’s learning and as
well as the items.
The report
card is of good length and comprehensive. Teachers have adequate time to
complete the report card.
The report
card includes results of diagnostic evaluation and strategies deployed to
overcome weak areas.
·
Self-awareness
·
Problem solving
·
Decision making
·
Critical thinking
·
Creative thinking
·
Inter-personal relationship
·
Effective communication
·
Empathy
·
Managing emotions
·
Stress management
The report
card shows DOES NOT SHOW the Attitude;
·
Attitude towards teachers
·
Attitude towards school mates
The report
shows the performance of the students, grade, marks and suggestion and shows
the weakness.
The report
card covers the area and show the performance of the students in both visual
and performance arts and work education.
At the end
of the report card there is the table which shows the grading system and
promoting policy, so that the parents and students understand the grading
system as well as the weakness of the students in the particular subject.
Teachers
can complete the report cards during available marking and preparation periods.
Teachers were given adequate advanced notification for any new implementation
changes like CCE.
The report
card is also the convenient way to inform parents about student progress and
teachers have been provided with adequate professional development needed to
effectively implement the report card.
The
technology required to complete the report cards is readily available for
teachers. The technology required to complete the report cards does not present
problems.
Various
avenues to increase participation of students, for assessment purpose, are not
appropriately represented in the report card.
The report
card does not show any details of gifted students or differently abled.
Socio-personal
qualities are evaluated under a separate section in the report card.
The report
card highlights the subjects that are students lacking.
In this
report card students score good marks in Arabic language and maths, he was
doing good in Hindi also but at the end exams he did not performed well which
let his score or grade low in Hindi.
The English
language section is divided into separate heads reporting scores in reading,
writing and speaking skills which include understanding /comprehension, declamation, debate, storytelling,
extempore speech, grammar, quiz, conversation skills, writing off paragraph,
dictation(spell check), poem recitation, storytelling.
Hindi
language section is not divided into separate heads of reading, writing and
speaking.
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