E-shala

WHATSAPP BASED ASSESSMENT

Whatsapp based online Exam for std 3 TO 12 Students see the steps on how to take the exam & Exam Link

Click Here માર્ગદર્શિકા જોવા માટે

Save 8595524503 for Bharuch, chhota udepur, Narmda, Navsari, Surat,Tapi,,Dang,Vadodara and Valsad

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સમગ્ર શિક્ષા, ગુજરાતના હોર્મ લર્નિંગ કાર્યક્રમ અંતર્ગત “સ્વમૂલ્યાંકન” – Student’s WhatsApp-based Mulkyankan આરંભ કરવામાં આવ્યું છે. “સ્વમૂલ્યાંકન” હેઠળ દરેક વિદ્યાર્થીનું WhatsAppના માધ્યમ દ્વારા ખૂબ જ સરળ રીતે ધોરણ અને વિષય-આધારીત બહુવૈકલ્પીક મૂલ્યાંકન કરવામાં આવશે અને તે પછી પરીણામ આધારીત ઉપચારાત્મક અને સંદર્ભ અભ્યાસની લિંક પણ મોકલવામાં આવે છે.

સ્વમૂલ્યાંકન અંતર્ગત કસોટી ધો.3 થી 12 માટે લેવામાં આવનાર છે. નીચે આપેલ વ્હોટસેપ નંબર ધોરણ-3-12 નાં દરેક વિદ્યાર્થીઓ સુધી પહોંચાડવાનો રહેશે તથા આપના તાબા હેઠળની શાળાઓનાં ધોરણ-03-12 માં અભ્યાસ કરતાં તમામ વિદ્યાર્થીઓ આ સ્વમૂલ્યાંકનમાં ભાગ લે તે આપની કક્ષાએથી સુનિશ્ચિત કરવા વિનંતી.

આના માટે વિદ્યાર્થીને પોતાનો શાળાનો UDISE કોડનો ખ્યાલ હોય તે સુનિશ્ચિત કરવા દરેક વિદ્યાર્થીને પોતાની શાળાનો UDISE કોડ ખ્યાલ હોય તે કન્ફર્મ કરવાનું રહેશે.

વધુ માહિતી મેળવવા નીચેનો વિડીયો અવશ્ય જોશો.

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કમિટી ની રચના બી.આર.સી.કરજણ

NIPUN BHARAT PROJECT

Ministry of Education has launched a National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat), for ensuring that every child in the country necessarily attains foundational literacy and numeracy (FLN) by the end of Grade 3, by 2026-27.

શિક્ષા મંત્રાલય ભારત સરકાર, department of school education and literacy સંચાલિત પ્રોજેક્ટ

પાયાની સાક્ષરતા અને અંક જ્ઞાન (FLN)માટે વિવિધ કમિટી ની

રચના કરી અમલીકરણ કરવું

ગુજરાત સરકારના પરિપત્ર તારીખ 9 8 2021

વર્ષ 2026 27 સુધી ધોરણ 3 સુધીના તમામ બાળકો પાયાની સાક્ષરતા અને અંક જ્ઞાન પ્રાપ્ત કરે.

FLN - foundation literacy and numeracy

NIPUN - National Initiative for Proficiency in reading with Understanding and Numeracy.

રાજ્ય સરકાર નો પરિપત્ર

The National Mission which has been launched under the aegis of the centrally sponsored scheme of Samagra Shiksha, will focus on providing access and retaining children in foundational years of schooling; teacher capacity building; development of high quality and diversified Student and Teacher Resources/Learning Materials; and tracking the progress of each child in achieving learning outcomes.

The Department of School Education and Literacy, Ministry of Education (MoE) will be the implementing agency at the national level and will be headed by a Mission Director.

Students covered

The mission will focus on children of age group of 3 to 9 years including pre-school to Grade 3. The children who are in Class 4 and 5 and have not attained the foundational skills will be provided individual teacher guidance and support, peer support and age appropriate and supplementary graded learning materials to acquire the necessary competencies. The goals and objectives of the mission are required to be achieved by all Govt., Govt. Aided and Private Schools so that universal acquisition of FLN skills can be achieved by 2026-27.

What is Foundational Literacy and Numeracy?

Foundational literacy

The pre-existing knowledge of language helps in building literacy skills in languages. The key components in Foundational Language and Literacy are:

Oral Language : Development Includes improved listening comprehension; oral vocabulary and extended conversation skills. The experiences in oral language are important for developing skills of reading and writing.
Decoding : Involves deciphering written words based on understanding the relationship between symbols and their sounds
Reading Fluency : Refers to the ability to read a text with accuracy, speed (automaticity), expression (prosody), and comprehension that allows children to make meaning from the text. Many children recognise aksharas, but read them laboriously, one-by-one.
Reading Comprehension : Involves constructing meaning from a text and thinking critically about it. This domain covers the competencies of understanding texts and retrieving information from them, as well as interpreting texts.
Writing : This domain includes the competencies of writing aksharas and words as well as writing for expression

Foundational Numeracy

Foundational Numeracy means the ability to reason and to apply simple numerical concepts in daily life problem solving. The major aspects and components of early mathematics are:

Pre-number concepts : Count and understand the number system
Numbers and operations on numbers : Learn conventions needed for mastery of Mathematical techniques such as the use of a base ten system to represent numbers
Shapes and Spatial Understanding : Perform simple computations in her/his own way up to three-digit numbers and apply these to their day to life activities in different contexts
Measurement : Understand and use standard algorithms to perform operations of addition, subtraction, multiplication and division on numbers up to three digits
Data Handling : Identify and extend simple patterns starting from repeating shapes to patterns in numbers, interpret simple data/information in his/her daily life activities;

Objectives

To ensure an inclusive classroom environment by incorporating play, discovery, and activity-based pedagogies, linking it to the daily life situations of the children and formal inclusion of children’s home languages.
To enable children to become motivated, independent and engaged readers and writers with comprehension possessing sustainable reading and writing skills. • To make children understand the reasoning in the domains of number, measurement and shapes; and enable them to become independent in problem solving by way of numeracy and spatial understanding skills.
To ensure availability and effective usage of high-quality and culturally responsive teaching learning material in children’s familiar/home/mother language(s).
To focus on continuous capacity building of teachers, head teachers, academic resource persons and education administrators.
To actively engage with all stakeholders i.e., Teachers, Parents, Students and Community, policy makers for building a strong foundation of lifelong learning.
To ensure assessment ‘as, of and for’ learning through portfolios, group and collaborative work, project work, quizzes, role plays, games, oral presentations, short tests, etc.
To ensure tracking of learning levels of all students.

Unique features

The unique feature is that the goals of the Mission are set in the form of Lakshya Soochi or Targets for Foundational Literacy and Numeracy.Although, the overall aim is to achieve the desired learning outcomes by the end of grade 3, however, in order to generate greater awareness among the parents, community, volunteers etc. the Lakshyashas been developed from Balvatika to Grade 3. The Laskhyas are based on the learning outcomes developed by the NCERT and international research and ORF studies. For example, a child should be able to read 45to 60 words per minute and atleast 60 words per minute correctly by the end of Grade II and III respectively from an age appropriate unknown text with comprehension and clarity.

The success of NIPUN Bharat will primarily depend on teachers, so, there will be a special emphasis on capacity building of teachers. A special package for foundational literacy and Numeracy under NISHTHA is being developed by NCERT and around 25 lakh teachers teaching at pre-primary to primary grade will be trained this year on FLN.

Outcomes

Following outcomes have been envisaged from implementation of the goals and objectives of NIPUN Bharat Mission:

Foundational skills enable to keep children in class thereby reducing the dropouts and improve transition rate from primary to upper primary and secondary stages.
Activity based learning and conducive learning environment will improve quality of education.
Innovative pedagogies such as toy-based and experiential learning will be used in classroom transaction thereby making learning a joyful and engaging activity.
Intensive capacity building of teachers will make them empowered and provide greater autonomy for choosing the pedagogy.
Holistic development of the child by focusing on different domains of development like physical and motor development, socio-emotional development, literacy and numeracy development, cognitive development, life skills etc. which are interrelated and interdependent, which will be reflected in a Holistic Progress Card.
Children to achieve steeper learning trajectory which may have positive impacts on later life outcomes and employment.
Since almost every child attends early grades, therefore, focus at that stage will also benefit the socio-economic disadvantageous group thus ensuring access to equitable and inclusive quality education.The National Mission which has been launched under the aegis of the centrally sponsored scheme of Samagra Shiksha, will focus on providing access and retaining children in foundational years of schooling; teacher capacity building; development of high quality and diversified Student and Teacher Resources/Learning Materials; and tracking the progress of each child in achieving learning outcomes.
The Department of School Education and Literacy, Ministry of Education (MoE) will be the implementing agency at the national level and will be headed by a Mission Director.
Students covered
The mission will focus on children of age group of 3 to 9 years including pre-school to Grade 3. The children who are in Class 4 and 5 and have not attained the foundational skills will be provided individual teacher guidance and support, peer support and age appropriate and supplementary graded learning materials to acquire the necessary competencies. The goals and objectives of the mission are required to be achieved by all Govt., Govt. Aided and Private Schools so that universal acquisition of FLN skills can be achieved by 2026-27.

Objectives
- To ensure an inclusive classroom environment by incorporating play, discovery, and activity-based pedagogies, linking it to the daily life situations of the children and formal inclusion of children’s home languages.
- To enable children to become motivated, independent and engaged readers and writers with comprehension possessing sustainable reading and writing skills. • To make children understand the reasoning in the domains of number, measurement and shapes; and enable them to become independent in problem solving by way of numeracy and spatial understanding skills.
- To ensure availability and effective usage of high-quality and culturally responsive teaching learning material in children’s familiar/home/mother language(s).
- To focus on continuous capacity building of teachers, head teachers, academic resource persons and education administrators.
- To actively engage with all stakeholders i.e., Teachers, Parents, Students and Community, policy makers for building a strong foundation of lifelong learning.
- To ensure assessment ‘as, of and for’ learning through portfolios, group and collaborative work, project work, quizzes, role plays, games, oral presentations, short tests, etc.
- To ensure tracking of learning levels of all students.

Unique features

પ્રોજેક્ટ ની સંપૂર્ણ માહિતી

Foundational literacy

The pre-existing knowledge of language helps in building literacy skills in languages. The key components in Foundational Language and Literacy are:

Oral Language : Development Includes improved listening comprehension; oral vocabulary and extended conversation skills. The experiences in oral language are important for developing skills of reading and writing.
Decoding : Involves deciphering written words based on understanding the relationship between symbols and their sounds
Reading Fluency : Refers to the ability to read a text with accuracy, speed (automaticity), expression (prosody), and comprehension that allows children to make meaning from the text. Many children recognise aksharas, but read them laboriously, one-by-one.
Reading Comprehension : Involves constructing meaning from a text and thinking critically about it. This domain covers the competencies of understanding texts and retrieving information from them, as well as interpreting texts.
Writing : This domain includes the competencies of writing aksharas and words as well as writing for expression

Foundational Numeracy

Foundational Numeracy means the ability to reason and to apply simple numerical concepts in daily life problem solving. The major aspects and components of early mathematics are:

Pre-number concepts : Count and understand the number system
Numbers and operations on numbers : Learn conventions needed for mastery of Mathematical techniques such as the use of a base ten system to represent numbers
Shapes and Spatial Understanding : Perform simple computations in her/his own way up to three-digit numbers and apply these to their day to life activities in different contexts
Measurement : Understand and use standard algorithms to perform operations of addition, subtraction, multiplication and division on numbers up to three digits
Data Handling : Identify and extend simple patterns starting from repeating shapes to patterns in numbers, interpret simple data/information in his/her daily life activities;

સામાજીક વિજ્ઞાન ધો. 6 થી 8 ની નવીન અધ્યયન નિષ્પત્તિ

LEARNING OUTCOMES

અધ્યયન નિષ્પત્તિઓ

Learning Outcomes

The National Policy on Education 1986 emphasised that Minimum Levels of Learning (MLLs) should be laid down and children’s learning should periodically be assessed to keep a track of their progress towards ensuring that “all children acquire at least the minimum levels of learning”. Learning Outcomes are assessment standards indicating the expected levels of learning that children should achieve for that class. These outcomes can be used as check points to assess learning at different points of time. The learning outcomes would help teachers to understand the learning levels of children in their respective classes individually as well as collectively.

The Learning Outcomes have now been incorporated in the Central Rules of the Right of Children to Free and Compulsory Education (RTE) Act, 2009. These Rules will be applicable to all schools including government, aided and private schools. The NCERT has developed the Learning Outcomes at the Elementary Stage, 2017 for each class in Languages (Hindi, English and Urdu), Mathematics, Environmental Studies, Science and Social Science up to the Elementary stage. The Learning Outcomes developed by NCERT are the minimum levels of learning to facilitate the monitoring of students against expected benchmarks.

Click Here

GCERT ગાંધીનગર દ્વારા પ્રકાશિત તમામ અધ્યયન નિષ્પત્તિઓ

Learning outcomes are statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course, or program, and help students understand why that knowledge and those skills will be useful to them. They focus on the context and potential applications of knowledge and skills, help students connect learning in various contexts, and help guide assessment and evaluation.

ધોરણ મુજબ, વિષય મુજબ તમામ અધ્યયન નિષ્પત્તિઓ

ધોરણ 1

ધોરણ 2

ધોરણ 3

ધોરણ 4

ધોરણ 5

Learning outcomes are user-friendly statements that tell students what they will be able to do at the end of a period of time. They are measurable and quite often observable. ... focus on student products, artifacts, or performances, rather than on instructional techniques or course content.

ધોરણ 6

ધોરણ 7

ધોરણ 8

કલશોર ધોરણ 3 પ્રથમ સત્ર અઘ્યયન નિષ્પત્તિઓ

કલશોર ધોરણ 3 બીજું સત્ર અધ્યયન નિષ્પત્તિઓ

કુહૂ ધોરણ 4 પ્રથમ સત્ર અધ્યયન નિષ્પત્તિઓ

કુહૂ ધોરણ 4 બીજું સત્ર અધ્યયન નિષ્પત્તિઓ

એકમ કસોટી અનુક્રમણિકા

UNIT TEST QUESTION PAPERS / BLANK PAGE / INDEX PAGE

Unit Test

Teaching and testing are the integral part of educational system. Testing is implicit in teaching some of the stages, which may be properly marked for testing procedures.

1. During teaching.

2. At the end of teaching a daily lesson.

3. At the end of teaching a unit.

4. At the end of the term.

5. At the end of the year/curriculum.

A test at the end of a teaching unit is known as the unit test.

Usually the test / Examinations are held based on the entire syllabus. A unit test is not a random assessment of questions. It is preplanned, systematic and scientific test.

A unit test is a test which is constructed, administered and assessed by a teacher after teaching a particular unit to the students.

Characteristics of Unit test:

1. Unit test is an Evaluation tool for measurement of pupils and knowledge achievement and to improve by giving feed back.

2. It is based on a single unit.

3. It is administered at the completions of the unit.

4. It is clear from the above evidence that a unit testing is an integral part of teaching process. Unit testing makes instruction a dynamic process through continuous evaluation and regular feed back.

Steps for setting up a unit test:

The steps for setting up a good and meaningful unit test are,

A) Planning (Design) of the test:

1. Unit Analysis

2. Content Analysis

3. Weightage to content.

4. Weightage to type of questions.

5. Weightage to objectives.

6. Weightage to difficulty level.

7. Preparation of Blue print.

B) Editing the unit test:

1. Construction of items

2. Selection of items

3. Grouping of test items.

4. Instructions of Examinee.

5. Sections in the question paper.

6. Preparing a marking scheme and scoring key.

C) Reviewing the Question Paper:

1. Question-wise analysis.

2. Critical evaluation of the test.

D) Administering the Test:

E) Interpret the test results:

1. Score the answer scripts.

2. Item analysis (After the test)

F) Statistical Treatment:

1. Based on measures of central tendency values.

2. Based on quartile points.

3. Based on frequency polygon & histogram.

A) Planning (Design) of a unit test:

As it is obvious that, a planning made carefully to begin with, the design of the test is prepared so that it may be used as an effective instrument of evaluation. A proper design would increase the validity, reliability, objectivity and suitability of the test.

The following aspects have to be looked up on while planning for a unit test and they are.

1. Unit analysis:

Here the teacher must analysis the whole unit into its sub-units, sub-units may be listed under sub headings and must be organized logically.

2. Content analysis:

The content analysis must be done for each one of the sub unit separately by listing the important facts, concepts, principles, generalizations etc.

3. Weightage to objectives:

The relative importance of each objective is to be considered. For informative subject Mathematics the objectives are knowledge understanding, application and skill. The main task here is to decide the weightage to be given to the different objectives include in the unit plan. This weightage should be decided by a committee of experts, including the classroom teacher.

એકમ કસોટી લખવા કોરું પેજ ડાઉનલોડ કરો

The definition of a unit test has a surprising number of nuances, and they’re more important than one would think. Enough that the differences in interpreting those nuances led to forming two separate views on how to approach unit testing. These views are known as the classical and the London schools of unit testing. The classical school is so-called because it’s how everyone approached unit testing and test-driven development originally. The London school takes root in the Extreme Programming community in London.

This article focuses on the classical style of unit testing, but it’s important for you to know the main tenets of the London style.

I’ll give a definition of an integration test. I’ll contrast the unit and integration testing from the perspectives of the classical and London schools (yes, they have separate views on what constitutes this difference too).

Let’s start by defining a unit test.

Once the design is thoroughly prepared. The next step is to edit the test in the form at question paper. In editing the test the following points to be keep in the mind.

1. Construction of items:

A teacher must construct or prepare number of questions on the unit. The items must be of variety. Like essay type, very short answer type, short answer type and objective type etc. The construction of test items it is necessary to identify the objectives and its specification that the item intends to measure. The items should over all sub units.

2. Selection of test items:

The teacher must select the relevant item according to blue print, based on objectives content coverage, type of question required. They should have scoring key and marking scheme for better clarify.

3. Grouping of Test items:

We have to group the selected test items into different categories depending on the type of items.

4. Instructions to Examinee:

There are two types of instruction in the question paper

1. General instruction

2. Specific instruction

The general instruction must be given in the beginning of question paper.

a) This paper has two/three sections (A, B, C)

b) All questions in the section is compulsory

c) About time, medium of answering.

The specific instructions enable the examinee to understand how to respond to a question.

5. Sections in the Question Paper:

Generally the objective type items grouped under section a short answer in section B, Essay type in Section C.

6. Preparing marking scheme and scoring key:

The marking scheme should be prepared for the essay and short answer type of questions only the important points to be written in the expected answer in scheme. The expected answer must be allotted with certain amount of time.

The scoring key must be prepared for the objective type items.

GCERT એકમ કસોટી પેપર તમામ ધોરણ,વિષય અને માસ

વોટ્સએપ ગ્રુપમા જોડાવા માટે

DISASTER MANAGEMENT FILE - PDF / AAPATTI VYAVASTHAPAN FILE

અહી Click કરી આપ આપત્તિ વ્યવસ્થાપન ની pdf ફાઇલ ડાઉનલોડ કરી શકશો॰

આપની શાળાનું આપત્તિ વ્યવસ્થાપન નું આયોજન બનાવવું ખૂબ જરૂરી છે, આપે આ માટે કોઈ પણ આપત્તિ જેવી કે ભૂકંપ, પૂર,વાવાઝોડું,આગ કે કોઈ બીમારી અચાનક આવી પડે તો તમારી શાળાના બાળકો અને શિક્ષકો કઈ રીતે પોતાનો બચાવ કરશે ? આપત્તિ માથી બચવા તમારી પાસે ક્યાં ક્યાં સાધનો છે ? આ તમામ બાબતો આ આયોજન માં સમાવી લેવાની છે.

The International Federation of Red Cross & Red Crescent Societies defines disaster management as the organization and management of resources and responsibilities for dealing with all the humanitarian aspects of emergencies, in particular preparedness, response and recovery in order to lessen the impact of disasters.

GSDMA has prepared a comprehensive Hazard Risk and Vulnerability Atlas (HRVA) for the State covering six major hazards namely Earthquake, Tsunami, Flood, Cyclone, Drought and Chemical and Industrial hazards.

The Atlas can not only be used for hazard risk identification but also for risk reduction and activities related to future development planning in the State. The Atlas has been derived from one of the largest and most detailed digital GIS databases prepared in India and covers all the 226 talukas, and 25 districts of the State.

The Atlas covers the physical, social and economic vulnerability of its people, assets and economy at Taluka-level for six natural and man-made hazards. The hazards have been examined in detail using advanced computer assisted GIS models, probabilistic analysis and detailed field studies. The most vulnerable Talukas, possible areas of highest loss of human life, population concentrations, crops, buildings and lifeline infrastructure have been identified in a descending order of risk that enables planning, intervention and investments in a prioritized, phased manner – making effective use of scarce resources.

The purpose behind preparing the Atlas is to enable the process of reducing risk in all types of hazards and transform Gujarat into one of the lowest risk States in terms of disaster. The Atlas is basically for the use of Government and related agencies for disaster mitigation and management activities, land use planning, etc. The Atlas was prepared using the census data of 2001. On release of the latest census data of 2011, GSDMA would initiate the process of reviewing / updating the Atlas.

ઓફિસિયલ વેબસાઇટ ગુજરાત ડિઝાસ્ટર મેનેજમેંટ