EDUCATION

Let us make this World a peaceful Glogal City through Education

EDUCATION

Let us make this World a peaceful Glogal City through Education

EDUCATION

Let us make this World a peaceful Glogal City through Education

IMMIGRATION

Let us make this World a peaceful Glogal City through Legal Immigration.

JOBS

Let us make this World a peaceful Glogal City through Our Loyal Services

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Let us make this World a peaceful Glogal City through Hosteling

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SOFTWARES AND TOOLS

Monday 29 September 2014

NEXT SCALE PROMOTION OF THE LOWER GRADE STAFF BS-1 TO BS-4

NEXT SCALE PROMOTION OF THE LOWER GRADE STAFF BS-1 TO BS-4,NEXT SCALE PROMOTION OF THE LOWER GRADE STAFF BS-1 TO BS-4 Notification No. FD.PC.39-14/77(PLIV)(APCA/2008) Dated: 17th June 2014,Notification No. FD.PC.39-14/77(PLIV)(APCA/2008) Dated: 17th June 2014.

Government of the Punjab, Finance Department Lahore has introduced Promotion Policy of the Lower Grade Employees of Punjab Government i.e BS-1 to BS-4 vide its Notification No. FD.PC.39-14/77(PLIV)(APCA/2008) Dated: 17th June 2014.
According to the Notification employees BS-1 to BS-4 will be promoted after certain length of service vide office memo No. 1(4)F.1/2009 dated 31-12-2012. These promotions will be effected from 01-07-2014. One step next scale promotion will be awarded after qualifying satisfactory service of ''TEN'' years from the first joining. The ''SECOND'' step ONE scale next promotion will be granted after completing TEN years qualifying satisfactory service from the first promotion or 20 years satisfactory service from the first joining date. The Employees who have been promoted from BS-1 to BS-2 in 01-07-2007 vide Notification No. FD.PC.32-7/2007 dated 10-09-2007 will also be promoted to next one step up scale promotion after qualifying 10 years satisfactory service from the first date of joining...

Wednesday 17 September 2014

MINIMUM PENSION

MINIMUM-PENSION-FOR-PUNJAB-GOVERNMENT-SERVANTS

Government of the Punjab Finance Department Lahore has issued Notification No. FD.SR-III/4-302/2014 dated 18th July 2014 in respect of increase in minimum pension from Rs.5000/- p.m. to Rs.6000/- p.m. to civil pensioners of the Punjab Government. Similarly, family pension has also been increased from 3750/- p.m. to 4500/- p.m. through this Notification. Commutation of any part of the increase allowed vide this circular letter will not be admissible.

NOTIFICATION

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Monday 15 September 2014

MOVING ONE SCALE UP OF EMPLOYEES OF BS-1 to BS-4 with effect from 01.07.2007

Government of the Punjab Finance Department Lahore Notification No. FD.PC.2-2/2014 dated 16th July 2014

Government of the Punjab Finance Department Lahore has issued Notification No. FD.PC.2-2/2014 dated 16th July 2014 regarding clarification about up graduation of employees working in scale 1 to 4 despite of having selection grade or not. According to the above said notification, all employees working in scale 1 to 4 have been promoted one scale up (i.e., to next higher scale) w.e.f. 01-07-2007 without any discrimination and irrespective of the fact whether they were allowed selection grade or not. This clarification will take effect from 01.07.2007 and all the clarifications previously made in this regard shall be deemed to have been notifies to the indicated above.


Wednesday 10 September 2014

LEARNING OUTCOMES AND SOLO TAXONOMY

LEARNING OUTCOMES & SOLO TAXONOMY

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What is a Learning Outcome?

Learning outcomes are statements that indicate what students will know, value or be able to do by the end of the course. They are the assessable ends of education, written from the students’ perspective, focused on what students can expect to achieve if they have learned successfully. In order to be assessable, they must specify things that can be observed, that are public, and not activities or states that are internal to students’ minds. Every learning outcome follows a stem, such as:

On successful completion of this course, students will be able to:

After the stem, you write a list of your learning outcomes, each of which begins with an active verb or phrase that tells people what sort of public, observable activity will be expected of them.
Finally, you have the object of that verb – a concept/idea, skill, attitude or value. There are three domains of
knowledge from which you can draw these objects:

1. Cognitive:

Concepts, ideas, beliefs, and facts. If you can say, “I believe that X”, then you’re dealing with the cognitive domain. Cognitive knowledge is “knowing that” and “knowing about”, sometimes “knowing why”. It is also called “declarative” or “propositional” knowledge.

2. Performative:

Skills and abilities. These are things that people can do, generally after practice over a period of time, and they’re not usually the sorts of things people can do naturally (no one talks about the “skill” of chewing!). Performative knowledge is “knowing how”. It is also called “functional” knowledge. At the post‐secondary level, most performative knowledge presupposes and operationalizes a base of cognitive knowledge.

3. Affective:

Values, attitudes and emotions. When we’re talking about how we feel about something, our disposition toward it, or about values and principles we use to guide our behaviour, then we’re dealing with the affective domain. This kind of knowledge is closely connected to our emotions. Although universities have been declaring a commitment to affective knowledge for centuries, most still don’t include intentional teaching and assessment of the affective domain in their programs. So let’s look at a few learning outcomes in detail. We’ll make them learning outcomes about the same sort of object, in order to clarify differences between the three domains.

On successful completion of this course, students will be able to:

1. Explain the steps involved in at least two standard forms of historical research methodology:
 This is a cognitive learning outcome, because it focuses the students’ attention on demonstrating their knowledge of the steps involved in historical research. Note that it doesn’t require them to demonstrate that they can actually do that research themselves!

2. Research and write articles using a standard form of historical research methodology that meets
professional standards of style and format:
 This is a performative outcome. Here the focus is on students’ demonstration that they can actually research and write using a standard methodology. Note that the object is the same – the combination of outcomes 1 and 2 should give you a good sense of how well students understand the object from cognitive and performative perspectives.

3. Defend at least two standard forms of historical research methodology with an appeal to the underlying
scholarly values and attitudes of professional historians that they embody:
 This is an affective and performative outcome. The performative component is a skill (defence, which is a form, of argumentation), but they need to demonstrate that skill by appealing to the attitudes and values embodied in historical research. Clearly, in addition to combining the performative and affective domains, this outcome has two objects as well.

Now, if a student achieved all three of those outcomes, you’d have good evidence that they understood some aspects of standard forms of historical methodology from cognitive, performative, and affective perspectives. The three outcomes work together very well to engage students holistically with their object of study.

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Constructive Alignment: Outcomes, Methods, and Assessments

Learning outcomes are one of the three key components of a constructively‐aligned course – that is, a course in which the outcomes, means (teaching methods and learning experiences), and assessment tasks are mutually consistent and supportive. The outcomes specify what students should achieve, the teaching methods and learning experiences help them achieve those outcomes, and the assessment tasks determine whether and how well the outcomes have been achieved. Learning Outcomes Means (Learning Experiences and Teaching Methods) Assessment Tasks.

The Three Essentials of Alignment:

  1. Teaching methods should help students develop the knowledge and skills specified in the learning outcomes. The teaching methods are the means; the learning outcomes are the ends.
  2. Assessment tasks should determine whether, and to what degree, students have achieved the learning outcomes.
  3. Teaching methods, assessments, and learning outcomes should be consistent and coherent.
More Details............

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SOLO TAXONOMY




Monday 8 September 2014

COGNITIVE PROCESSES IN asTTle: The SOLO TAXONOMY

SOLO TAXONOMY


COGNITIVE PROCESSES IN asTTle: The SOLO TAXONOMY


SOLO:
The Structure of Observed Learning Outcomes (SOLO) cognitive processing taxonomy, developed in the 1970s and 80s by two Australian academics—John Biggs and Kevin Collis, categorises mental activity by quantity and quality attributes of the activities required by students or by the observable products of student work. This taxonomy has been used in asTTle to categorise student performance on every task in Reading/Pänui and Mathematics/Pängarau. This report explains the SOLO taxonomy and its psychological basis, and provides examples of using SOLO in assessment and education in general. Other technical reports will examine the performance of students by the SOLO taxonomy categories.

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The Psychological Basis of the Four Levels.

Biggs and Collis (1982) based their model on the notion that in any “learning episode, both qualitative and quantitative learning outcomes are determined by a complex interaction between teaching procedures and student characteristics” (p. 15). They emphasised the roles played by: the prior knowledge the student has of the content relating to the episode, the student's motives and intentions about the learning, and the
student's learning strategies. As a consequence, the levels are ordered in terms of various characteristics: from the concrete to the abstract, an increasing number of organising dimensions, increasing consistency, and the increasing use of organising or relating principles. It was developed to assess the qualitative outcomes of learning in a range of school and college situations and in most subject areas; hence the title of the taxonomy:
Structure of the Observed Learning Outcome:
There are four major ways that the four levels can increase in complexity: Capacity Each level of the SOLO taxonomy increases the demand on the amount of working memory or attention span. At the surface (unistructural and multistructural) levels, a student need only encode the given information and may use a recall strategy to provide an answer. At the deep (relational or extended abstract) levels, a student needs to think not only about more things at once, but also how those objects inter-relate.
Relationship Each level of SOLO refers to a way in which the question and the response interrelate. A unistructural response involves thinking only in terms of one aspect and thus there is no relationship possible. The multistructural level involves a many aspects but there is no attention to relationship between these aspects. At the relational level, the student needs to analyse and identify an appropriate relationship between the many ideas, and at the extended abstract level, the student needs to generalise to situations not experienced or beyond the given environment. Consistency and closure. These refer to two opposing needs felt by the learner. On the one hand, the student wants to come to a conclusion and thus answer or close the question. But on the other hand, the student wants to experience consistency so that there is no contradiction between the question posed, the material given, and the answer provided. Often, when there is a greater need for closure, less information is utilised resulting in an answer or response is that is less consistent. In contrast, when a high level of need for consistency is required, a student may utilise more information when conceiving an answer, but may not be able to reach closure if external factors do not permit. At the unistructural level, the student often seizes on immediate recall information, but at the extended abstract level, the student must integrate potentially inconsistent ideas and must tolerate the possibility of inconsistency across contexts.

Structure

The unistructural response takes one relevant piece of information to link the question to the answer. The multistructural response takes several pieces and links them to the question. The relational response identifies and makes use of an underlying conceptual structure and the extended abstract requires a generalised structure such that the student demonstrates an extension beyond the original given context.....

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