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Wednesday, July 31, 2019

Continuous Student Assessment: Whether to say no or not? Don't tell? What happened

One teacher gave a student of class 4 his math problems for classwork. One student solved 5 questions but none were found. Another student made 3 turns but all matched and the other one did not. How to fill out a continuous student assessment form now?

In this case, how many of the three students get the resentment?

This is a Facebook status tag I wrote. I don't know if I can suggest a solution to this problem, but after the status writer asked for advice on Facebook, I could not escape. I am also not an expert in any of the trainees' training or training. I've heard about it, read some of the material I found. Since I work in this area, I have churned some. I have made some of my own explanations, but I am not in a position to say that my understanding is correct. Still trying to churn my intellect.

It has been almost two years since the practice of continuous student evaluation began in Nepal. During this 3-year training, workshops are going on at various levels to explain the concept of continuous student assessment. Millions of funds have been released to the school for the printing of the application form and to manage the portfolio file. There may be millions in training.

Continuing student evaluations, which initially began as a test in some districts, were gradually applied throughout the country. The system, which was started only for grades 1 through 8, was later extended to Class 8 and is currently operational till Class 8. At present, there is a provision to assess the percentage of students in grades 1 and 2, 5 percent in grades 8 and 8, and 100 percent continuous grades in grades 1 through 9 There is also a provision that in grades 8 through 8, liberal promotions are not assigned, the course number is not specified.

First question:
Have we not taken the exam for grades 8 through 8? To what extent has this policy of course been implemented? What is its effectiveness? What has it done to improve our teaching practice or not? Anyone who does not go to the classroom has seen it very well. Everybody who goes into the classroom has seen this problem.Those who saw it well thought we were not implementing it, those who saw it as a problem neither completely rejected nor implemented it. It became something that was recorded as a contributing factor to the student's weak learning. This is due to the poor learning of the student who is studying in grades 1, 2. It has been implemented so that we have prepared the exam from the child's class and have run the exam in the school. There is a small industry that sells and produces question papers in the source centers and various committees. The fun part is that we take the exams in the school and put the regs on the register prepared by different companies. Why take the exam? Everyone takes it? Why did Reza have to take the exam? Everyone do the same? At the same fate, our overall system is in operation now.



Continuous student evaluation sought to make the teacher a little more active, responsive and productive for every student's learning. But the private printers started printing and distributing files by writing the names of the one text that would be accessible to all classes, as shown in the picture above.
Exam in the pretext that parents should not take the test? What is the exam? Why take the exam?
What Exam? Who will take the exam? When and how to take the exam? Not a matter of discussion and interest? Take the exam as always? Take the exam to buy a question? Run Exam Schedule? The results are over.

Continued student assessment was adopted as a method of failure. But teaching regularly, failing to do so, was regularly forgotten about being evaluated and assisted.

Teaching the stranger more often than not is in our teaching method. It was not only a matter of taking the upper classes by acquiring the competencies specified in the syllabus, but also taking the exam to finish the book. The teacher who completed the course quickly became a jobber. So while running the farm, there was a textbook campaign similar to the one that started the festival. Teaching, watching unfamiliar, assisting more, discussing with parents were all elephant show teeth.

Second question: 
Is the above problem related to continuous student assessment? Continuing student assessment is completely wrong in suggesting that one of the lessons is based on the classwork given to it. And that is not to say that no student should ever be judged based on how many calculations were made. In view of the above problem, the teacher factor in teaching the school and mathematics subject is the problem. How many students in a class can calculate a lesson after teaching a lesson? One must know which ones cannot be calculated. One is a reference to how students arrived at class 8 without basic math activities, and another reference is to the lesson in which this problem occurs. What is the state of the lessons preceding this lesson? Does it mean focusing on what the student does not understand or what he or she is doing on a continuous student assessment?

Third question:
 Is continuous student assessment really our problem? If the problem is that the school and the teacher all have to say it cannot be implemented. It may not always be possible to get away with it because of poor learning. It would be better to spend the budget only by ensuring that it is implemented, rather than putting on a single rationale that some researchers who do not have the school-level classroom experience, and who do the research to get the budget out of some large-scale research, should do so well. If there is a problem with student learning due to constant student evaluation, it is not necessary to weaken the learning on the pretext.
Are local governments conducting some of the reform reforms, thinking of doing something, conducting extensive discussions, discussions, and interactions to help ensure continuous student evaluation, or is it helping the teacher to factor in the student's weak learning? Be healthy. If this is the problem, do not let it go but do not act, do not give up and always try to flee accountability by showing cause.

This year many local level exams took the basic test. Please, send the upper class. What happened in the past has happened. In recent days, some local levels have taken out the exam schedule for the quarterly exam and formal examination has been taken from the classroom nursery. Looking at it, this constant student evaluation is just an ivory tooth. Let's say. Let's say that. Don't walk one way. It is better to say no than to say no.

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