92
Nepal Open
University
Manbhawan, Lalitpur
Faculty of Social Sciences and Education
Bachelor of
Education in Pedagogical Sciences
Assessment sheet
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Name
student |
Tarani
bhatta |
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8Assessment date |
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Criteria of
formative assessment
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Assessment conditions |
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Completed |
Not completed |
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The portfolio is
submitted in Word format (not PDF) |
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The subject's
learning areas are recognizable and included in the portfolio |
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The title page, table
of contents, and
content are presented in organised way |
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References and a list of references conform with the APA
format. The portfolio should be written on Times New Roman font, size 12 |
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Conditions for credit allocation |
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Completed |
Not completed |
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²The student attends at least 80-90 % of the on-campus
meetings and is actively involved during classes |
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All formative assignments are handed in and marked as
satisfactory |
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1. Course ( BEDPS) Learning areas |
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Learning outcomes: ●
Prepare
competent teachers in the context of Nepal who will teach and positively
impact students in basic education (grades 1-5) & (grades 6-8). ●
Equip
teachers with a thorough understanding of child development, child
psychology, and learning theories, as well as ample pedagogical content
knowledge (knowledge about how to teach different content in a pedagogically
sound manner). ●
Provide
trainees with ample classroom experience, using a mentorship model, whereby
an experienced teacher will help them improve their practice through
observations and feedback. So that they can go into the classroom being
skilled and confident. ●
Provide
depth and breadth of knowledge of teacher professional development to
trainees, so that they can see the world through multiple lenses provided by
different disciplines. ●
Prepare
teachers who are academically strong and able to intellectually stimulate
students by engaging in discussions about complex ideas in an engaging
classroom environment ●
Prepare
research-literate teachers who are able to carry out and apply established
and current research findings in their own classrooms. ●
Prepare
teachers to recognize and celebrate diversity and teach diverse groups of
students, including students with special needs. |
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U= Unsatisfactory,
S=
Satisfactory
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U |
S |
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Criteria Where are you in your development? The explanation of the learning
outcome needs to meet the following criteria:
Satisfactory: Pass mark: all parts (3 criteria) must be
marked as satisfactory |
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Justification for your mark ( Remarks, comments, Good points) by Mentor / Tutor |
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Suggestions for further development ( Mentor/ Tutor) |
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First Semester |
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2. Journal Writing ( Teacher Personal
development ) |
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Objectives assessed in this part The student ●
to
develop the habits of journal writing based on study skills ● to be able to make reflective
notes based on learning and teaching related to personal and professional
development. Journal 1: Jouranal 1 uPsf]
dlxgf cuf8L ljleGg lsl;dsf website x? agfpg tyf rnfpg ;lsGYof] . h:t} slagger
, google, duck, sley hub cflb / kf7\s|dsf] af/]df lgb]{zg :yflkt kf7\s|d
lgdf{0f s;/L ug{ ;lsG5 ;f] af/]df hfgsf/L eof] oL ;a} ljifoa:t'x?sf] af/]df
hfgsf/L kfOPsf] x'gfn] Technology sf] af/]df s]xL ;xh ePsf] kfOof] , t/ dnfO{
sDKo'6/ Technology ;DalGw sfd hfgsf/L ePsf] x'bf s]xL blogger sky hub sf]
visit ug{ s]xL ;do nfUg k'Uof], / of] :yflgo kf7\os|d lgdf{0f ug{ cfjZos
;|f]t ;fwg tyf cg'ej sf] cefj ePsf] x'gfn] dnfO{ s]xL cK7\of/f] x'g uof] . s]xL
sdLsdhf]/L / cK7\of/f]x?sf] afah't klg dnfO{ of] ky hub af6 article x? free
k9\g kfpg dnfO{ c;fWoo /dfOnf] eof] / blagger agfpg klg l;lsPsf] /
;flyefO{x?n] s]xL /dfOnf kf]i6 cfbfgk|bfg ug]{ x'“bf v'a dhf cfof] . dnfO{ s]
nfU5 eg] of] education system Pp6f 1fgfTds dfq geO{ 1fg l;k / Jojxf/ ;DaGwL
k|of]u ePsf] kf7\os|d /fVg'sf ;fy ;fy} o; ;DaGwL cg'elj tyf tfnLd k|fKt
lzIfssf] Joj:yf ePsf] v08df l;sfOx?sf] oL ltg} kIfsf] ljsf; x'g] s'/fdf b'O{
dt /xb}g . ctM dnfO{ of] ICT tools / technology system based learning n] k|efj
kf/]sf] 5, lsgeg] of] system sf] k|of]u 4f/f lzIf0f ljlwdf ;'wf/ x'g uO{
l;sfOsf] rf}tkmL{ ljsf;df 6]jf k'u]sf] b]lvG5 . Reflect on
this past month. What has been hard for you? What have you enjoyed the most?
Why? Have you made any changes to the way you
think about the education system? What and how the contents have made an
impact on you ? Journal 2: Journal 2 Oneline learning system 4f/f l;lsPsf ;Dk'0f{
cTofw'lgs k|ljlw ;fdfu|Lx?sf] k|of]u / pkof]usf] sf/0faf6 d]/f] JolQmTj ljsf;
x'g uPsf] 5 . o;/L cfÏgf] JolQmTj ljsf; ePsf]
x'“bf cfkm'n] ul//x]sf] k]zfdf gof“ z}If0fLs ljlw / k|ljlw ckgfpbf k'/fgf]
ljlw lj:tflkt eO gof“ lsl;dsf] dfWodaf6 lzIf0f ug{ kfO{ l;sfOsf] JolQmTj
ljsf;df ;xof]u k'u]sf] 5 . d]/f] ljef/df cfÏgf]
JolQmTj ljsf; ug{ ljleGg tl/sf tyf dfWodx? /x]sf 5g\ . ;do ;fk]If update eO/xg' net/enternet, email,
goole h:tf web sf] dfWodaf6
ljleGg lsl;dsf 1fg d'ns ljifox? 4f/f cfÏgf] JolQmTj ljsf; ug{ ;lsG5 . ;fdflhs
;~hfn facebook
/tweter/mail af6 Ps JolQmdf Ps ;+u7gaf6 csf]{ ;+u7g lar ;~rf/ eO{
JolQmTj ljsf;df ;xof]u k'Ub 5 . o;sf afjh't klg ljleGg
lsl;dsf r'gf}tLx?sf] ;fdgf ug{' k/]sf] 5 . ;fdflhs 4G4 /fhlglts pQf/ r9fa ,
lx+;fds ultljlwx? ef}uf]nLs cj:yf cfly{s ;d:of lzIf0f k|ls|of k'/fgf] z}lnsf]
tflnd k|fKt gePsf cfof]u lzIfs kf7\os|d tyf z}If0fLs of]hgfsf] sdL h:tf
sf/0fx? JolQmTj ljsf;df afwf k'¥ofOPsf] b]lvG5 . Reflect your personal
development and professional skills so far. How do you view your personal
ways of learning and how will you cope with
the challenges you are facing till now? Journal 3 While
preparing your personal vision and goal, make a list of your urgent and
important things. What have you learned about your life goals and priorities? Journal 3 cfÏgf] nIo / p2]Zo
k|fKtL ug{sf] nflu tTsfn cfjZos kg]{ dxTjk"0f{ s'/fx? o; k|sf/ 5g\ . !_ ;d:ofsf] klxrfg ug]{ @_ cfÏgf] Ifdtf clej[l4
ug]{ #_ tTsfn ;d:ofsf]
;dfwfg ug]{ $_ Jojxf/Ls, kIfnfO{
ljz]if hf]8 lbg d]n] cfÏgf] nIo k|fKtL
ug{sf] nflu s'g} klg ljifoa:t'x?df ulx/fO ;Dd k'u]/ To;sf] j[:t[t cWoog
cg';Gwfg u/L To;sf] cutput s] kfKtug{ ;lsG5 . h:t} Pp6f ls;fgn] v]t Lug{sf] nflu
;Dk'0f{ 1fg, l;k, v]tL ug]{ tl/sf kQf gnufOsg /fd|f] v]tL ug{' ;Sb}g / p;n]
kfpg] k|ltkmn klg ;Gtf]ifhgs x'b}g . To;}n] cfÏgf] nIo k|fKtL ug{sf] nflu
uGtJodf k'Ugsf] nflu s'g} klg ljifosf] ;Dk'0f{ s'/fx?sf] klxrfg x'g cfjZos
kb{5 . Journal
4 When
you did your emotional intelligence test, which area you found is your
strength and which area is your weakness. What is your developmental plan to build upon your
strength and work on your weakness? Journal
5 Journal 5 d]/f]
Core quality d'n ;Ifdtf cGtu{t, kg]{ ;Ifdtfx?
o; k|sf/ 5g\ . Ø ;d'xsfo{ Ø cg'zfl;t Ø cfb/efj Ø JofVof ljZn]if0f ug]{ o;/L Pp6f
d'n ;Ifdtf cGtu{t ;d'xsfo{ ubf{ o;n], Ps cfk;df ;xof]u efjgf clej[l4 ug'{sf
;fy;fy} sfd ubf{ub} ePsf uNtLx? sld sdhf]/Lx?nfO{ ;RofO{ Pp6f lgZrt uGtJodf
k'Ug ;xh aGb5 . ;a}sf larf/, cleJolt, ljZn]if0f, efjgfx? ;d]6]/ Pp6f lgZrt
d'n dd{ k|fKt ug{ ;xh x'G5 . o;n] JolQmsf] JolQmTj ljsf;df ;d]t ;xof]u k'Ug
hfG5 . o;n] allergy df ;d'xdf sf]xL cfÏg} dgk/L ug]{ g} 7'nf] x' eGg]
Psnsf6] h:tf o;sf allergy sf kfqx? cGt{ut kb{5g\
. Mak e a list of your core qualities and how it will help you
succeed personally and professionally? How will you work with your allergy? Journal
6 What have you learned about
assertive communication and active listening technique? How will these skills
groom you personally and professionally?
Journal
7 Make a self-reflection cycle of your
unpleasant events of this month. Journal
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Share your experiences of giving or receiving feedback according to
the class. How did it work for you and your colleagues? Journal 9 Write your personal development plan in
brief based on the personal development sessions done in this semester |
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Bi
Weekly Mentoring session
● Develop lesson plan according to
subject you teach in your school. (If possible follow the model of
Educational Learning Theories) ● Lesson plan Class : 4 Subject :
Science Topic : part
of plant and their function Time : 45
min 1-
Spcife objectes : The students will be able to know : A)
Parts of plants B)
Functions of plants 2) Teaching materials : a) Daily used materials b) Living plants / Model chart of
plants 3)
Teaching learning activities : a) Warm up
activities : Teacher will ask Some questions to the student - What is
living thing ? -From
where we found flower ? b)
Presentation : - teacher
will be show the plant ask the students about name of parts of plant. - Teacher
will listen students answers and write it on white board. - Then
teacher will show living plant and tell the students about parts of plants. - After
that teacher will tell the function of parts of plants one by one. 4)
Evaluation : Teacher will ask some questions -
Tell the name of parts of plants? -
Tell the function of roots 5)
Homework : - Draw the picture of plants and show its part ? ● Teaching
materials ● Evaluation
process ● Lesson
Plan format ● Self-Evaluation
format ● Feedback
sheet format
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Criteria 1.Satisfactory: Pass mark: the impact of two out of three
learning outcomes on learning and development must be described. |
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Justification for your mark |
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Suggestions for further development |
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3. Handling learning and change processes ( According
to the subject of one year BEdPS) |
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objectives assessed in this part e.g E-pedagogies for
Learning The student: ●
Demonstrate understanding of various
educational technologies including ICT. ●
Show their capability of recognising and re-evaluating
apps and web tools for learning. ●
Develop digital content
and use them in instructional activities. ●
Show their ability to use digital devices
and apps to create digital content and share their creations on the Internet. ●
Create professional learning communities for
collaborative, teamwork, and autonomous learning. ●
Apply inclusive
strategies to encourage and support student engagement ●
Apply ethics in the
practices of ICT in educational and personal life. ●
Implement innovative and creative ideas to
respond to challenges of integrating ICT in an educational settin ●
gProof
of competences: ●
Making blogs, sharing on MOODLE, present
during classes and share daily learning activities.
https://taranibhatta2020.blogspot.com/ ●
Read, compose paragraphs on given topics and
share during class. ●
Read friends’ blogs and comment on the their writing with
constructive ideas. ●
Record audios and videos and share in the classroom. ● https://youtu.be/3LBTIeNL_B8Create
podcasts using apps and share. ●
Design presentation materials utilising infographics. ●
Create professional learning communities, discuss
learning issues with the members, and share ideas with them. ●
Organise online seminars for their friends. ●
Gather information to prevent cyber bullying
and practise ethics. |
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Justification for your mark: |
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Subject: Curriculum and Assessment Objectives
assessed in this part: The student: ● analyses the basic process of curriculum
development to incorporate the local knowledge according to the needs of
society. ● reconstructs the learning objectives and
outcomes, contents, resources, teaching learning activities and assessment
techniques. ● formulates the assessment of/for learning
considering objectives of curriculum and the nature of contents according to
classroom context. ● compares the term measurement, assessment
and evaluation and identify the purpose of assessment at school level and
analyse the reliability and validity for the test. Proof of competences:
● Consider
the process of curriculum development and design the framework by analyzing
the components of the curriculum. ● Select
your own subject you teach in your school / area of interest according to
your discipline. ●
Develop the curriculum framework according to your own
subject. ● Write the
development of objectives and learning outcomes ● Identifying
and selecting contents and resources ● Planning
the teaching and learning activities/ techniques ● Selection
of tools and techniques of assessment ●
Write the reflection while developing the curriculum
framework.
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Child/Student portfolio at least 2(Male and female) Background
(Baseline, Interview, Areas of development, self-portrait) ●
Observations Tools ●
Rating scale ●
Checklist ●
Anecdotal records ●
Event sample ●
Photo analysis/Video analysis ●
Work sample ●
Test (Teacher made/ Standard test) ●
Final report How does doing activities with a
child contribute to your personal and professional development? Satisfactory: Pass-mark: -
meaningful
reflection must be marked as satisfactory |
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Justification for your mark: |
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Suggestions for further
development: |
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Subject: Work-based Research
Objectives
assessed in this part: The student: ● Develop the knowledge and skills of Work-based (action
research) ● Explore a specific problem in the classroom and formulate.
● Analyse the existing literature. ● Formulate the appropriate research design and data
collection procedures ● Prepare a research plan/ program to address the problems ● Execute the intervention plan, document the results and
evaluate the process ● Prepare the research report and present in a professional
way ●
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Proof of competences: ● Write the background of the research ● Identify and analyse research problems ● Review the relevant literature ● Prepare an intervention plan with research relevant research
design ● Implement the intervention plan ● Write the report and present it in an academic way ● Submit the research report
Satisfactory: Pass-mark: -
meaningful
reflection must be marked as satisfactory -
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Justification for your mark |
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Suggestions for further development |
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Subject: Child Development and Indigenous Practices of Nepal Objectives
assessed in this part: The student: ●
Build an understanding of theoretical perspectives on child
development and holistic development of a child. ●
Develop their ability, awareness and thoughts regarding
different factors affecting child development in a natural setting. ●
Promote their awareness regarding influencing factors of child
development in a natural setting. ●
Devise the indigenous child care practices supporting child
development in the context of Nepal. |
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Proof of competences: ●
Develop their
understanding of different theoretical perspectives on the child development
and holistic development of a child. ●
Assess the ability,
awareness and thoughts regarding different factors affecting child
development in a natural setting. ●
Evaluate the awareness and thoughts
regarding influencing factors of child development in the context of Nepal. ●
Develop and apply the model of indigenous
knowledge and skills in classroom/school settings. ●
Apply the
self-developed child developmental model in classroom/school settings and
judge its effectiveness. Satisfactory: Pass-mark: -
meaningful
reflection must be marked as satisfactory |
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Justification for your mark |
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Suggestions for further development |
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Final
assessment
If
any part is marked as unsatisfactory, the final assessment will be marked as
unsatisfactory.
The
part(s) marked as unsatisfactory must be modified and handed in again. These
are the only parts that will be reassessed.
The
student’s final assessment will be marked as satisfactory if all the individual
components have been marked as satisfactory.
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Final assessment |
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First assessor (Tutor): |
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Sec. assessor (Mentor): |
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U |
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1.
All
parts are ‘Satisfactory’ |
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2. All formative assignments are handed in and marked as
satisfactory |
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Final assessment |
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