‫‪SESLOAF‬‬

‫ﺳﻨﮅﻱ‬ ‫ﺳﻨﮅ ﺟﻲ ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﮑﮡ‬

‫ڪﻼﺱ‬
‫)ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺗﺎﺋﻴﻦ(‬ ‫ﺟﻲ ﺣﺎﺻﻼﺕ ﺟﻮﺧﺎڪﻮ‬
‫ﺑﻨﻴﺎﺩﻱ ﻧﻈﺎﻡ‬

‫ﺗﻴﺎﺭ ڪﻨﺪڙﻥ‬
‫ﭘﺮﺍﺅﻧﺸﻞ ﺍﻳﺠﻮڪﻴﺸﻦ ﺍﺳﻴﺴﻤﻴﻨٽ ﺳﻴﻨٽﺮ)‪(PEACE‬‬

‫ﺑﻴﻮﺭﻭ ﺁﻑ ڪﺮﻳڪﻴﻮﻟﻢ ۽ ﺍﻳڪﺴٽﻴﻨﺸﻦ ﻭﻧﮓ ﺳﻨﮅ ﭴﺎﻣﺸﻮﺭﻭ‬

‫ﻳﻮﺭﭘﻴﻦ ﻳﻮﻧﻴﻦ ۽ ﺑﺮٽﺶ ڪﺎﺅﻧﺴﻞ ﺟﻲ ﺗﻌﺎﻭﻥ ﺳﺎﻥ‬
 ‫ﺍﻅﻬﺎﺭ ﺗﺸڪﺮ‬

‫ﺍﺳﺎﻥ ﺳﻨﮅ ﺍﻳﺠﻮڪﻴﺸﻦ ﺍﺳٽﻮڊﻧٽﺲ ﻟﺮﻧﻨﮓ ﺁﺋﻮٽ ڪﻢ ﺍﺳﻴﺴﻤﻴﻨٽ ﻓﺮﻳﻢ ﻭﺭڪ)‪(SESLOAF‬‬

‫ﺟﻲ ﻣﻴﻤﺒﺮﻥ ﺟﺎ ﺑﻴﺤﺪ ﺷڪﺮﮔﺬﺍﺭ ﺁﻫﻴﻮﻥ ﺟﻮ ﺍﻧﻬﻦ ﻣﺨﺼﻮﺹ ﺍﺳڪﻮﻟﻦ‪ ،‬ڪﻼﺳﻦ ۽ ﻣﻀﻤﻮﻧﻦ ۾‬
‫ﺳﮑﻴﺎ ﺟﻲ ﺍﻫﻠﻴﺖ ﺟﻲ ﺟﺎﺋﺰﻱ ﺟﻲ ﺧﺎڪﻲ ﺟﻮ ﺗﻨﻘﻴﺪﻱ ﺟﺎﺋﺰﻭ ﻭﭠﮡ ﻻ ِء ﻣﻨﻌﻘﺪ ڪﻴﻞ ﻭﺭڪﺸﺎپ ۾‬
‫ﻓﻌﺎﻝ ﺷﺮڪﺖ ۽ ﺗﻌﺎﻭﻥ ﺟﻲ ﺫﺭﻳﻌﻲ )‪ (SESLOAF‬ﺟﻲ ﺗﻴﺎﺭﻱ ﻻ ِء ﮔﺮﺍﻥ ﻗﺪﺭ ﺧﺪﻣﺘﻮﻥ ﺍﻧﺠﺎﻡ‬
‫ڏﻧﻴﻮﻥ‬

‫ﺍﻥ ﺳﺎﻥ ﮔڏﻭﮔڏ ﻳﻮﺭﭘﻲ ﻳﻮﻧﻴﻦ ﺟﻲ ﻣﺴﻠﺴﻞ ﺷﺮﺍڪﺖ ﺟﻮ ﺗﻬ ﺩﻝ ﺳﺎﻥ ﺷڪﺮﻳﻮ ﺍﺩﺍ ڪﺮﻳﻮﻥ ﭤﺎ‪.‬‬
‫ﺳﻨﺪﻥ ﺗﻌﺎﻭﻥ ﺟﻲ ﺑﻐﻴﺮ )‪ (SESLOAF‬ﺟﻲ ﺗﻴﺎﺭﻱ ۽ ﺍﻥ ﺟﻲ ﻣﺎﻫﺮﺍﮢﻲ ﺟﺎﺋﺰﻱ ۽ ﺍﻥ ۾ ﻭﺍڌﺍﺭﻱ‬
‫ﺟﻲ ﺻﻼﺣﻴﺖ ﺟﻮ ﻫﻦ ﻭﺭڪﺸﺎپ ﺟﻮ ﻣﻨﻌﻘﺪ ڪﺮﺍﺋﮡ ﻣﻤڪﻦ ﻧﻪ ﻫﻮ‪.‬‬

‫ﺳﻨﮅ ﺍﻳﺠﻮڪﻴﺸﻦ ﺳﻴڪٽﺮ ﺳﭙﻮﺭٽ ﭘﺮﻭﮔﺮﺍﻡ)‪ (SESSP‬ﺟﻲ ٽﻴﻢ ﻟﻴڊﺭ ﻣﺤﺘﺮﻣﻪ ﺩﻭﺭﺍﻥ ﺑﺮﻧﺎﺭڊ ۽‬
‫ﺳﻴﻨﻴﺌﺮ ﺍﻳڊﻭﺍﺋﺰﺭ ڪﻮﺍﻟٽﻲ ﺍﻳﺠﻮڪﻴﺸﻦ)‪ (SESSP‬ﻣﺤﺘﺮﻣﻪ ﺭﺍﻧﺎ ﺣﺴﻴﻦ ﺟﻮ ﻫﻦ ڪﻢ ﺟﻲ‬
‫ﻧﻈﺮﻳﺎﺗﻲ ﺗﺸڪﻴﻞ ۽ ﮔﻬﺮﺑﻞ ﺣﺪﻑ ﻣڪﻤﻞ ڪﺮڻ ﺗﻲ ﺑﻴﺤﺪ ﺷڪﺮﮔﺬﺍﺭ ﺁﻫﻴﻮﻥ‪.‬‬

‫)‪ (SESLOAF‬ﺟﻲ ﺧﺎڪﻲ ﺟﻲ ﺗﻴﺎﺭﻱ ۾ ﺭﻳﻔﺎﺭﻡ ﺳﭙﻮﺭٽ ﻳﻮﻧٽ ۽ ﺍﻥ ﺟﻲ ﺍﮘﻮﺍڻ ﭼﻴﻒ‬

‫ﭘﺮﻭﮔﺮﺍﻡ ﻣﻴﻨﻴﺠﺮ ﻣﺤﺘﺮﻣﻪ ﺻﺒﺎ ﻣﺤﻤﻮﺩ ﺻﺎﺣﺒﻪ ﺟﻲ ﺗﻌﺎﻭﻥ ﺟﺎ ﺧﺎﺹ ﻁﻮﺭ ﺗﻲ ﺷڪﺮﮔﺬﺍﺭ‬
‫ﺁﻫﻴﻮﻥ‪.‬‬

‫ﺁﺧﺮ ۾ ﺧﺎﺹ ﻁﻮﺭ ﺗﻲ ڊﺍﺋﺮﻳڪٽﺮ ﺑﻴﻮﺭﻭ ﺁﻑ ڪﺮﻳڪﻴﻮﻟﻢ ﻣﺤﺘﺮﻡ ﻣﺸﺘﺎﻕ ﺍﺣﻤﺪ ﺷﺎﻫﺎﮢﻲ ﺟﻲ‪،‬‬
‫‪ PEACE‬ڪﻮﺁﺭڊﻳﻨﻴٽﺮﺟﻨﺎﺏ ﺁﻓﺘﺎﺏ ﻋﻠﻲ ﺻﺎﺣﺐ ۽ ‪ PEACE‬ﺟﻲ ٽﻴﻢ ﺟﻲ ﻋﻠﻤﻲ ۽ ﺍﻧﺘﻈﺎﻣﻲ‬
‫ڪﻮﺷﺸﻦ ﺟﺎ ﻧﻬﺎﻳﺖ ﺋﻲ ﭤﻮﺭﺍﺋﺘﺎ ﺁﻫﻴﻮﻥ‪.‬‬
‫ﻋﻨﻴﺰﻩ ﻋﻠﻮﻱ‬
‫ڪﻨﺴﻠٽﻨٽ‬
 ‫ﺍﻫﻢ ﺍﺻﻄﻼﺡ‬
‫ﺑﺮٽﺶ ڪﺎﺋﻮﻧﺴﻞ‬ ‫‪BC‬‬
‫ﺑﻴﻮﺭﻭ ﺁﻑ ڪﺮﻳڪﻴﻮﻟﻢ‬ ‫‪BoC‬‬
‫ڪﻨﺴٽﺮﻳڪٽﻴڊ ﺭﻳﺴﭙﺎﻧﺲ ڪﻮﺋﺴﭽﻦ‬ ‫‪CRQ‬‬
‫ﻳﻮﺭﭘﻴﻦ ﻳﻮﻧﻴﻦ‬ ‫‪EU‬‬
‫ﮔﻮﺭﻧﻤﻴﻨٽ ﺍﻳﻠﻴﻤﻴﻨٽﺮﻱ ڪﺎﻟﻴﺞ ﺁﻑ ﺍﻳﺠﻮڪﻴﺸﻦ‬ ‫‪GECE‬‬
‫ﮔﻮﺭﻧﻤﻴﻨٽ ﺁﻑ ﺳﻨﮅ‬ ‫‪GoS‬‬
‫ﻣﻠٽﻴﭙﻞ ﭼﻮﺍﺋﺲ ڪﻮﺋﺴﭽﻦ‬ ‫‪MCQ‬‬
‫ﻧﻴﺸﻨﻞ ڪﺮﻳڪﻴﻮﻟﻢ ﻓﺮﻳﻢ ﻭﺭڪ‬ ‫‪NC‬‬
‫ﭘﺮﻭﻭﻧﺸﻞ ﺍﻧﺴٽﻴٽﻴﻮٽ ﺁﻑ ٽﻴﭽﺮ ﺍﻳﺠﻮڪﻴﺸﻦ‬ ‫‪PITE‬‬
‫ﺭﻓﺎﺭﻡ ﺳﭙﻮﺭٽ ﻳﻮﻧٽ‬ ‫‪RSU‬‬
‫ﺳﻨﮅ ﺍﻳﺠﻮڪﻴﺸﻦ ﻣﻴﻨﺠﻤﻴﻨٽ ﺍﻧﻔﺎﺭﻣﻴﺸﻦ ﺳﺴٽﻢ‬ ‫‪SEMIS‬‬
‫‪ SESLOAF‬ﺳﻨﮅ ﺍﻳﺠﻮڪﻴﺸﻦ ﺍﺳٽﻮڊﻧٽ ﻟﺮﻧﻨﮓ ﺁﺋﻮٽ ڪﻢ ﺍﺳﻴﺴﻤﻴﻨٽ ﺍﻳﻨڊ ﻓﻴڊ ﺑﻴڪ ﻓﺮﻳﻢ‬
‫ﻭﺭڪ‬
‫ﺍﺳٽﻮڊﻧٽ ﻟﺮﻧﻨﮓ ﺁﺋﻮٽ ڪﻢ‬ ‫‪SLO‬‬
‫ﺳﻨﮅ ٽﻴڪﺴٽ ﺑڪ ﺑﻮﺭڊ‬ ‫‪STBB‬‬
‫ٽﻴﺴٽ ﺍﻳڊﻣﻨﺴٽﺮﻳٽﺮ‬ ‫‪TA‬‬
 ‫ﭘﻴﺶ ﻟﻔﻆ‬
‫ﺗﻌﻠﻴﻢ ﺟﻲ ﻣﻌﻴﺎﺭ ﺟﻲ ﭘﺮک ﺳﮑﻴﺎ ﺟﻲ ڪﺎﻣﻴﺎﺑﻴﻦ ۽ ﺍﻥ ﺟﻲ ﺣﺎﺻﻼﺕ ﺳﺎﻥ ڪﺌﻲ ﻭﭸﻲ ﭤﻲ‪،‬ﺳﮑﻴﺎ‬
‫ﺟﻲ ڪﺎﻣﻴﺎﺑﻲ ۽ ﺍﻥ ﺟﻲ ﺣﺎﺻﻼﺕ ﺟﻮ ﻣﺮڪﺰ ﻧﺼﺎﺏ ۽ ﺟﺎﺋﺰﻱ ﺟﻮ ﻓﺮﻳﻢ ﻭﺭڪ ﺁﻫﻲ‪.‬‬
‫ﻣﻮﺟﻮﺩﻩ ﻭﺯﺍﺭﺕ ﺗﻌﻠﻴﻢ ﻣﺮﻭﺝ ﻗﻮﻣﻲ ﻧﺼﺎﺏ ‪ 2000‬۽ ‪ 2002‬ﺟﻲ ﻧﺼﺎﺏ ﺟﻮ ﺟﺎﺋﺰﻭ ﻭﭠﻲ‬
‫ﭘﺎڪﺴﺘﺎﻥ ۾ ﺍﺳٽﻴﻨڊﺭڊ ﺑﻴﺴڊ ﺗﻌﻠﻴﻤﻲ ﺳﮅﺍﺭﻥ ﺟﻲ ﺷﺮﻭﻋﺎﺕ ڪﺌﻲ‪.‬‬
‫ﺗﻌﻠﻴﻢ ۾ ﺑﻬﺘﺮﻱ َء ﻻ ِء ﺍﻫڙﻥ ﺳﮅﺍﺭﻥ ﺟﻮ ﻣﻘﺼﺪ ﭘﺎڪﺴﺘﺎﻥ ﺟﻲ ﻗﻮﻣﻲ ﻧﺼﺎﺏ ﮐﻲ ﻗﻮﻣﻲ ۽ ﻋﺎﻟﻤﻲ‬
‫ﺳﻄﺢ ﺗﻲ ﭤﻴﻨﺪڙﻥ ﺳﮅﺍﺭﻥ ﻣﻄﺎﺑﻖ ﻧﺼﺎﺏ ﮐﻲ ﺑﻬﺘﺮ ۽ ﺑﺮﺍﺑﺮ ﺑﻨﺎﺋﮡ ﺁﻫﻲ‪.‬‬
‫ﻫﻦ ﻧﻈﺮﺛﺎﻧﻲ ﺟﻲ ﻧﺘﻴﺠﻲ ۾ ﻣﻌﻴﺎﺭﺗﻲ ﻣﺸﺘﻤﻞ ﻧﺌﻴﻦ ﺳﺮ ﺗﻌﻠﻴﻤﻲ ﺗﺸڪﻴﻞ ﺟﻲ ﺗﺤﺖ ﻗﻮﻣﻲ ﻧﺼﺎﺏ‬
‫ﺟﻮ ڍﺍﻧﭽﻮ ‪ 2002‬۾ ﻭﺟﻮﺩ ۾ ﺁﻳﻮ‪.‬‬
‫ﻣﻌﻴﺎﺭ ﻥ ﺗﻲ ﻣﺸﺘﻤﻞ ﺗﻌﻠﻴﻤﻲ ﺳﮅﺍﺭﺍ ﺩﻧﻴﺎ ﺟﻲ ڪﻴﺘﺮﻥ ﺋﻲ ﻣﻠڪﻦ ۾ ﺭﺍﺋﺞ ﺁﻫﻦ ﺟﻦ ﺟﻮ ﺑﻨﻴﺎﺩﻱ ﺗﻌﻠﻖ‬
‫ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﭴﺎڻ ۽ ﺍﻧﻬﻦ ﺟﻲ ڪﺎﺭڪﺮﺩﮔﻲ ﺟﻲ ﺑﺎﺭﻱ ۾ ﺗﻌﻠﻴﻤﻲ ﻣﻌﻴﺎﺭ ﻣﻘﺮﺭ ڪﺮڻ ﺳﺎﻥ ﺁﻫﻲ‪.‬‬
‫ﻫﻲ ﺗﻌﻠﻴﻤﻲ ﺳﮅﺍﺭﺍ )ﺭﻳﻔﺎﺭﻣﺰ( ﺍﺳٽﻴﻨڊﺭڊ ﺟﻲ ﺑﻨﻴﺎﺩ ﺗﻲ ﭘڙﻫﺎﺋﮡ ﺟﻲ ﻣﻨﺼﻮﺑﻪ ﺑﻨﺪﻱ ‪،‬ﺳﮑﻴﺎ ۽ ﺟﺎﺋﺰﻱ‬
‫ﻭﭠﮡ ﮐﻲ ﻻﺯﻣﻲ ﺑﮣﺎﺋﻦ ﭤﺎ‪ .‬ﺍﻥ ﮐﺎﻥ ﻋﻼﻭﻩ ﺍﻧﻬﻦ ۾ ﻧﺼﺎﺏ ۽ ﺟﺎﺋﺰﻱ ﺟﻲ ﻫﻢ ﺁﻫﻨﮕﻲ ۽ ﺍﻧﻬﻦ ﺟﻲ‬
‫ﻣﻮﺟﻮﺩﻩ ﻁﺮﻳﻘﻪ ڪﺎﺭ ﺟﻮ ﭔﻴﻬﺮ ﺗﻨﻘﻴﺪﻱ ﺟﺎﺋﺰﻱ ﻭﭠﮡ ۽ ﺍﻥ ۾ ﻭﺳﻌﺖ ﭘﻴﺪﺍ ڪﺮڻ ﺟﻲ ﮔﻨﺠﺎﺋﺶ ﭘﮡ‬
‫ﺁﻫﻲ‪.‬‬

‫ﺍﻧﻬﻲ َء ﺗﻌﻠﻴﻤﻲ ﺗﺸڪﻴﻞ ۽ ﺗﻌﻤﻴﺮ ﻧﻮ ﺟﻮ ﻣڪﻤﻞ ﺍﻁﻼﻕ ڪﺮڻ ﻻ ِء ﺍﻫڙﻱ ﺍﺳﻴﺴﻤﻴﻨٽ )ﻓﺮﻳﻢ ﻭﺭﻕ(‬
‫ڍﺍﻧﭽﻲ ﺟﻲ ﺿﺮﻭﺭﺕ ﺁﻫﻲ ﺟﻴڪﻲ ﻧﺼﺎﺏ ﺟﻲ ﻣﻌﻴﺎﺭﻥ ۽ ﺍﻥ ﺟﻲ ﭘﻴﻤﺎﺋﺶ ﺟﻲ ﻻ ِء ﻧﺸﺎﻥ ﺣﻮﺍﻟﻪ ۽‬
‫ﺷﺎﮔﺮﺩ ﺟﻲ ﺳﮑﻴﺎ ﺟﻲ ﺣﺎﺻﻼﺕ ﺳﺎﻥ ﻣﻠﻨﺪڙ ﺟﻠﻨﺪڙ ﻫﺠﻲ‪.‬‬
‫ﺍﻥ ﻻ ِء ﺷﺎﮔﺮﺩ ﺟﻲ ﺳﮑﻴﺎ ﺟﻲ ﺣﺎﺻﻼﺕ ۾ ﺑﻬﺘﺮﻱ َء ﻻ ِء ﺍﺳﻴﺴﻤﻴﻨٽ ﺟﻲ ﺍﻫڙﻱ ﻣﺘﻮﺍﺯﻥ ﻧﻤﻮﻧﻲ‬
‫)ﻁﺮﺯ ﻧﻈﺮ( ﺟﻲ ﺑﻪ ﺿﺮﻭﺭﺕ ﺁﻫﻲ ﺟﻨﻬﻦ ۾ ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺗﻌﻠﻴﻢ ۾ ﺑﻬﺘﺮﻱ َء ﻻ ِء ﺟﺬﻭﻱ‬
‫ڪﻠﻲ )‪ (Summative‬ڪﺎﺭڪﺮﺩﮔﻲ ۽ ﻗﺎﺑﻞ ﺍﻋﺘﻤﺎﺩ ﺟﺎﺋﺰﻱ ﺟﻲ ﺿﺮﻭﺭﺕ‬ ‫)‪ُ (Formative‬‬
‫ﭤﻴﻨﺪﻱ ﺁﻫﻲ‪.‬‬

‫ﺍﻥ ﻻ ِء ﻣﻌﻴﺎﺭﻥ ﺗﻲ ﻣﺸﺘﻤﻞ ﻧﺼﺎﺏ ﺟﻲ ﻧﺌﻴﻦ ﺳﺮ ﺗﺸڪﻴﻞ ﻻ ِء ﺳﻨﮅ ﺍﻳﺠﻮڪﻴﺸﻦ ﺍﺳٽﻮڊﻧٽﺲ‬

‫ﻟﺮﻧﻨﮓ ﺁﺋﻮٽ ڪﻤﺰ ﺍﻳﻨڊ ﺍﺳﻴﺴﻤﻴﻨٽ ۽ ﻓﻴڊﺑﻴڪ )‪ (SESLOAF‬ﭠﺎﻫﻴﻮ ﻭﻳﻮ ﺗﻪ ﺟﺌﻴﻦ ﺷﺎﮔﺮﺩﻥ‬
‫ﺟﻲ ﺳﮑﻴﺎ ﺟﻲ ﺣﺎﺻﻼﺕ ﺗﻪ ﻣﺸﺘﻤﻞ ﺟﺎﻣﻊ ﻁﺮﺯ ﻧﻈﺮ ﺟﻲ ﺟﺎﺋﺰﻭ ﻭﭠﻲ ﺳﮕﻬﺠﻲ‪.‬‬
‫ﺍﻧﻬﻲ َء ﻣﻘﺼﺪ ﮐﻲ ﺣﺎﺻﻞ ڪﺮڻ ﻻ ِء ﺍﭠﻦ ﻣﻀﻤﻮﻧﻦ ۾ )‪ (SESLOAF‬ﻧﺼﺎﺏ ﺟﻲ ﻣﻌﻴﺎﺭﻥ ﺟﻲ‬
‫ﺟﺎﺋﺰﻱ ﺟﻲ ﺍﺳڪﻴﻢ‪ ،‬ﺍﻥ ﺟﻲ ﻣﻄﺎﺑﻖ )ﺗﺸﺨﻴﺼﻲ( ﺳﻮﺍﻝ ﺁﺋٽﻢ‪ ،‬ﻋﻤﻠﻲ ڪﻢ )ٽﺎﺳڪ( ﻧﻤﺒﺮ ڏﻳﮡ‬
‫ﺟﻮ ﮔﻮﺷﻮﺍﺭﻭ ۽ ﻋﻨﻮﺍﻥ ﺳﺎﻥ ﻫڪﺠﻬڙﺍﺋﻲ ﻅﺎﻫﺮ ڪﺮﻱ ﭤﻮ ﺗﻪ ﺟﺌﻴﻦ ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺗﻌﻠﻴﻤﻲ‬
‫ﺣﺎﺻﻼﺕ ﺟﻲ ﺑﻨﻴﺎﺩ ﮐﻲ ﺍﻧﻬﻦ ﺟﻲ ﺳﮑﻴﺎ ﺟﻮ ﺍﺛﺮﺍﺋﺘﻮ ﺟﺎﺋﺰﻭ ﻭﭠﻲ ﺳﮕﻬﺠﻲ‪.‬‬

‫)‪ (SESLOAF‬ﺟﻲ ﻓﺮﻳﻢ ﻭﺭڪ ﺟﻮ ﻣﺸﺘﺮڪﻪ ﻣﻘﺼﺪ‪ ،‬ﻫڪ ﺍﻫڙﻭ ﺟﺎﻣﻊ )ﻓﺮﻳﻢ ﻭﺭڪ(‬
‫ڍﺍﻧﭽﻮ ﻣﻬﻴﺎ ڪﺮﮢﻮ ﺁﻫﻲ ﺟﻴڪﻮ ‪ NCF‬ﺟﻲ ﻫﻢ ﺁﻫﻨﮓ ﺗﻲ ﺟﺎﺋﺰﻱ ۽ ﭼڪﺎﺱ ﺟﻲ ﺑﻬﺘﺮ ﻧﻈﺎﻡ ۽‬
‫ﺑﻬﺘﺮ ﺗﻌﻠﻴﻤﻲ ﺣﺎﺻﻼﺕ ﻁﺮﻑ ﺭﻫﻨﻤﺎﺋﻲ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬

‫ﺭﺍﻧﺎ ﺣﺴﻴﻦ‬
‫ﺳﻴﻨﻴﺌﺮ ﺍﻳڊﻭﺍﺋﺰﺭ‪ ،‬ڪﻮﺍﻟٽﻲ ﺍﻳﺠﻮڪﻴﺸﻨﻦ ‪SESSP‬‬
 ‫ﻓﻬﺮﺳﺖ‬
‫ﺻﻔﺤﻮ ﻧﻤﺒﺮ‬ ‫ﻋﻨﻮﺍﻥ‬ ‫ﻧﻤﺒﺮ ﺷﻤﺎﺭ‬
‫ﺍﻅﻬﺎﺭ ﺗﺸڪﺮ‬
‫ﻟﻔﻈﻦ ﺟﺎ ﺍﺑﺘﺪﺍﺋﻲ ﺍﮐﺮ‬
‫ﭘﻴﺶ ﻟﻔﻆ‬
‫ﺗﻌﺎﺭﻑ‬
‫‪ SESLOAF‬ﺟﻮ ﺟﻮﺍﺯ‬ ‫‪1‬‬
‫‪ SESLOAF‬ﺳﻨﮅﻱ ڪﻼﺱ ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺗﺎﺋﻴﻦ‬ ‫‪2‬‬
‫ﺳﻨﮅﻱ ﺟﻲ ﻧﺼﺎﺏ ﺟﺎ ﻣﻌﻴﺎﺭ۽ ﺍﻧﻬﻦ ﺟﺎ ﺟﺰﺍ )‪(Strands‬‬ ‫‪.2.1.1‬‬
‫ﭔﮅڻ‬ ‫ﺟﺰ ‪-1‬‬
‫ﮘﺎﻟﻬﺎﺋﮡ‬ ‫ﺟﺰ ‪-2‬‬
‫ﭘڙﻫﮡ‬ ‫ﺟﺰ ‪-3‬‬
‫ﻟﮑﮡ‬ ‫ﺟﺰ ‪-4‬‬
‫ﺗﻘﺮﻳﺮ‬ ‫ﺟﺰ ‪-5‬‬
‫ﺍﻧﺸﺎ ﭘﺮﺩﺍﺯﻱ )ﻣﻀﻤﻮﻥ ﻧﻮﻳﺴﻲ(‬ ‫ﺟﺰ ‪-6‬‬
‫ﺯﺑﺎﻥ ﺷﻨﺎﺳﻲ‬ ‫ﺟﺰ ‪-7‬‬
‫ﭘﺴﻨﺪﻳﺪﮔﻲ ۽ ﺗﻨﻘﻴﺪ‬ ‫ﺟﺰ ‪-8‬‬
‫ﺯﻧﺪﮔﻲ َء ﺟﻮﻥ ﻣﻬﺎﺭﺗﻮﻥ‬ ‫ﺟﺰ ‪-9‬‬
‫ﺳﻨﮅﻱ ﺟﻲ ﻧﺼﺎﺏ ﺟﺎ ﺣ ِﺪ ﺗﺪﺭﻳﺞ ‪Benchmark‬‬ ‫‪-2.1.2‬‬
‫ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﮑﻴﺎ ﺟﻲ ﺣﺎﺻﻼﺕ ﺟﻲ ﺗﻔﻬﻴﻢ‬ ‫‪-3‬‬
‫ﺟﺎﺋﺰﻱ ﺟﻲ ﺣڪﻤﺖ ﻳﺎ ﻣﻨﺼﻮﺑﻮ‬ ‫‪-4‬‬
‫ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﮑﻴﺎ ﺟﺎ ﺣﺎﺻﻼﺕ )‪ (SLOs‬ﺟﻲ ﭔﮅﻝ ﺳﻮﺍﻟﻦ ﻻ ِء‬ ‫‪-5‬‬
‫ﻣﺨﺼﻮﺹ ڪﻴﻞ ﺻﻔﺘﻦ ﺟﻲ ﺗﻔﺼﻴﻞ‬
‫ﻣڪﻤﻞ ﺟﺎﺋﺰﻭ )‪(Summative Assessment‬‬ ‫‪-6‬‬
 ‫ﺗﻌﺎﺭﻑ‬
‫ﺳﻨﮅ ﺍﻳﺠﻮڪﻴﺸﻦ ﺍﺳٽﻮڊﻧٽﺲ ﻟﺮﻧﻨﮓ ﺁﺅٽ ڪﻢ ﺍﺳﻴﺴﻤﻴﻨٽ ﻓﺮﻳﻢ ﻭﺭڪ ‪ SESLOAF‬ﺗﻌﻠﻴﻤﻲ‬
‫ﻧﻈﺎﻡ ۾ ﺑﻬﺘﺮﻱ ﺁﮢﮡ ﻻ ِء ﻧﺌﻴﻦ ﺳﮅﺍﺭﻳﻞ ﻣﻌﻴﺎﺭﻥ ﺗﻲ ﻣﺸﺘﻤﻞ ﻧﺼﺎﺏ ﺟﻲ ﻣﻄﺎﺑﻖ ﺗﻴﺎﺭ ڪﺌﻲ ﻭﺋﻲ‬
‫ﺁﻫﻲ‪ SESLOAF .‬ﺟﻮ ﻣﻘﺼﺪ ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﮑﻴﺎ ﺟﺎ ﺣﺎﺻﻼﺕ ﺟﻮ ﻓﺎﺭﻣﻴٽﻮ )‪(Formative‬‬
‫ﺣﺪ ﺗﺪﺭﻳﺞ )‪ (Benchmark‬ڪﺎﺭڪﺮﺩﮔﻲ ۽ )‪ (Summative‬ﺟﺎﺋﺰﻭ ﻭﭠﮡ ﺁﻫﻲ‪.‬‬
‫‪ SESLOAF‬ﻫڪ ﻣﻌﻴﺎﺭﻱ ﭘﺎﻟﻴﺴﻲ ﺗﻴﺎﺭ ڪﺮڻ ﺟﻲ ﻁﺮﻳﻘﻪ ڪﺎﺭ ﮐﻲ ﺳﭝﻨﻲ ﻣﺮﺣﻠﻦ ﻣﺎﻥ‬
‫ﮔﺬﺍﺭﻱ ﺗﻴﺎﺭ ڪﻴﻮ ﻭﻳﻮ ﺁﻫﻲ‪ .‬ﺟﻨﻬﻦ ﺟﻲ ﻫﻦ ﭘﻴﺸﻲ ﺳﺎﻥ ﻻﮘﺎﭘﻴﻞ ڪﻴﺘﺮﻥ ﺋﻲ ﺷﺨﺼﻴﺘﻦ ﮐﺎﻥ‬
‫ڪﻴﺘﺮﺍﺋﻲ ﺩﻓﻌﺎ ﻣﺸﻮﺭﻭ ڪﻴﻮ ﻭﻳﻮ ﺁﻫﻲ‪ .‬ﺍﻧﻬﻦ ﻻﮘﺎ ﭘﻴﻞ ﻣﺎﮢﻬﻦ ۾ ﭘﺎﻟﻴﺴﻲ ﭠﺎﻫﻴﻨﺪڙ‪ ،‬ﺟﺎﺋﺰﻱ ۽ ﺗﻌﻠﻴﻢ‬
‫ﺟﻲ ﻣﺎﻫﺮﻥ ﺟﺎﺋﺰﻱ ﻭﭠﻨﺪڙ ﺍﻫﻢ ﻣﺎﻫﺮﻥ ﻣﻀﻤﻮﻧﻦ ﺟﺎ ﻣﺎﻫﺮ ﻧﺼﺎﺏ ﺟﻲ ﻣﺎﻫﺮﻥ ﻳﻌﻨﻲ ﻧﺼﺎﺏ ﺗﻴﺎﺭ‬
‫ڪﻨﺪڙ ﺟﻦ ۾ ﻧﻈﺮ ﺛﺎﻧﻲ ﺩﺭﺳﻲ ڪﺘﺎﺑﻦ ﺟﻲ‪ ،‬ﺍﺳﺘﺎﺩﻥ ۽ ﺍﺳﺘﺎﺩﻥ ﺟﻲ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ ڪﻨﺪڙ ﺍﺳﺘﺎﺩﻥ‬
‫ﺍﺳﻴﺴﻤﻴﻨٽ ﻓﺮﻭﺭڪ )ڍﺍﻧﭽﻮ ﭠﺎﻫﮡ ﻻ ِء( ﻫﻴﭟ ڏﻧﻞ ﻁﺮﻳﻘﻪ ڪﺎﺭ ﺍﺧﺘﻴﺎﺭ ڪﻴﻮ ﻭﻳﻮ ﺁﻫﻲ‪.‬‬

‫ﺳﻤﻴٽﻮ‪ /‬ﺑﻴﻨﭻ ﻣﺎﺭڪ‪/‬‬ ‫ﺍﺳﻴﺴﻤﻴﻨٽ ڪﺮڻ ﺟﻲ‬ ‫‪ SLO‬ﺟﻮ ﻧﻘﺸﻮ ﭠﺎﻫﻴﻮ ﻭﻳﻮ‬
‫ڪﺎﺭڪﺮﺩﮔﻲ ﺍﺳﻴﺴﻤﻴﻨٽ‬ ‫ﻣﻨﺼﻮﺑﻪ ﺑﻨﺪﻱ َء ﺟﻮ‬ ‫۽ ﻭﻗﻮﻓﻲ ‪Cognitive‬‬
‫ﺟﻲ ﺗﻔﺼﻴﻞ ﻳﺎ ﺗﺨﺼﻴﺺ‬ ‫ﺧﺎڪﻮ ﺗﻴﺎﺭ ڪﻴﻮ ﻭﻳﻮ‬ ‫ﺩﺭﺟﻪ ﺑﻨﺪﻱ‬

‫ﻧﻤﺒﺮ ڏﻳﮡ ﺟﻮ ﻣﻌﻴﺎﺭ‬ ‫‪ SLO‬ﺗﻲ ﻣﺸﺘﻤﻞ ٽﻴﺴٽ‬ ‫ﻣﺎﻫﺮﺍﻧﻪ ﻧﻈﺮﺛﺎﻧﻲ ۽‬

‫‪ Rubric‬ﮐﻲ ﻭﺍﺿﺢ ڪﻴﻮ‬ ‫ﺁﺋٽﻢ ۽ ڪﺎﺭڪﺮﺩﮔﻲ ﺟﻲ‬ ‫ﺍﺳﻴﺴﻤﻴﻨٽ ﺟﻲ ﻻ ِء ڪﻴﻞ‬
‫ﻭﻳﻮ‬ ‫ﺍﺳﻴﺴﻤﻴﻨٽ ﺗﻴﺎﺭ ڪﺌﻲ ﻭﺋﻲ‬ ‫ﺗﺨﺼﻴﺺ ﺟﻲ ﻣﻌﻴﺎﺭ ﺟﻲ‬
‫ﺟﺎﻧﭻ‬
‫ﺷڪﻞ ‪ 1.1‬ﺍﺳﻴﺴﻤﻴﻨٽ ﻓﺮﻳﻢ‬
‫ﻭﺭڪ )ڍﺍﻧﭽﻲ( ﺟﻲ ﺗﻴﺎﺭﻱ َء‬
‫ﺟﻮ ﻁﺮﻳﻘﻪ ڪﺎﺭ‬
‫ﺍﺳﻴﺴﻤﻴﻨٽ ﻓﺮﻳﻢ ﻭﺭڪ ﺟﻲ ﺗﻴﺎﺭﻱ َء ﺟﻮ ﺍﻫﻢ ﺩﺭﺟﻮ ‪ SLO‬ﺟﻲ ﻭﺭﻫﺎﺳﺖ‪ ،‬ﻣﺎﻫﺮﺍﻧﻪ ﻧﻈﺮ ﺛﺎﻧﻲ ۽‬
‫ﺍﻥ ﺟﻲ ﺳﺒﺐ ﺟﻲ ﻻ ِء ﻣﻨﻌﻘﺪ ڪﻴﻞ ﺳﻴﺸﻦ ﺁﻫﻦ‪ .‬ﺟﻦ ۾ ‪ 2011‬ﺟﻲ ﻧﻈﺮ ﺛﺎﻧﻲ ﺷﺪﻩ ﻧﺼﺎﺏ ۽ ﻗﻮﻣﻲ‬
‫ﻧﺼﺎﺏ ‪ 2006‬ﺳﺎﻥ ﮔڏ ﺍﻥ ﻣﻀﻤﻮﻥ ۽ ﺟﺎﺋﺰﻱ )ﺍﺳﻴﺴﻤﻴﻨٽ( ﺟﻲ ﺗﺨﺼﻴﺺ ﺟﻲ ﺻﻒ ﺑﻨﺪﻱ ڏﭠﻲ‬
‫ﻭﺋﻲ‪ .‬ﺍﻥ ﻣﺮﺣﻠﻲ ﺗﻲ ‪ SLO‬ﺗﻲ ﻣﺸﺘﻤﻞ ﺁﺋٽﻢ ﭠﺎﻫﻴﺎ ﻭﻳﺎ ۽ ﺍﻧﻬﻦ ﺗﻲ ﻧﻈﺮﺛﺎﻧﻲ ﺑﻪ ڪﺌﻲ ﻭﺋﻲ‪.‬‬
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‫ﻫﻴﭟ ڏﻧﻞ ﺫﻫﻨﻲ‪ /‬ﺧﻴﺎﻟﻲ ﻧﻘﺸﻲ ۾ ﺷﺎﮔﺮﺩ ﺟﻲ ﺗﻌﻠﻴﻤﻲ ﺣﺎﺻﻼﺕ ﺗﻲ ﻣﺸﺘﻤﻞ ﺟﺎﺋﺰﻱ )ﺍﺳﻴﺴﻤﻴﻨٽ( ۽‬
‫ﻓﻴڊ ﺑﻴڪ )‪ (Feedback‬ﺟﻮ ﻓﺮﻳﻢ ﻭﺭڪ ڏﻧﻮ ﻭﻳﻮ ﺁﻫﻲ‪ .‬ﺍﻫﻮ ﺫﻫﻨﻲ‪ /‬ﺧﻴﺎﻟﻲ ڍﺍﻧﭽﻮ‬
‫‪ SESLOAF‬ﺟﻲ ﺑﻨﻴﺎﺩ ﺗﻲ ﺟﺎﺋﺰﻱ ﺟﻲ ﺗﺨﺼﻴﺺ‪ ،‬ڪﺎﺭڪﺮﺩﮔﻲ ۽ ﺗﺠﻮﻳﺾ ڪﻴﻞ ۽ ﺗﺼﺪﻳﻖ‬
‫ڪﻴﻞ ڪﻢ ‪ ،‬ﺣﺪ ﺗﺪﺭﻳﺞ )‪ (Benchmark‬ﻓﺎﺭﻣﻴٽﻮ‪ ،‬ﺳﻤﻴٽﻮ )ﻣﺠﻤﻮﻋﻲ( ﺟﺎﺋﺰﻭ‪ ،‬ﺁﺋٽﻢ ۽ ٽﻴﺴٽ‬
‫ﺩﺭﺟﻲ ﭘﻬﺮﻳﻦ ﮐﺎﻥ ﭘﻨﺠﻴﻦ ﺗﺎﺋﻴﻦ ﻣﺸﺘﻤﻞ ﺁﻫﻲ‪ SESLOAF .‬ﻫڪ ﺍﻫڙﻭ ﺟﺎﻣﻊ ڍﺍﻧﭽﻮ ﻓﺮﺍﻫﻢ‬
‫ڪﺮﻱ ﭤﻮ ﺟﻨﻬﻦ ﺟﻲ ﻭﺳﻴﻠﻲ ڪﻴﺘﺮﻥ ﺋﻲ ﻁﺮﻳﻘﻦ ﺳﺎﻥ ﺟﺎﺋﺰﻭ ﻭﭠﻲ ﺳﮕﻬﺠﻲ ﭤﻮ‪ .‬ﺟﻴڪﻮ ﻣﺨﺘﻠﻒ‬
‫ﻗﺴﻤﻦ ﺟﻲ ﺟﺎﺋﺰﻱ ﺳﮑﻴﺎ ﺟﻲ ﺍﻅﻬﺎﺭ‪ ،‬ﻓﻴڊ ﺑﻴڪ ۽ ﺳﮑﻴﺎ ﺟﻲ ﺣﺎﺻﻼﺕ ﮐﻲ ﻭڌﻳڪ ﺑﻬﺘﺮ ڪﺮڻ‬
‫ﻻ ِء ﻣﺨﺘﻠﻒ ﻗﺴﻢ ﺟﺎ ﻣﻮﻗﻌﺎ ﻓﺮﺍﻫﻢ ڪﺮﻱ ﭤﻮ‪.‬‬

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 ‫ﺳﻨﮅﻱ ﻧﺼﺎﺏ ﺟﻮ ﻓﺮﻳﻢ ﻭﺭڪ ‪ /‬ڍﺍﻧﭽﻮ‬

‫ﺳﮑﻴﺎ ﺟﺎ ﺟﺰﺍ ۽ ﻣﻌﻴﺎﺭ‬

‫ﺍﻫﻢ ﺩﺭﺟﻦ ﺟﻲ ﺣﺪ ﺗﺪﺭﻳﺞ ‪ Benchmark‬۽ ﺷﺎﮔﺮﺩ ﺟﻲ ﺳﮑﻴﺎ ﺟﺎ ﺣﺎﺻﻼﺕ‬

‫ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﮑﻴﺎ ﺟﻲ ﺣﺎﺻﻼﺕ ﺗﻲ ﻣﻨﺤﺼﺮ ﺟﺎﺋﺰﻱ ﺟﻮ ڍﺍﻧﭽﻮ‬

‫‪ SLO‬ﺟﻮ ﻧﻘﺸﻮ‪ ،‬ﻭﻗﻮﻓﻲ ‪ Cognitive‬۽ ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﮑﻴﺎ ﺟﻲ ﺣﺎﺻﻼﺕ ﺟﻲ‬

‫ﻋﻨﻮﺍﻧﻦ ﺟﻲ ﻭﺭﻫﺎﺳﺖ ۽ ﺩﺭﺟﻪ ﺑﻨﺪﻱ‬

‫ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﮑﻴﺎ ﺟﺎ ﺣﺎﺻﻼﺕ ﺗﻲ ﻣﻨﺤﺼﺮ ﻣﺠﻤﻮﻋﻲ )‪(Summative‬‬

‫ﻓﺎﺭﻣﻴٽﻮ )‪ (Formative‬۽ ﻣﺼﺪﻗﻪ ﺟﺎﺋﺰﻱ ﺟﻲ ﺗﺨﺼﻴﺺ‬

‫ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﮑﻴﺎ ﺟﺎ ﺣﺎﺻﻼﺕ ‪ ،‬ﺟﺎﺋﺰﻱ ﺟﻲ ﺁﺋٽﻤﻦ ﻣﺼﺪﻗﻪ ڪﺎﺭڪﺮﺩﮔﻲ‪،‬‬

‫ﻅﺎﻫﺮ ڪﻨﺪڙ ڪﻢ‪ Tools /‬۽ ﻋﻨﻮﺍﻥ ‪ /‬ﺳﺮﺧﻴﻮﻥ‪ /‬ﺭﻫﻨﻤﺎ ﺍﺻﻮﻝ‪ /‬ﻋﻤﻞ ﻻ ِء‬

‫ﻧﻤﻮﻧﺎ‪ ،‬ﻧﻤﺒﺮ ڪﻴﺌﻦ ڏﺟﻦ‪ ،‬ﺭﭘﻮﺭٽ ﻟﮑﮡ ۽ ﻓﻴڊ ﺑﻴڪ )‪(Feedback‬‬

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 ‫‪ SESLOAF‬ﺟﻮ ﺟﻮﺍﺯ‪:‬‬

‫‪ SESLOAF‬ﺳﻨﮅﻱ ‪ VI‬ﮐﺎﻥ ‪ VIII‬ﺟﻮ ﻧﻈﺮﺛﺎﻧﻲ ﺷﺪﻩ ﻧﺼﺎﺏ ‪ 2011‬۽ ﻗﻮﻣﻲ ﻧﺼﺎﺏ ‪2006‬‬
‫ﺳﺎﻥ ﮔڏ ﺻﻒ ﺑﻨﺪ )‪ (Alignment‬ڪﻨﺪﻱ ﺗﺸڪﻴﻞ ڏﻧﻮ ﻭﻳﻮ ﺁﻫﻲ ﺗﻪ ﺟﻴﺌﻦ ﺳﻨﮅﻱ ﻟٽﺮﻳﺴﻲ ﺟﺎ‬
‫ﺣﺎﺻﻼﺕ ﺣﺎﺻﻞ ﭤﻲ ﺳﮕﻬﻦ‪.‬‬

‫‪ SESLOAF‬ﻓﺮﻳﻢ ﻭﺭڪ ﺟﺎﺋﺰﻱ ﺟﻲ ﻣﻌﻴﺎﺭﻱ ﭘﻬﭻ ﺟﻲ ﻁﻮﺭ ﺗﻲ ﺟﺎﺋﺰﻱ ﺟﻲ‬ ‫‪.1.1‬‬

‫ﻻ ِء ﻫڪ ﺟﺎﻣﻊ ﻓﺮﻳﻢ ﻭﺭڪ ﻣﻬﻴﺎ ڪﺮﻱ ﭤﻮ‪ .‬ﺟﻨﻬﻦ ۾ ﻣﺨﺘﻠﻒ ﻗﺴﻤﻦ ﻳﺎ ﻁﺮﻳﻘﻦ ﺳﺎﻥ‬
‫ﺟﺎﺋﺰﻭ ﻭﭠﻲ ﺳﮕﻬﺠﻲ ﭤﻮ ﺗﻪ ﺟﻴﺌﻦ ﺳﮑﻨﺪڙ ﭘﻨﻬﻨﺠﻲ ﺳﮑﻴﻞ ﮘﺎﻟﻬﻴﻦ ﺟﻮ ﻣﺨﺘﻠﻒ ﻁﺮﻳﻘﻦ ﺳﺎﻥ‬
‫ﺍﻅﻬﺎﺭ ڪﺮڻ ﺟﻮ ﻣﻮﻗﻌﻮ ﻣﻠﻲ ﻭﭸﻲ ۽ ﺟﺎﺋﺰﻭ ﻭﭠﻨﺪڙ ﺑﻪ ﺳﮑﻴﺎ ﺟﺎ ﺟﻲ ﺣﺎﺻﻼﺕ ﺟﻮ‬
‫ﺟﺎﺋﺰﻭ ﻭﭠﻲ ﺳﮕﻬﻦ‪.‬‬

‫ﺟﺎﺋﺰﻱ ﺟﻲ ڍﺍﻧﭽﻲ ۾ ﺷﺎﮔﺮﺩﻥ ﺟﻮﻥ ﺍُﻫﻲ ﺳﻤﻮﺭﺍ ﺳﮑﻴﺎ ﺟﺎ ﺣﺎﺻﻼﺕ ﺷﺎﻣﻞ ﺁﻫﻦ‬ ‫‪.1.2‬‬
‫ﺟﻦ ﺟﻮ )ﺳﻤﻴٽﻮ( ﻣﺠﻤﻮﻋﻲ ﺟﺎﺋﺰﻱ ﻳﺎ ﺳﮑﻴﺎ ﺟﻲ ﺟﺎﺋﺰﻱ ﺟﺎ ﺑﻴﻨﭻ ﻣﺎﺭڪ ۽ ﺗﺼﺪﻳﻖ ﭤﻴﻞ‬
‫ﺟﺎﺋﺰﻱ ﺟﻲ ﻭﺳﻴﻠﻲ ﺍﻋﺘﺒﺎﺭ ﺟﻮﮘﻮ ﻳﺎ ﺟﺎﺋﺰﻭ ﻭﭠﻲ ﺳﮕﻬﺠﻲ ﭤﻮ‬

‫ﺟﺎﺋﺰﻱ ﺟﻲ ﺁﺋٽﻤﻦ )‪ (Items‬ﮐﻲ ﺳﻨﮅﻱ ۾ ﭔﮅڻ‪ ،‬ﭘڙﻫﮡ ‪ ،‬ﮘﺎﻟﻬﺎﺋﮡ‪ ،‬ﻟﮑﮡ‪ ،‬ﺗﻘﺮﻳﺮ‬ ‫‪.1.3‬‬
‫ﻣﻀﻤﻮﻥ ﻧﻮﻳﺴﻲ‪ ،‬ﺯﺑﺎﻥ ﺷﻨﺎﺳﻲ‪ ،‬ﭘﺴﻨﺪﻳﺪﮔﻲ ۽ ﺗﻨﻘﻴﺪ ۽ ﺯﻧﺪﮔﻲ َء ﺟﻮ ﻣﻬﺎﺭﺗﻦ ﺑﺎﺑﺖ ﻣﻀﻤﻮﻧﻦ‬
‫ﺟﻲ ﺟﺰﻥ )‪ (competency‬ﻭﻗﻮﻓﻲ‪ ،‬ﺳﮑﻴﺎ ﺟﻲ ﺍﺣﺪﺍﻑ ﺟﻲ ﺣﺼﻮﻝ ﮐﻲ ﻳﻘﻴﻨﻲ ﺑﻨﺎﺋﮡ ﻻ ِء‬
‫ﺗﺸڪﻴﻞ ڏﻧﻮ ﻭﻳﻮ ﺁﻫﻲ‪.‬‬

‫ﺟﺎﺋﺰﻱ ﺟﻲ ڍﺍﻧﭽﻲ ﺟﻲ ڊﺯﺍﺋﻴﻦ‪ ،‬ﺗﺨﺼﻴﺺ ﺁﺋٽﻤﻦ ‪ Tools‬۾ ﺑﻴﻦ ﺍﻻﻗﻮﺍﻣﻲ‬ ‫‪.1.4‬‬

‫ﻣﻌﻴﺎﺭﻥ ﺟﻮ ﻟﺤﺎﻅ ﺭﮐﻴﻮ ﻭﻳﻮ ﺁﻫﻲ‪.‬‬

‫ڊﺯﺍﺋﻴﻦ ۾ ﺳﻨﮅﻱ ﺟﻲ ﻫﻢ ﻋﺼﺮ )ﻣﻮﺟﻮﺩﻩ ﺩﻭﺭ( ﺟﻲ ﺍﺩﺏ ۾ ﻣﻮﺟﻮﺩ ﺳﻨﮅﻱ َء ﺟﻲ‬ ‫‪.1.5‬‬
‫ﺳﮑﻴﺎ ﺳﻨﮅﻱ ﺧﻮﺍﻧﺪﮔﻲ ﺟﻲ ﺟﺎﺋﺰﻱ ۽ ﻋﺎﻡ ﺳﮑﻴﺎ ﺟﻮ ﺑﻪ ﺧﻴﺎﻝ ﺭﮐﻴﻮ ﻭﻳﻮ ﺁﻫﻲ‪.‬‬

‫ٽﻴﺴٽ ﻳﺎ ﺁﺯﻣﺎﺋﺶ ﮐﻲ ﻣﻨﺎﺳﺐ ﺁﺯﻣﺎﺋﺶ ﺑﺎﺑﺖ ﻣﺮﻭﺝ ﺧﺎﺻﻴﺘﻦ‪ ،‬ﺟﺎﺋﺰﻱ ۽ ﮔﺮﻳڊ ڏﻳﮡ‬ ‫‪.1.6‬‬
‫ﺟﻲ ﻣﻮﺟﻮﺩﻩ ﭘﺎﻟﻴﺴﻲ َء ﮐﻲ ﺑﻪ ﻫﻢ ﺁﻫﻨﮓ ڪﻴﻮ ﻭﻳﻮ ﺁﻫﻲ‪.‬‬

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‫ﭘﺎڪﺴﺘﺎﻥ ۾ ﻣﺠﻤﻮﻋﻲ ﺟﺎﺋﺰﻱ )ﺳﮑﻴﺎ ﺟﻲ ﺟﺎﺋﺰﻱ( ﺟﻲ ﻣﻮﺟﻮﺩﻩ ﭘﺎﻟﻴﺴﻲ َء ﮐﻲ ﺑﻪ‬ ‫‪.1.7‬‬
‫ﻣ ِﺪﻧﻈﺮ ﺭﮐﻴﻮ ﻭﻳﻮ ﺁﻫﻲ‪ .‬ﺟﻨﻬﻦ ۾‪ 30%‬ﭴﺎڻ‪ ،‬ﻓﻬﻢ ﺳﻤﺠﻬﻪ ۽ ﺍﻁﻼﻕ ﺟﻲ ﺟﺎﺋﺰﻱ ﻻ ِء ﺭﮐﻴﺎ‬
‫ﻭﻳﺎ ﺁﻫﻦ‪.‬‬

‫ﺟﺎﺋﺰﻱ ﺟﻲ ﺍﻥ ﻓﺮﻳﻢ ﻭﺭڪ )ڍﺍﻧﭽﻲ ۾ ( ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺩﺭﺟﻲ ﻻ ِء ﻣﻌﻴﺎﺭﻥ‪ ،‬ﺣﺪ ﺗﺪﺭﻳﺞ‬
‫‪ SLO‬ﺟﻲ ﻭﻗﻮﻓﻲ ﺳﻄﺤﻦ ﻻ ِء ﺩﺭﺟﻪ ﺑﻨﺪﻱ ﺟﺎﺋﺰﻱ ﺟﻲ ﻣﺠﻤﻮﻋﻲ ﺍﺳڪﻴﻢ‪ ،‬ﻣﺠﻤﻮﻋﻲ ﺟﺎﺋﺰﻱ‬
‫۽ ﻣﺴﻠﺴﻞ ﺟﺎﺋﺰﻱ ﺟﻲ ﻻ ِء ﺟﺎﺋﺰﻱ ﺟﻲ ﺗﺨﺼﻴﺺ ‪ SLO‬ﺗﻲ ﻣﺸﺘﻤﻞ ﺁﺋٽﻤﻦ ﺟﻮ ﻧﻤﻮﻧﻮ‪ ،‬ﻧﻤﺒﺮ‬
‫ڏﻳﮡ ﺟﻮ ﻁﺮﻳﻘﻪ ڪﺎﺭ )ﺍﺳڪﻴﻢ( )‪ (Rubrics‬ﺍﻫﻢ ﮘﺎﻟﻬﻴﻮﻥ )ﺳﺮﺧﻴﻮﻥ(‪.‬‬

‫ﻣﺮﺑﻮﻁ ﻣﺼﺪﻗﻪ ڪﺎﺭڪﺮﺩﮔﻲ َء ﺟﻲ ﺟﺎﺋﺰﻱ ﻻ ِء ﺗﻔﻮﻳﺾ ڪﺎﺭ ۽ )‪ (Rubrics‬ﺍﻫﻢ ﮘﺎﻟﻬﻴﻦ‬

‫ﻳﺎ ﻋﻨﻮﺍﻧﺖ ﺟﻮ ڍﺍﻧﭽﻮ‪ .‬ﺍﺿﺎﻓﻲ ﻁﻮﺭ ﺗﻲ ﻓﺮﻫﻨﮓ ﺍﺻﻄﻼﺡ ﺑﻪ ﺷﺎﻣﻞ ﺁﻫﻦ ﺟﻦ ۾ ﺷﺎﮔﺮﺩﻥ ﺟﻲ‬
‫ﺳﮑﻴﺎ ﺣﺎﺻﻼﺕ ﺟﻮ ﺗﻔﺼﻴﻞ ‪ ،‬ﻣﻘﺼﺪ ﻭﻗﻮﻓﻲ ﻁﺮﻳﻘﻦ ﺟﺎ ﻣﺨﺘﻠﻒ ﺭُﺥ ﻣﺼﺪﻗﻪ ﺳﮑﻴﺎ ﻻ ِء ۽‬
‫ﺟﺎﺋﺰﻭ ‪ ،‬ﻟﮙﺎﺗﺎﺭ ‪ ،‬ﻣﺠﻤﻮﻋﻲ ڪﺎﺭڪﺮﺩﮔﻲ َء ﺟﻮ ﺟﺎﺋﺰﻭ ﺳﺮﺧﻴﻮﻥ )‪ (Rubrics‬ﺍﻋﺘﺒﺎﺭ ﺟﻮﮘﻮ‬
‫۽ ﺗﺨﺼﻴﺺ ﻗﺪﺭ‪ ،‬ﺿﻤﻴﻤﻲ ۾ ‪ SLO‬ﺟﻲ ﻣﺠﻤﻮﻋﻲ ﻭﺭﻫﺎﺳﺖ ﺟﺎﺋﺰﻱ ۽ ﻧﻈﺮﺛﺎﻧﻲ َء ﻻ ِء ﭼﻴڪ‬
‫ﻟﺴٽ‪.‬‬

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 ‫‪ SESLOAF‬ﺳﻨﮅﻱ ﺩﺭﺟﻮ )‪(VIII - VI‬‬

‫‪ .2.1‬ﺳﻨﮅﻱ ﻧﺼﺎﺏ ‪) 2009‬ﺳﮑﮡ ﺟﻮﻥ ﻣﮑﻴﻪ ﻣﻬﺎﺭﺗﻮﻥ(‬

‫ﺳﻨﮅﻱ ﺟﻲ ﻧﺼﺎﺏ ‪ 2009‬ﺩﺭﺟﻲ ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ۾ ﻫﻴﭟ ڏﻧﻞ ﻧﻤﺎﻳﺎﻥ ﺳﮑﻴﺎ ﺟﺎ ﻋﻨﻮﺍﻥَ ﺷﺎﻣﻞ ڪﻴﺎ‬
‫ﻭﻳﺎ ﺁﻫﻦ‪.‬‬
‫‪ ‬ﭔﮅڻ‬
‫‪ ‬ﮘﺎﻟﻬﺎﺋﮡ‬
‫‪ ‬ﭘڙﻫﮡ‬
‫‪ ‬ﻟﮑﮡ‬
‫‪ ‬ﺗﻘﺮﻳﺮ‬
‫‪ ‬ﺍﻧﺸﺎ ﭘﺮﺩﺍﺯﻱ )ﻣﻀﻤﻮﻥ ﻧﻮﻳﺴﻲ(‬
‫‪ ‬ﺯﺑﺎﻥ ﺷﻨﺎﺳﻲ‬
‫‪ ‬ﭘﺴﻨﺪﻳﺪﮔﻲ ۽ ﺗﻨﻘﻴﺪ‬
‫‪ ‬ﺯﻧﺪﮔﻲ َء ﺟﻮﻥ ﻣﻬﺎﺭﺗﻮﻥ‪.‬‬

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 ‫‪ 2.1.1‬ﺳﻨﮅﻱ ﺟﻲ ﻧﺼﺎﺏ ﺟﻮﻥ ‪COMPETENCIES‬‬
‫ﺳﻨﮅﻱ ﺟﻲ ﻧﺼﺎﺏ ۾ ﺣﺪ ﺗﺪﺭﻳﺞ ﭘﻨﺠﻦ ﺩﺭﺟﻦ ۾ ﺭﮐﻴﺎ ﻭﻳﺎ ﺁﻫﻦ‬
‫‪ IX-X ،VI-VIII ،I-III ،IV-V‬۽ ‪XI-XII‬‬
‫ﻣﭥﻲ ڏﻧﻞ ﺣﺪ ﺗﺪﺭﻳﺞ ﺟﻲ ﻣﻄﺎﺑﻖ ﺳﻨﮅﻱ ﻧﺼﺎﺏ ﺩﺭﺟﻮ ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ۾ ﻫﻴﭟ ڏﻧﻞ ﻣﻌﻴﺎﺭ‬
‫)‪ (Standards‬ﻣﻘﺮﺭ ڪﻴﺎ ﻭﻳﺎ ﺁﻫﻦ‪.‬‬

‫‪ .1‬ﭔﮅڻ ﺟﺎ ﻣﻌﻴﺎﺭ‬

‫‪ ‬ﭔﮅﻱ ﺳﻤﺠﻬﮡ‬
‫‪ ‬ﭔﮅﻱ ﺭﺩﻋﻤﻞ ﻅﺎﻫﺮ ڪﺮڻ‬
‫‪ ‬ﭔﮅﻱ‪ ،‬ﭘڙﻫﮡ ‪ ،‬ﻟﮑﮡ ﻳﺎ ﻋﻤﻞ ڏﺍﻧﻬﻦ ﺭﺍﻏﺐ ﭤﻴﮡ‬
‫‪ ‬ﭔﮅﻱ ﺗﺠﺰﻳﻮ ڪﺮڻ‬
‫‪ ‬ﭔﮅﻱ ﮘﺎﻟﻬﺎﺋﮡ ۾ ﮘﺎﻧڊﺍﭘﻮ ۽ ﺍﺛﺮ ﭴﺎﮢﮡ‬
‫‪ ‬ﭔﮅﻱ‪ ،‬ﺩﻟﻴﻞ‪ ،‬ﺳﺒﺐ ‪ ،‬ﻧﺘﻴﺠﻲ )‪ (Cause effect‬۽ ﭔﻴﻦ ﻣﻨﻄﻘﻲ ﺗﺮﺗﻴﺒﻦ ﺟﻮ ﺍﺩﺭﺍڪ ڪﺮﻱ‬
‫ﺳﮕﻬﮡ‬
‫‪ ‬ﭔﮅﻱ ﺣﻮﺍﻟﻦ ﮐﻲ ﺳﻤﺠﻬﻲ ﺳﮕﻬﮡ‬
‫‪ ‬ﭔﮅﻱ‪ ،‬ﺍُﭼﺎﺭ‪ ،‬ﻟﻬﺠﻲ‪ ،‬ﺍﺩﺍﺋﮕﻲ َء ﻟﺌﻪ ۽ ﻣﻔﻬﻮﻡ ﺳﻤﺠﻬﮡ ۽ ﺍﻧﻬﻦ ﻣﺎﻥ ﻟﻄﻒ ﺍﻧﺪﻭﺯ ﭤﻴﮡ‬
‫‪ ‬ﭔﮅﻱ ﺯﺑﺎﻥ ﺟﻲ ﺩﺭﺳﺖ ‪ /‬ﻏﻠﻂ ﻫﺠﮡ ﺟﻮ ﺍﻧﺪﺍﺯﻭ ﻟﮙﺎﺋﮡ‬
‫‪ ‬ﭔﮅﻱ ﮘﺎﻟﻬﻴﻦ ۽ ﻓﻨﭙﺎﺭﻥ ﺟﻲ ﭘﺴﻨﺪﻳﺪﮔﻲ َء ﺟﻮ ﺍﻅﻬﺎﺭ ڪﺮڻ‬
‫‪ ‬ﭔﮅﻱ‪ ،‬ﮘﺎﻟﻬﻴﻦ ۽ ﻓﻨﭙﺎﺭﻥ ﺟﻮ ﺗﻨﻘﻴﺪﻱ ﺍﺩﺭﺍڪ ڪﺮﻱ ﺭﺍ ِء ڏﺋﻲ ﺳﮕﻬﮡ‬
‫‪ ‬ﭔﮅﻱ‪ ،‬ﺯﻧﺪﮔﻲ َء ﺟﻲ ڪﺎﺭﻭﻫﻨﻮﺍﺭ ۽ ﺭﻭﺍﻧﻲ ﮘﺎﻟﻬﻴﻦ ۾ ﻓﻴﺼﻠﻦ ﺗﺎﺋﻴﻦ ﭘﻬﭽﻲ ﻋﻤﻞ ڪﺮڻ‬

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 ‫‪ .2‬ﮘﺎﻟﻬﺎﺋﮡ ﺟﺎ ﻣﻌﻴﺎﺭ‬

‫‪ ‬ﺳﻤﺠﻬﻲ ﮘﺎﻟﻬﺎﺋﮡ‬
‫‪ ‬ﻭﺭﻧﺪﻱ ﻳﺎ ﺟﻮﺍﺏ ڏﻳﮡ‬
‫‪ ‬ﻫﺎڪﺎﺭ ۽ ﻧﺎڪﺎﺭ ۾ ﮘﺎﻟﻬﺎﺋﮡ‬
‫‪ ‬ﺭﺩ ﻋﻤﻞ ﺟﻲ ﺍﻅﻬﺎﺭ ﻁﻮﺭ ﮘﺎﻟﻬﺎﺋﮡ‬
‫‪ ‬ﮘﺎﻟﻬﺎﺋﻲ ﭘﻨﻬﻨﺠﻮ ﺍﺭﺍﺩﻭ ﻅﺎﻫﺮ ڪﺮڻ‬
‫‪ ‬ﭘﻨﻬﻨﺠﻮ ﺗﺠﺰﻳﻮ ڪﺮﻱ ﭔﮅﺍﺋﮡ‬
‫‪ ‬ﺩﻟﻴﻞ ۽ ﻣﻨﻄﻖ ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﮘﺎﻟﻬﺎﺋﮡ‬
‫‪ ‬ﺣﻮﺍﻟﻲ ﮐﻲ ﺳﻤﺠﻬﻲ ﮘﺎﻟﻬﺎﺋﮡ‬
‫‪ ‬ﺍُﭼﺎﺭ ﺍﺩﺍﺋﮕﻲ َء ۽ ﻟﻬﺠﻲ‪ ،‬ﻟﺌﻪ ﻣﻔﻬﻮﻡ ۽ ﺳﻤﺠﻬﺎﮢﻲ َء ﻭﻏﻴﺮﻩ ﻣﺎﻥ ﻟﻄﻒ ﺍﻧﺪﻭﺯ ڪﺮڻ ﻻ ِء‬
‫ﮘﺎﻟﻬﺎﺋﮡ‬
‫‪ ‬ﭘﺴﻨﺪﻳﺪﮔﻲ َء ۽ ﺗﻨﻘﻴﺪ ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﮘﺎﻟﻬﺎﺋﮡ‬
‫‪ ‬ﺯﻧﺪﮔﻲ َء ﺟﻲ ﻓﻴﺼﻠﻦ ۽ ﺭﻭﺯ ﻣﺮﻩ ﺟﻲ ڪﺎﺭﻭﻫﻨﻮﺍﺭ ﺑﺎﺑﺖ ﮘﺎﻟﻬﺎﺋﮡ‬

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 ‫‪ .3‬ﭘڙﻫﮡ ﺟﺎ ﻣﻌﻴﺎﺭ‬

‫‪ ‬ﺍﮐﺮ‪ ،‬ﻟﻔﻆ‪ ،‬ﻋﻼﻣﺘﻮﻥ )‪ (Signs‬۽ ﺟﻤﻼ ﭘڙﻫﮡ‬

‫‪ ‬ﻋﺒﺎﺭﺕ )ﻧﺜﺮ ۽ ﻧﻈﻢ( ﮐﻲ ﺳﻤﺠﻬﻲ ﭘڙﻫﮡ‬
‫‪ ‬ﻋﺒﺎﺭﺕ ﮐﻲ ﺳﺒﺐ ۽ ﻧﺘﻴﺠﻲ )‪ (Causes Effect‬۽ ﻣﻨﻄﻖ ﺟﻲ ﻟﺤﺎﻅ ﮐﺎﻥ ﺳﻤﺠﻬﻲ ﭘڙﻫﮡ‬
‫‪ ‬ﻋﺒﺎﺭﺕ ﺟﻲ ﺑﻨﻴﺎﺩﻱ ﺧﻴﺎﻝ ﮐﻲ ﺳﻤﺠﻬﻲ ﭘڙﻫﮡ‬
‫‪ ‬ﻋﺒﺎﺭﺕ‪ ،‬ڪﻬﺎﮢﻲ‪ ،‬ڊﺭﺍﻣﻲ‪ ،‬ﻣڪﺎﻟﻤﻲ ۽ ﺷﺎﻋﺮﻱ َء ﮐﻲ ﺳﻤﺠﻬﻲ ﭘڙﻫﮡ‬
‫‪ ‬ﻋﺒﺎﺭﺕ ڪﻬﺎﮢﻲ ﻭﻏﻴﺮﻩ ﭘڙﻫﻲ ﻧﺘﻴﺠﻮ ڪﮃڻ‬
‫‪ ‬ﭘﻨﻬﻨﺠﻲ ﻋﻠﻢ ۽ ﺗﺠﺮﺑﻦ ﺟﻲ ﺭﻭﺷﻨﻲ َء ۾ ﭘڙﻫﮡ‬
‫‪ ‬ﻋﺒﺎﺭﺕ )ﻧﺜﺮ ۽ ﻧﻈﻢ( ﮐﻲ ﭘﺴﻨﺪﻳﺪﮔﻲ َء ۽ ﺗﻨﻘﻴﺪﻱ ﺭﺍ ِء ﺳﺎﻥ ﭘڙﻫﮡ‬
‫‪ ‬ﻋﺒﺎﺭﺕ ﮐﻲ ﭴﺎڻ‪ ،‬ﻋﻠﻢ‪ ،‬ﺍﺩﺏ ﺛﻘﺎﻓﺖ ۽ ڌﻧﮅﻥ ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﭘڙﻫﮡ‬
‫‪ ‬ﻣﺼﻨﻒ ‪ /‬ﻟﻴﮑڪ ﺟﻲ ﻣﻘﺼﺪ ﮐﻲ ﺳﻤﺠﻬﻲ ﭘڙﻫﮡ‬
‫‪ ‬ﺭﻓﺘﺎﺭ ﺳﺎﻥ ۽ ﭼﻮﻧڊ ﻁﺮﻳﻘﻲ ﺳﺎﻥ ﭘڙﻫﮡ‬
‫‪ ‬ﻋﺎﻡ ﻣﻄﺎﻟﻌﻲ ﺟﻮ ﻻڙﻭ ﭘﻴﺪﺍ ڪﺮڻ ﻻ ِء ﭘڙﻫﮡ‬
‫‪ ‬ﻣﺴﻮﺩﻱ ﺟﻲ ﺷڪﻞ ۾ ﮀﭙﻴﻞ ۽ ﺍڻ ﮀﭙﻴﻞ ﻗﻠﻤﻲ‪ ،‬ﻓﻨﻲ ۽ ڪﻤﭙﻴﻮٽﺮ ﻭﺍﺭﻭ ﻣﻮﺍﺩ ﭘڙﻫﮡ‬

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 ‫‪ .4‬ﻟﮑﮡ ﺟﺎ ﻣﻌﻴﺎﺭ‬

‫‪ ‬ﺍﮐﺮ‪ ،‬ﻟﻔﻆ ۽ ﺟﻤﻼ ﺩﺭﺳﺖ ﻧﻤﻮﻧﻲ ﺳﻤﺠﻬﻲ ﻟﮑﮡ‬

‫‪ ‬ﺟﻤﻼ ﺑﻴﻬڪ ﺟﻲ ﻧﺸﺎﻧﻴﻦ ﺳﺎﻥ ﻟﮑﮡ‬
‫‪ ‬ﻣڪﺎﻟﻤﺎ ‪ ،‬ڊﺭﺍﻣﺎ‪ ،‬ﻣﻌﺮﻭﻑ )‪ (active‬۽ ﺑﻴﺎﻧﻴﻪ ‪ /‬ﻣﺠﻬﻮﻝ )‪ (Passive‬ﻟﮑﮡ‬
‫‪ ‬ﭘﻨﻬﻨﺠﻲ ﭘﺎڻ ﺑﺎﺑﺖ ﻟﮑﮡ‬
‫‪ ‬ﭘﻨﻬﻨﺠﻲ ﻣﺸﺎﻫﺪﻥ ۽ ﺗﺠﺮﺑﻦ ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﻟﮑﮡ‬
‫‪ ‬ﭔﻴﻦ ﺟﻲ ﺧﻴﺎﻟﻦ ۽ ﺗﺼﻮﺭﻥ ﮐﻲ ﻟﮑﮡ‬
‫‪ ‬ﻧﻈﻢ ﮐﻲ ﻧﺜﺮ ﺟﻲ ﺻﻮﺭﺕ ۾ ﺁﮢﻲ‪ ،‬ﺳﻤﺠﻬﺎﮢﻲ ڏﺋﻲ ﻟﮑﮡ‬
‫‪ ‬ﻧﻈﻢ ﭘﺴﻨﺪ ڪﺮﻱ ﺗﻨﻘﻴﺪ ﻟﮑﮡ‬
‫‪ ‬ﻧﻈﻢ ﮐﻲ ﺣﻮﺍﻟﻦ ﺳﺎﻥ ﻟﮑﮡ ۽ ﺗﺤﺮﻳﺮ ﺟﻮ ﺗﺖ ﻟﮑﮡ‬
‫‪ ‬ﻋﺒﺎﺭﺕ ﮐﻲ ﻣﺨﺘﻠﻒ ﺯﻣﺎﻧﻦ ۾ ﻟﮑﮡ‬
‫‪ ‬ﺳﻤﺎﺟﻲ َء ۽ ﺍﻗﺘﺼﺎﺩﻱ ﺿﺮﻭﺭﺗﻦ ﺟﻲ ﺧﻴﺎﻝ ﮐﺎﻥ ﻟﮑﮡ‬
‫‪ ‬ﺗﺨﻠﻴﻘﻲ ﺷﻌﻮﺭ ﺳﺎﻥ ﻟﮑﮡ‬
‫‪ ‬ﺍڻ ﮀﭙﻴﻞ ﻳﺎ ٽﻴڪﻨﻴڪﻲ )ڪﻤﭙﻴﻮٽﺮ( ﻣﺘﻦ ﻟﮑﮡ‬

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 ‫‪ .5‬ﺗﻘﺮﻳﺮ ﺟﺎ ﻣﻌﻴﺎﺭ‬

‫‪ ‬ﭘﻨﻬﻨﺠﻲ ﻋﻠﻢ ۽ ﻣﺸﺎﻫﺪﻱ ﮐﻲ ﺑﻬﺘﺮ ﺍﭼﺎﺭﻥ ۽ ﺍﺩﺍﺋﮕﻲ ﺟﻲ ﻁﺮﻳﻘﻦ ﻣﻮﺟﺐ ﺯﺑﺎﻧﻲ ﭘﻴﺶ ڪﺮڻ‬
‫‪ ‬ﻟﮑﻴﻞ ﺗﻘﺮﻳﺮ ﮐﻲ ﺧﺎﺹ ﻟﺐ ۽ ﻟﻬﺠﻲ ﺳﺎﻥ ﭔﮅﻧﺪڙﻥ ﺁڏﻭ ﭘﻴﺶ ڪﺮڻ‬
‫‪ ‬ﭔﻴﻦ ﺟﻲ ﻧﻘﻄﺌﻪ ﻧﻈﺮ )‪ (View Point‬ڌﻳﺎﻥ ۽ ﺣﻮﺻﻠﻲ ﺳﺎﻥ ﭔﮅﻱ ﺍﻥ ﺟﻲ ﺭﻭﺷﻨﻲ َء ۾‬
‫ﭘﻨﻬﻨﺠﺎ ﺩﻟﻴﻞ ڏﻳﮡ‬
‫‪ ‬ﺑﺤﺚ ﻣﺒﺎﺣﺜﻦ‪ ،‬ﻣﺬﺍڪﺮﻥ‪ ،‬ﺳﻴﻤﻴﻨﺎﺭﻥ ۽ ﺍﺩﺑﻲ ﻣﺤﻔﻠﻦ ۾ ﺣﺼﻮ ﻭﭠﮡ‬

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 ‫‪ .6‬ﺍﻧﺸﺎ ﭘﺮﺍﺩﺍﺯﻱ ‪ /‬ﻣﻀﻤﻮﻥ ﻧﻮﻳﺴﻲ ﺟﺎ ﻣﻌﻴﺎﺭ‬

‫‪ ‬ﻣﺸﺎﻫﺪﻱ ﺟﻲ ﺻﻼﺣﻴﺖ ﮐﻲ ﻭڌﺍﺋﮡ‬

‫‪ ‬ﭘﻨﻬﻨﺠﻲ ﺧﻴﺎﻟﻦ ﺟﻮ ﺗﺠﺰﻳﻮ ڪﺮﻱ‪ ،‬ﺍﻧﻬﻦ ﮐﻲ ﻣﻨﻄﻘﻲ ﺗﺮﺗﻴﺐ ڏﻳﮡ‬
‫‪ ‬ٽﻦ ﭘﺌﺮﺍﺋﻦ‪ ،‬ﭘﻨﺠﻦ ﭘﺌﺮﺍﺋﻦ ۽ ﺳﺘﻦ ﭘﺌﺮﺍﺋﻦ ﺟﺎ ﻣﻀﻤﻮﻥ‪ /‬ﺍﻧﺸﺎﺋﻴﺎ ﻟﮑﮡ‬
‫‪ ‬ﻣﻀﻤﻮﻥ ﻧﻮﻳﺴﻲ ﺟﻲ ڌﺍﺭ ڌﺍﺭ ﻧﻤﻮﻧﻦ‪ ،‬ﻟﻔﻈﻦ ﺟﻲ ﻣﻨﺎﺳﺐ ﺍﺳﺘﻌﻤﺎﻝ ﭘﺌﺮﺍﺑﻨﺪﻱ‪ ،‬ﺑﻴﺎﻧﻦ ﺟﻲ‬
‫ﺩﺭﺳﺘﻲ ۽ ﻟﮑﮡ ﺟﻲ ﺭﻓﺘﺎﺭ ﺟﻲ ﺍﺻﻮﻟﻦ ﮐﻲ ﭴﺎﮢﮡ ۽ ﺍﻧﻬﻦ ﺗﻲ ﻣﻬﺎﺭﺕ ﺣﺎﺻﻞ ڪﺮڻ‬
‫‪ ‬ﺍﻧﺸﺎﺋﻴﻪ ﺟﻲ ﺣﺪﻥ ﮐﻲ ﻣﻀﻤﻮﻥ ﻧﻮﻳﺴﻲ َء ۽ ﺧﻴﺎﻝ ﻧﮕﺎﺭﻱ َء ﮐﺎﻥ ﻭڌﺍﺋﻲ ڊﺭﺍﻣﻲ‪ ،‬ﻣڪﺎﻟﻤﻪ‬
‫ﻧﮕﺎﺭﻱ ۽ ﺗﺨﻠﻴﻘﻲ ﺗﺠﺮﺑﻦ ﺗﺎﺋﻴﻦ ﻭﺳﻌﺖ ڏﻳﮡ‬

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 ‫‪ .7‬ﺯﺑﺎﻥ ﺷﻨﺎﺳﻲ ﺟﺎ ﻣﻌﻴﺎﺭ‬

‫ﺁﻭﺍﺯ ﻣﺎﻥ ﺍﮐﺮ‪،‬‬

‫ﭘﺪ ﻣﺎﻥ ﻟﻔﻆ‪،‬‬
‫ﻟﻔﻆ ﻣﺎﻥ ﻣﻌﻨﻰ‪،‬‬
‫ﺟﻤﻠﻲ ﺟﻲ ﺟﻮڙﺟڪ‪،‬‬
‫ﺍﺳﻢ‪ ،‬ﺻﻔﺖ‪،‬‬
‫ﺯﻣﺎﻥ‪ ،‬ﻓﻌﻞ‪ ،‬ﻓﺎﻋﻞ‪ ،‬ﻣﻔﻌﻮﻝ‪،‬‬
‫ﻭﺍﺣﺪ ۽ ﺟﻤﻊ‪،‬‬
‫ﻣﺬڪﺮ ۽ ﻣﺆﻧﺚ‪،‬‬
‫ﺣﺮﻑ ﺟﻤﻠﻮ‪ ،‬ﺣﺮﻑ ﺟﺮ‪،‬‬
‫ﺣﺮﻑ ﻧﺪﺍ‪ ،‬ﺣﺮﻑ ﻋﻠﺖ )ﺳُﺮ‪،(Vowel -‬‬
‫ﺳﺎﺩﺍ ۽ ﻣﺮڪﺐ ﺟﻤﻼ‪،‬‬
‫ﻣﻌﺮﻭﻑ ۽ ﻣﺠﻬﻮﻝ ﺟﻤﻼ‪،‬‬
‫ﺑﻴﻬڪ ﺟﻮﻥ ﻧﺸﺎﻧﻴﻮﻥ‪،‬‬
‫ﺭﻭﺯﻣﺮﻩ ﺟﺎ ﻣﺤﺎﻭﺭﺍ‪ ،‬ﭘﻬﺎڪﺎ‪ ،‬ﭼﻮﮢﻴﻮﻥ‪ ،‬ﻗﻮﻝ‪،‬‬
‫ﺍﮘﻴﺎڙﻳﻮﻥ‪ ،‬ﭘﮁﺎڙﻳﻮﻥ‪،‬‬
‫ﺿﺪ‪ ،‬ﻫﻢ ﻣﻌﻨﻰ ﻟﻔﻆ‪،‬‬
‫ﺻﻨﺎﻳﻊ ﺑﺪﺍﻳﻊ‪،‬‬
‫ﺑﻴﺎﻥ ﺟﻮ ﺍﻧﺪﺍﺯ‪ ،‬ﺍﺳﻠﻮﺏ‪ ،‬ﺻﻨﻔﻮﻥ‪.‬‬

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 ‫‪ .8‬ﭘﺴﻨﺪﻳﺪﮔﻲ ۽ ﺗﻨﻘﻴﺪ ﺟﺎ ﻣﻌﻴﺎﺭ‬

‫‪ ‬ﺷﻌﺮﻱ ﺍﺻﻼﺣﻦ‪ ،‬ﻋﻠﻢ ﺑﻴﺎﻥ ﺟﻲ ﺁﮔﺎﻫﻲ ﺣﺎﺻﻞ ڪﺮڻ‬

‫‪ ‬ڪﻨﻬﻦ ﺗﺤﺮﻳﺮ ۾ ﮔﺮﺍﻣﺮ‪ ،‬ﻋﻠﻢ ﺑﻴﺎﻥ ۽ ﭔﻴﻦ ﮘﺎﻟﻬﻴﻦ ﺟﻲ ﺳﭹﺎﮢﭗ ﺭﮐﮡ‬
‫‪ ‬ڪﻨﻬﻦ ﻓﻨﭙﺎﺭﻱ ﺟﻮ ﻣﺮڪﺰﻱ ﺧﻴﺎﻝ ۽ ﺍﻫﻢ ﻧﻘﻄﺎ ﺑﻴﺎﻥ ڪﺮﻱ ﺗﺖ ڪﮃﻱ ﺳﮕﻬﻲ‬
‫‪ ‬ڪﻨﻬﻦ ﺑﻪ ﻗﺴﻢ ﺟﻲ ﺗﺤﺮﻳﺮ ﭘڙﻫﻲ‪ ،‬ﺍﻥ ﺟﻲ ﺻﺤﺖ‪ ،‬ﺳﻮﻧﻬﻦ ۽ ڪﻮﺟﻬﺎﺋﭗ )ﮔﮣﻦ‪ ،‬ﺍﻭﮔﮣﻦ(‬
‫ﺟﻮ ﺍﻧﺪﺍﺯﻭ ﻟﮙﺎﺋﮡ‬
‫‪ ‬ﻓڪﺮﻱ ۽ ﻓﻨﻲ ﺳﻤﺠﻬﻪ ﺳﺎﻥ ﮔڏ ﺗﺎﺛﺮﺍﺗﻲ‪ ،‬ﺳﻴﺎﺳﻲ‪ ،‬ﺳﻤﺎﺟﻲ‪ ،‬ﺍﻗﺘﺼﺎﺩﻱ ﺷﻌﻮﺭ ۽ ﺍﺛﺮ ﺟﻮ‬
‫ﺟﺎﺋﺰﻭ ﻭﭠﮡ‪ ،‬ﺟﻴڪﻮ ڪﻨﻬﻦ ﻓﻨﭙﺎﺭﻱ ﺟﻲ ﺗﺨﻠﻴﻖ ۾ ﻣﺪﺩ ﮔﺎﺭ ﭤﻲ ﺳﮕﻬﻲ ﻳﺎ ﺍﻥ ﻣﺎﻥ ﻧڪﺮﻱ‬
‫ﺳﮕﻬﻲ‬
‫‪ ‬ﺗﺤﺮﻳﺮﻱ ﮔﮣﻦ ﮐﻲ ﺟﺎﭼﮡ ﻻ ِء ﺑﻨﻴﺎﺩﻱ ﺗﻨﻘﻴﺪﻱ ﺑﺼﻴﺮﺕ ﺣﺎﺻﻞ ڪﺮڻ‬
‫‪ ‬ڪﻨﻬﻦ ﻓﻨﭙﺎﺭﻱ ﺟﻲ ﺍﺩﺑﻲ ﻣﺮﺗﺒﻲ ﺟﻮ ﺗﻌﻴﻦ ڪﺮڻ‬
‫‪ ‬ڪﻨﻬﻦ ﻓﻨﭙﺎﺭﻱ ۾ ﺍﺣﺴﺎﺱ‪ ،‬ﺟﺬﺑﻲ ۾ ﺗﺎﺛﺮ ﺟﻲ ﺷﺪﺕ ۽ ﺍﺑﻼﻍ ﺟﻲ ﺻﻮﺭﺕ ۾ ﺗﺠﺰﻳﻮ ڪﺮﻱ‬
‫ﭘﻨﻬﻨﺠﻲ ﺗﻨﻘﻴﺪﻱ ﺭﺍ ِء ڏﻳﺌﻲ ﺳﮕﻬﮡ‬

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 ‫‪ .9‬ﺯﻧﺪﮔﻲ َء ﺟﻮﻥ ﻣﻬﺎﺭﺗﻮﻥ ﺟﺎ ﻣﻌﻴﺎﺭ‬

‫‪ ‬ﺭﻭﺯﺍﻧﻲ ﻭﻫﻨﻮﺍﺭ ۾ ﮘﺎﻟﻬﻪ ﭔﻮﻟﻬﻪ ﻻ ِء ﺳﻨﮅﻱ ﺯﺑﺎﻥ ڪﺘﺐ ﺁﮢﮡ‬

‫‪ ‬ﮀﭙﻴﻞ ‪ /‬ﺍڻ ﮀﭙﻴﻞ ﻣﻮﺍﺩ ﮐﻲ ﭘڙﻫﮡ ‪ /‬ﻟﮑﮡ ﻳﺎ ﻻﮘﺎﭘﻴﻞ ﻓﺎﺭﻡ ﭜﺮڻ ﺟﻲ ﻗﺎﺑﻞ ﭤﻴﮡ‬
‫‪ ‬ﺍﺿﺎﻓﻲ ﻣﻄﺎﻟﻌﻲ ﺟﻮ ﺭﻭﻳﻮ ﭘﻴﺪﺍ ڪﺮڻ‬
‫‪ ‬ﺳﮅ ﺳﻤﺎ ُء ﺟﻲ ﺫﺭﻳﻌﻦ ۽ ٽﻴڪﻨﺎﻻﺟﻲ َء ﺟﻲ ﺍﺛﺮﻥ ﺟﻮ ﺯﺑﺎﻥ ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﺗﺠﺰﻳﻮ ڪﺮڻ‬
‫۽ ﺑﻬﺘﺮ ﺫﺍﺗﻲ ﻧﻘﻄﻪ ﻧﻈﺮ ﺭﮐﮡ‬
‫‪ ‬ﺭﻭﺯ ﻣﺮﻩ ﺟﻲ ڪﻤﻦ ۽ ﻣﺴﺌﻠﻦ ﺟﻲ ﺣﻞ ﻻ ِء ﺗﺤﺮﻳﺮ ۽ ﺗﻘﺮﻳﺮ ﺟﻲ ﺻﻼﺣﻴﺖ ڪﻢ ﺁﮢﮡ‬
‫‪ ‬ﺩﻓﺘﺮﻱ ۽ ﻗﺎﻧﻮﻧﻲ ﻣﻌﺎﻣﻠﻦ ۾ ٽﻴڪﻨﺎﻻﺟﻲ ﺭﭘﻮﺭٽﻦ ﻭﻏﻴﺮﻩ ﮐﻲ ﭘڙﻫﮡ ۽ ﻻﮘﺎﭘﻴﻞ ﺩﺭﺧﻮﺍﺳﺘﻮﻥ‬
‫۽ ﺭﭘﻮﺭٽﻮﻥ ﻟﮑﻲ ﺳﮕﻬﮡ‬
‫‪ ‬ﺻﺤﺎﻓﺘﻲ‪ ،‬ﺗﺨﻠﻴﻘﻲ ۽ ﺗﻨﻘﻴﺪﻱ ﺳﺮﮔﺮﻣﻴﻦ ۾ ﺣﺼﻮ ﻭﭠﮡ ۽ ﺍﺋﻴﻦ ﻣﺼﻨﻒ‪ /‬ﻟﻴﮑڪ ﻁﻮﺭ‬
‫ﻣﺘﻌﺎﺭﻑ ﭤﻴﮡ‬
‫‪ ‬ﺟﻠﺴﻦ‪، ،‬ﻣﺠﻠﺴﻦ ‪ ،‬ﻣﺬﺍڪﺮﻥ‪ ،‬ﺳﻴﻤﻴﻨﺎﺭﻥ ﻭﻏﻴﺮﻩ ۾ ﭘﺎڻ ﮐﻲ ﺑﻬﺘﺮﻳﻦ ﭔﮅﻧﺪڙ ﺛﺎﺑﺖ ڪﺮڻ ۽‬
‫ﮘﺎﻟﻬﻪ ﺟﻲ ﺳﭽﺎﺋﻲ ﺗﺎﺋﻴﻦ ﭘﻬﭽﮡ ۽ ﻣﻨﺎﺳﺐ ﺭﺩ ﻋﻤﻞ ﺟﻮ ﺍﻅﻬﺎﺭ ڪﺮڻ‬

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 ‫‪ 2.1.2‬ﺳﻨﮅﻱ ﻧﺼﺎﺏ ﺟﺎ ﺣﺪ ﺗﺪﺭﻳﺞ )‪(Benchmark‬‬

‫ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺗﺎﺋﻴﻦ‬

‫)ﭔﮅڻ ﺟﻲ ﻣﻬﺎﺭﺗﻦ ﮐﻲ ﻫﻴﭟ ڏﻧﻞ ﺣﺪ ﺗﺪﺭﻳﺞ ۾ ﻭڌﻳڪ ﻭﺭﻫﺎﻳﻮ ﻭﻳﻮ ﺁﻫﻲ(‬

‫‪ ‬ﺳﻨﮅﻱ ۾ ﻭﺍﻗﻌﺎ‪ ،‬ڪﻬﺎﮢﻴﻮﻥ‪ ،‬ﺗﻘﺮﻳﺮﻭﻥ‪ ،‬ﺧﻄﺎﺏ‪ ،‬ﺧﻄﺒﺎ‪ ،‬ﻫﺪﺍﻳﺘﻮﻥ۽ ﺍﻋﻼﻥ ﭔﮅﻱ‪ ،‬ﺍڻ ﭼٽﻴﻦ ۽‬
‫ﺭﻫﺠﻲ ﻭﻳﻞ ﮘﺎﻟﻬﻴﻦ ﺟﻮ ﺍﺩﺭﺍڪ‪ /‬ﻓﻬﻢ ۽ ﺗﺠﺰﻳﻮ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪ 7000 ‬ﮐﺎﻥ ﻣﭥﻲ ﻟﻔﻆ ۽ ﺗﺮڪﻴﺒﻮﻥ ﺫﻫﻦ ﻧﺸﻲ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺭﻭﺯﺍﻧﻲ ﮘﺎﻟﻬﻪ ﭔﻮﻟﻬﻪ ﺳﻤﺎﺟﻲ‪ ،‬ﺛﻘﺎﻓﺘﻲ ۽ ﺳﻴﺎﺳﻲ ﺗﻘﺮﻳﺮﻥ ﺟﻮ ﺑﺨﻮﺑﻲ ﺍﺩﺭﺍڪ ڪﺮﻱ‬
‫ﺳﮕﻬﻲ ﺗﻪ ﺟﻴﺌﻦ ﭘﻨﻬﻨﺠﻲ ﺭﺍ ِء ڏﻳﮡ ﺟﻮ ﺍﻫﻞ ﭤﻲ ﺳﮕﻬﻲ‪.‬‬

‫ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺗﺎﺋﻴﻦ‬

‫)ﮘﺎﻟﻬﺎﺋﮡ ﺟﻲ ﻣﻬﺎﺭﺗﻦ ﮐﻲ ﻫﻴﭟ ڏﻧﻞ ﺣﺪ ﺗﺪﺭﻳﺞ ۾ ﻭڌﻳڪ ﻭﺭﻫﺎﻳﻮ ﻭﻳﻮ ﺁﻫﻲ(‬

‫‪ ‬ﻭﺍﻗﻌﻦ ڪﻬﺎﮢﻲ َء ﻧﻈﻢ ۽ ﺑﻴﺎﻥ ﻭﻏﻴﺮﻩ ۾ ﻣﻮﺟﻮﺩ ﺍﻭﮢﺎﺋﻲ َء ۽ ﮐﻮٽ ﺟﻮ ﺫڪﺮ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬

‫ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺗﺎﺋﻴﻦ‬

‫)ﭘڙﻫﮡ ﺟﻲ ﻣﻬﺎﺭﺗﻦ ﮐﻲ ﻫﻴﭟ ڏﻧﻞ ﺣﺪ ﺗﺪﺭﻳﺞ ۾ ﻭڌﻳڪ ﻭﺭﻫﺎﻳﻮ ﻭﻳﻮ ﺁﻫﻲ(‬

‫‪ ‬ﻋﺒﺎﺭﺕ ﮐﻲ ﺑﻨﻴﺎﺩﻱ ﺧﻴﺎﻝ ۽ ﻁﺮﺯ ﺑﻴﺎﻥ ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬

‫‪ ‬ﻋﺎﻡ ﻣﻄﺎﻟﻌﻲ ﺟﻮ ﺭﻭﻳﻮ ﭘﻴﺪﺍ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬

‫ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺗﺎﺋﻴﻦ‬

‫)ﻟﮑﮡ ﺟﻲ ﻣﻬﺎﺭﺗﻦ ﮐﻲ ﻫﻴﭟ ڏﻧﻞ ﺣﺪ ﺗﺪﺭﻳﺞ ۾ ﻭڌﻳڪ ﻭﺭﻫﺎﻳﻮ ﻭﻳﻮ ﺁﻫﻲ(‬

‫‪ ‬ڪﻨﻬﻦ ﺑﻪ ﻋﺒﺎﺭﺕ ﭘﻨﻬﻨﺠﻦ ﻟﻔﻈﻦ ۾ )ﺗﻔﺼﻴﻠﻲ ﻳﺎ ﻣﺨﺘﺼﺮ( ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬

‫ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺗﺎﺋﻴﻦ‬

‫)ﺗﻘﺮﻳﺮ ﺟﻲ ﻣﻬﺎﺭﺗﻦ ﮐﻲ ﻫﻴﭟ ڏﻧﻞ ﺣﺪ ﺗﺪﺭﻳﺞ ۾ ﻭڌﻳڪ ﻭﺭﻫﺎﻳﻮ ﻭﻳﻮ ﺁﻫﻲ(‬
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 ‫‪ ‬ﭘﻨﻬﻨﺠﻲ ﭴﺎڻ ۽ ﻣﺸﺎﻫﺪﻱ ﺟﻲ ﺭﻭﺷﻨﻲ َء ۾ ﭔﮅﻧﺪڙﻥ ﺁڏﻭ ﺯﺑﺎﻧﻲ ﻳﺎ ﺗﺤﺮﻳﺮﻱ ﺗﻘﺮﻳﺮ ڪﺮﻱ‬
‫ﺳﮕﻬﻲ ۽ ﺑﺤﺚ ﻣﺒﺎﺣﺜﻲ ۽ ﻣﺬﺍڪﺮﻱ ۾ ﺣﺼﻮ ﻭﭠﻲ ﺳﮕﻬﻲ‪.‬‬

‫ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺗﺎﺋﻴﻦ‬

‫)ﺍﻧﺸﺎ ﭘﺮﺩﺍﺯﻱ )ﻣﻀﻤﻮﻥ ﻧﻮﻳﺴﻲ( ﺟﻲ ﻣﻬﺎﺭﺗﻦ ﮐﻲ ﻫﻴﭟ ڏﻧﻞ ﺣﺪ ﺗﺪﺭﻳﺞ ۾ ﻭڌﻳڪ ﻭﺭﻫﺎﻳﻮ ﻭﻳﻮ‬
‫ﺁﻫﻲ(‬

‫‪ ‬ﻓﺼﺎﺣﺖ ۽ ﺗﺮﺗﻴﺐ ﺟﻲ ﻟﺤﺎﻅ ﮐﺎﻥ ﺳﭡﺎ ﻣﻀﻤﻮﻥ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬

‫ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺗﺎﺋﻴﻦ‬

‫)ﺯﺑﺎﻥ ﺷﻨﺎﺳﻲ ﺟﻲ ﻣﻬﺎﺭﺗﻦ ﮐﻲ ﻫﻴﭟ ڏﻧﻞ ﺣﺪ ﺗﺪﺭﻳﺞ ۾ ﻭڌﻳڪ ﻭﺭﻫﺎﻳﻮ ﻭﻳﻮ ﺁﻫﻲ(‬

‫‪ ‬ﻣﻌﺮﻭﻑ ۽ ﻣﺠﻬﻮﻝ ﺟﻤﻠﻦ ۾ ﻓﺮﻕ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬

‫‪ ‬ﭘﻨﻬﻨﺠﻲ ﺧﻴﺎﻟﻦ ۽ ﻭﻳﭽﺎﺭﻥ )‪ (View Point‬ﮐﻲ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬

‫ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺗﺎﺋﻴﻦ‬

‫)ﭘﺴﻨﺪﻳﺪﮔﻲ َء ۽ ﺗﻨﻘﻴﺪ ﺟﻲ ﻣﻬﺎﺭﺗﻦ ﮐﻲ ﻫﻴﭟ ڏﻧﻞ ﺣﺪ ﺗﺪﺭﻳﺞ ۾ ﻭڌﻳڪ ﻭﺭﻫﺎﻳﻮ ﻭﻳﻮ ﺁﻫﻲ(‬

‫‪ ‬ﭘﺴﻨﺪﻳﺪﮔﻲ َء ۽ ﺗﻨﻘﻴﺪﻱ ﺳﻄﺢ ﻻ ِء ﺗﻴﺎﺭﻱ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬

‫ﮀﻬﻴﻦ ﮐﺎﻥ ﺍﭠﻴﻦ ﺗﺎﺋﻴﻦ‬

‫)ﺯﻧﺪﮔﻲ َء ﺟﻮﻥ ﻣﻬﺎﺭﺗﻮﻥ ﺟﻲ ﻣﻬﺎﺭﺗﻦ ﮐﻲ ﻫﻴﭟ ڏﻧﻞ ﺣﺪ ﺗﺪﺭﻳﺞ ۾ ﻭڌﻳڪ ﻭﺭﻫﺎﻳﻮ ﻭﻳﻮ ﺁﻫﻲ(‬

‫‪ ‬ﺭﻭﺯ ﻣﺮﻩ ﺟﻲ ﻣﺴﺌﻠﻦ ﺑﺎﺑﺖ ﺯﺑﺎﻧﻲ ۽ ﺗﺤﺮﻳﺮﻱ ﺍﻅﻬﺎﺭ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬

‫‪ ‬ڪﻨﻬﻦ ﻭﺍﻗﻌﻲ ﺟﻮ ﺍﻁﻼﻉ ﻳﺎ ﺭﻭﺋﺪﺍﺩ ﻟﮑﻲ‪ ،‬ﻻﮘﺎﭘﻴﻞ ﻓﺮﺩﻥ ﮐﻲ ﻣﻮڪﻠﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ڪﻤﭙﻴﻮٽﺮ ﺗﻲ ﺳﻨﮅﻱ ﺯﺑﺎﻥ ﺟﻮ ﺍﺳﺘﻌﻤﺎﻝ ﺳﮑﻲ ﺳﮕﻬﻲ‪.‬‬

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 ‫‪Students Learning Outcomes Cognitive Categorization‬‬

‫ﺳﻨﮅﻱ ﺩﺭﺟﻮﮀﻬﻮﻥ‬
‫‪COGNITIVE LEVEL SLO CATEGORIZATION SINDHI GRADE -VI‬‬

‫‪Topic and‬‬ ‫‪SLOs of K/U/A‬‬

‫‪K‬‬ ‫‪U‬‬ ‫‪A‬‬
‫‪sub Topic‬‬ ‫‪For VI‬‬
‫ﭔُﮅﻱ ﻣﻌﻠﻮﻣﺎﺕ ﺟﻮ ﺍﺩﺭﺍڪ ڪﺮﻱ ﺳﮕﻬﻲ ۽ ﺍﻥ ﺟﻲ ﺟﻮﺍﺏ ﻻ ِء ﭘﺎڻ‬ ‫‪‬‬
‫‪‬‬
‫ﮐﻲ ﺫﻫﻨﻲ ﻁﺮﺡ ﺗﻴﺎﺭ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫ﺳُﮅ ﺳﻤﺎ َء ﺟﻲ ﺳﻤﻮﺭﻥ ﺫﺭﻳﻌﻦ ۾ ﺧﺒﺮﻥ‪ ،‬ڊﺭﺍﻣﻦ‪ ،‬ﻓﻴﭽﺮﻥ‪ ،‬ﺗﺒﺼﺮﻥ‪،‬‬ ‫‪‬‬
‫‪‬‬
‫ﺗﺠﺰﻳﻦ ۽ ﺍﺷﺘﻬﺎﺭﻥ ﻭﻏﻴﺮﻩ ﮐﻲ ﺳﻤﺠﻬﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﭔﮅڻ‬
‫ﭔُﮅﻱ‪ ،‬ﻣﺨﺎﻁﺐ ﭤﻴﻨﺪڙ ﺟﻲ ﻣﻘﺼﺪ ﮐﻲ ﭘﻨﻬﻨﺠﻲ َء ﭴﺎڻ‪ ،‬ﻋﻠﻢ‪ ،‬ﻣﺸﺎﻫﺪﻱ‬ ‫‪‬‬
‫‪‬‬
‫۽ ﺗﺠﺮﺑﻲ ﺟﻲ ﺁڌﺍﺭ ﺗﻲ ﺳﻤﺠﻬﻲ‪ ،‬ڪﻢ ﺁﮢﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﻟﻬﺠﻲ‪ ،‬ﺍُﭼﺎﺭ ۽ ﺍﺩﺍﺋﮕﻲ َء ﺟﻲ ﺭﻭﺍﻧﻲ َء ﺳﺎﻥ ﻣﻮﺿﻮﻉ ﺑﺎﺑﺖ ﺣﻮﺍﻟﻦ‬ ‫‪‬‬
‫‪‬‬
‫ﺫﺭﻳﻌﻲ ﺍﻧﺪﺍﺯﻭ ﻟﮙﺎﺋﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﮘﺎﻟﻬﺎﺋﮡ‬
‫‪ ‬ﭘﻨﻬﻨﺠﻲ ﻣﻌﻠﻮﻣﺎﺕ ﮐﻲ ﺑﻴﺎﻥ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫‪ ‬ڪﻨﻬﻦ ﺑﻪ ﮘﺎﻟﻬﻪ ﭔﻮﻟﻬﻪ ﻳﺎ ﺗﺤﺮﻳﺮ ۾ ﻣﻮﺟﻮﺩ ﮐﻮٽ ﻳﺎ ﺍﻭﮢﺌﻲ َء ﮐﻲ ﺑﻴﺎﻥ‬
‫‪‬‬
‫ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺗﻘﺮﻳﺮ ﻳﺎ ﻧﻈﻢ ﺟﻮ ﻣﺮڪﺰﻱ ﻧُڪﺘﻮ ﻳﺎ ﺧﻴﺎﻝ ﺑﻴﺎﻥ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫‪ ‬ڪﻨﻬﻦ ﺑﻪ ﺷﻲ ِء ﮐﻲ ﺍُﭼﺎﺭ‪ ،‬ﺁﻫﻨﮓ‪ ،‬ﻟﺌﻪ ۽ ﺍﺩﺍﺋﮕﻲ َء ﺳﺎﻥ ﻭﺭﺟﺎﺋﻲ‬
‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬
‫ﭘڙﻫﮡ‬
‫‪ ‬ﻋﺒﺎﺭﺕ ﮐﻲ ﺭﻭﺍﻧﻲ َء ۽ ﺳﭡﻲ َء ﺭﻓﺘﺎﺭ ﺳﺎﻥ ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫‪ ‬ڪﻬﺎﮢﻲ‪ ،‬ڊﺭﺍﻣﻲ ۽ ﻣﻀﻤﻮﻥ ﻟﮑﮡ ﺟﻲ ڏﺍﻥ َء‪/‬ﺍﻧﺪﺍﺯ ﻡ ﻓﺮﻕ ڪﺮﻱ‬
‫‪‬‬
‫ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺭﻭﺯﻣﺮﻩ ﺟﻲ ﻣﻬﺎﻭﺭﻱ ﺟﻮ ﻓﻬﻮﻡ ﺳﻤﺠﻬﻲ‪ ،‬ﻋﺒﺎﺭﺕ ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫‪ ‬ﻣﺨﺘﺼﺮ ﺳﻤﺎﺟﻲ ۽ ﭘﻴﺸﻮﺭﺍﮢﻴﻦ ﺿﺮﻭﺭﺗﻦ ﺑﺎﺑﺖ ﻟﮑﮣﻴﻮﻥ‪/‬ﺗﺤﺮﻳﺮﻭﻥ‬
‫‪‬‬
‫ﭘڙﻫﻲ ﺳﮕﻬﻲ‬

‫‪18 | P a g e‬‬
‫‪Topic and‬‬ ‫‪SLOs of K/U/A‬‬
‫‪K‬‬ ‫‪U‬‬ ‫‪A‬‬
‫‪sub Topic‬‬ ‫‪For VI‬‬

‫‪ ‬ﺳﺒﻖ ﭘڙﻫﻲ‪ ،‬ﺳﻮﺍﻟﻦ ﺟﻮ ﻫڪ ﺗﻔﺼﻴﻠﻲ ﺟﻮﺍﺏ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺳﺒﻖ ﭘڙﻫﻲ‪ ،‬ﺳﻮﺍﻟﻦ ﺟﻲ ﺭﻭﺷﻨﻲ َء ۾ ﺗﺖ‪/‬ﺧﻼﺻﻮ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﻣﻀﻤﻮﻥ ﺟﻲ ﺷﺮﻭﻋﺎﺕ‪ ،‬ﻣﻮﺍﺩ )ﺣﺎﺻﻞ ﻣﻄﻠﺐ( ﭘﭵﺎﮢﻲ َء ۽ ڪﻬﺎﮢﻲ َء‬
‫‪‬‬
‫ﺟﻲ ﻧﺘﻴﺠﻲ ﻭﻏﻴﺮﻩ ﮐﻲ ﭘﻨﻬﻨﺠﻦ ﻟﻔﻄﻦ ۾ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺧﺒﺮﻥ‪ .‬ﻓﻴﭽﺮﻥ ﻭﻏﻴﺮﻩ ﺟﻮ ﺧﻼﺻﻮ ﻳﺎ ﺍﻫﻢ ﻧﻘﻄﺎ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫‪ ‬ڪﺘﺎﺑﻦ ‪ 7‬ﺭﺳﺎﻟﻦ ﺟﻲ ﻣﺪﺩ ﺳﺎﻥ ڪﻨﻬﻦ ﺑﻪ ﻣﻮﺿﻮﻉ ﺗﻲ ﻣﺨﺘﺼﺮ‬
‫ﻟﮑﮡ‬ ‫‪‬‬
‫ﻣﺼﻤﻮﻥ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺍﺳڪﻮﻝ ﻣﺎﻥ ﻣﻮڪﻞ ﻭﭠﮡ‪ ،‬ﻓﻲ ﻣﻌﺎﻑ ڪﺮﺋﺎڻ ﺟﻲ ﺩﺭﺧﻮﺍﺳﺖ ﻟﮑﻲ‬
‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺍﺳڪﻮﻝ ﺟﻮ ﺩﺍﺧﻼ ﻓﺎﺭﻡ ﭜﺮﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺍﺳڪﻮﻝ ﺟﻲ ﺗﻘﺮﻳﺒﻦ‪/‬ﭘﺮﻭﮔﺮﺍﻣﻦ ﺟﺎ ﺩﻋﻮﺗﻨﺎﻣﺎ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺍﺧﺒﺎﺭﻥ‪ ،‬ﺭﺳﺎﻟﻦ ۽ ڪﺘﺎﺑﻦ ﻣﺎﻥ ﻟﮑﺎﻳﻞ ﺻﻮﺭﺗﺨﻄﻲ َء )ﺍﻣﻼ( ﮐﻲ‬
‫‪‬‬
‫ﺩﺭﺳﺖ ۽ ﻣﻨﺎﺳﺐ ﻓﺘﺎﺭ ﺳﺎﻥ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ڪﻨﻬﻦ ﺑﻪ ﻓﻄﺮﻱ‪ ،‬ﺍﺧﻼﻗﻲ ﻳﺎ ﻗﻮﻣﻲ ﻣﻮﺿﻮﻉ ﺗﻲ ﭘﻨﻬﻨﺠﻲ ﺍﻧﺪﺭ ﺟﻲ‬
‫ﮘﺎﻟﻬﻪ ﮐﻲ ﮔﻬٽ ۾ ﮔﻬٽ ڪﻼﺱ ﺍﻧﺪﺭ ﺩﺭﺳﺖ ﺍُﭼﺎﺭ ۽ ﻟﺐ ﻟﻬﺠﻲ ﺳﺎﻥ‬
‫ﺯﺑﺎﻧﻲ ﻁﺮﻩ ﭘﻴﺶ ڪﺮﻱ ﺳﮕﻬﻲ ﻳﺎ ﻟﮑﻴﻞ ﺗﻘﺮﻳﺮ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫ﺗﻘﺮﻳﺮ‬ ‫‪‬‬

‫‪ ‬ﺍﺷﺎﺭﻥ ﺟﻲ ﻣﺪﺩ ﺳﺎﻥ ﭘﻨﻬﻨﺠﻦ ﻣﺸﺎﻫﺪﻥ‪ ،‬ﺧﻴﺎﻟﻦ ۽ ﭴﺎڻ ﮐﺎ ﺁڏﻭ ﺭﮐﻲ‪ ،‬ﺍﻧﺸﺎ ﭘﺮﺩﺍﺯﻱ‬
‫ڪﻨﻬﻦ ﻓﻄﺮﻱ‪ ،‬ﺍﺧﻼﻗﻲ ﻳﺎ ﻗﻮﻣﻲ ﻣﻮﺿﻮﻉ ﺗﻲ ﺗﻦ ﭘﺌﺮﺍﺋﻦ ﺟﻮ ﻫڪ )ﻣﻀﻤﻮﻥ‬ ‫‪‬‬
‫ﻣﻀﻤﻮﻥ ﻟﮑﻲ ﺳﮕﻬﻲ‪ ،‬ﺟﻴڪﻮ ﭔﻦ ﺳﻮﻥ ﻟﻔﻄﻦ ﮐﺎﻥ ﻭڌﻳڪ ﻧﻪ ﻫﺠﻲ‪ .‬ﻧﻮﻳﺴﻲ(‬
‫‪ ‬ﻣﻀﻤﻮﻥ ﻧﻮﻳﺴﻲ َء ﻡ ڪﻨﻬﻦ ﺑﻪ ﻟﮑﻦ ﺟﻲ ڏﺍﻥ َء ﻣﻄﺎﺑﻖ ﻟﻔﻈﻦ ﺟﻮ‬
‫‪‬‬
‫ﻣﻨﺎﺳﺐ ۽ ﻣﻮﻗﻊ ﻣﺤﻞ ﻣﻄﺎﺑﻖ ﺍﺳﺘﻌﻤﺎﻝ ۽ ﭘﺌﺮﺍﺑﻨﺪﻱ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬

‫‪19 | P a g e‬‬
‫‪Topic and‬‬ ‫‪SLOs of K/U/A‬‬
‫‪K‬‬ ‫‪U‬‬ ‫‪A‬‬
‫‪sub Topic‬‬ ‫‪For VI‬‬
‫‪ ‬ﺳﺎﺩﻥ ۽ ﻣﺮڪﺐ ﺟﻤﻠﻦ ۾ ﻓﺮﻕ ﺳﻤﺠﻬﻲ ﺳﺘﻬﻲ ۽ ﻣﺮڪﺐ ﺟﻤﻠﻦ ﮐﻲ ﺯﺑﺎﻥ ﺷﻨﺎﺳﻲ‬
‫‪‬‬
‫ﺳﺎﺩﻥ ﺟﻤﻠﻦ ٻ ﺑﺪﻻﺋﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﻣﻌﻨﻲ ﻭﺍﺭﻥ ﻟﻔﻄﻦ ﺟﻮ ﻣﻬﻞ ﻣﻮﻗﻌﻲ ﺗﻲ ﺟﻮﮘﻮ ﺍﺳﺘﻌﻤﺎﻝ‪،‬‬
‫ٰ‬ ‫‪ ‬ﺳﺎﮘﻲ َء‬
‫‪‬‬
‫ﺳﻨﮅﻱ َء ﭔﻮﻟﻲ َء ﺟﻲ ﺑﻨﻴﺎﺩﻱ ﻟﻔﻈﻦ ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﺳﮑﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﻏﻠﻂ ﺟﻤﻼ ﺩﺭﺳﺖ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﻟﻐﺖ ﺟﻮ ﺍﺳﺘﻌﻤﺎﻝ‪ ،‬ﺟﻤﻠﻦ ﺟﻮ ﺟﻮڙﻥ ﺳﮑﻲ ﺳﮕﻬﻲ‬ ‫‪‬‬

‫‪ ‬ﻣﺘﺸﺎﺑﻬﻪ ﻟﻔﻈﻦ‪ ،‬ﺗﺠﻨﻴﺲ ﺣﺮﻓﻲ َء ﻭﺍﺭﻥ ﻟﻔﻈﻦ ﻡ ﻓﺮﻕ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫‪ ‬ﭔٽﻦ ۽ ﻫﻢ ﺁﻭﺍﺯ ﻟﻔﻈﻦ ﮐﻲ ﺳﻤﺠﻬﻲ ۽ ﭤﻴﺴﺎﺭﺱ ﺟﻮ ﺍﺳﺘﻌﻤﺎﻝ ڪﺮﻱ‬
‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺍﺳﻤﻦ ۽ ﺿﻤﻴﺮﻥ ﺟﻲ ﻣﺬڪﺮ ۽ ﻣﺆﻧﺚ ﺻﻮﺭﺗﻦ ﮐﻲ ﺳﻤﺠﻬﻲ‬
‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﻧﺪﺍﺋﻲ‪ ،‬ﺳﻮﺍﻟﻴﻪ ۽ ﺍﻣﺮﻱ ﺻﻴﻐﻦ ﮐﻲ ﺳﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫‪ ‬ﺍﺳﻢ ﺟﻲ ﻣﺨﺘﻠﻒ ﻗﺴﻤﻦ ﺟﻲ ﺟﻤﻠﻦ ۾ ﺳﭹﺎﮢﭗ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬

‫ﭘﺴﻨﺪﻳﺪﮔﻲ ۽‬
‫‪‬‬
‫ﺗﻨﻘﻴﺪ‬
‫ﺭﻭﺯﻣﺮﻩ ﺯﻧﺪﮔﻲ َء ﺟﻲ ﻣﺴﺌﻠﻦ ۽ ﻭﺍﻗﻌﻦ ﺗﻲ ﭘﻨﻬﻨﺠﻲ ﭴﺎڻ‪ ،‬ﻣﺸﺎﻫﺪﻥ ۽ ﺯﻧﺪﮔﻲ ُء‬ ‫‪‬‬
‫‪‬‬
‫ﺟﻮﻥ‬ ‫ﺗﺠﺮﺑﻲ ﺑﺎﺑﺖ ﮘﺎﻟﻬﺎﺋﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﻣﻬﺎﺭﺗﻮﻥ‬ ‫ﭘﻨﻬﻨﺠﻲ ﺫﺍﺕ ۽ ﻣﺎﺣﻮﻝ ﺳﺎﻥ ﻻﮘﺎﭘﻴﻞ ﻣﺴﺌﻠﻦ ۽ ڪﻤﻦ ﺑﺎﺑﺖ‬ ‫‪‬‬
‫‪‬‬
‫ﺩﺭﺧﻮﺍﺳﺖ ۽ ﺧﻂ ﻭﻏﻴﺮﻩ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﻧﺼﺎﺑﻲ ڪﺘﺎﺑﻦ ﮐﺎ ﻥ ﺳﻮﺍ ِء ﭔﻴﺎ ڪﺘﺎﺏ ﭘڙﻫﻲ‪ ،‬ﺍﻧﻬﻦ ﺟﻲ ﻫﺎﺻﻞ‬ ‫‪‬‬
‫‪‬‬
‫ﻣﻄﻠﺐ ﺟﻮ ﻓﻬﻢ ﺳﻤﺠﻬﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﭔﺎﺭﻥ ﺟﻮﻥ ﺍﺧﺒﺎﺭﻭﻥ ۽ ﺭﺳﺎﻻ ﻭﻏﻴﺮﻩ ﭘڙﻫﻲ‪ ،‬ﭘﺎڻ ﺑﻪ ﻟﮑﮡ ﺟﻲ‬ ‫‪‬‬
‫‪‬‬
‫ڪﻮﺷﺶ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬

‫‪20 | P a g e‬‬
‫‪Topic and‬‬ ‫‪SLOs of K/U/A‬‬
‫‪K‬‬ ‫‪U‬‬ ‫‪A‬‬
‫‪sub Topic‬‬ ‫‪For VI‬‬

‫‪ ‬ڊﺭﺍﻣﻦ ۽ ﻣﺨﺘﻠﻒ ﭘﺮﻭﮔﺮﺍﻣﻦ ۾ ﻋﻤﻠﻲ ﻁﺮﻩ ﺷﺮﻳڪ ﭤﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ڪﻨﻬﻦ ﺳﻔﺮ‪ ،‬ﻣﺎڳ ﻣڪﺎﻥ‪ ،‬ڏڻ ﻭﻏﻴﺮﻩ ﺟﺎ ﺗﻔﺼﻴﻞ ﺗﺮﺗﻴﺐ ڏﺋﻲ‬
‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺳﮅ ﺳﻤﺎ َء ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﻣﺨﺘﻠﻒ ﭘﺮﻭﮔﺮﺍﻣﻦ ﺑﺎﺑﺖ ﭘﻨﻬﻨﺠﻲ ﻧﻘﻄﺌﻪ‬
‫‪‬‬
‫ﻧﻈﺮ ﺟﻮ ﺑﭽﺎ ُء ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺳﻨﮅﻱ َء ۾ ﺍِﻱ _ ﻣﻴﻞ ﻭﻋﻴﺮﻩ ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫‪ ‬ﺍﺳڪﻮﻝ ۽ ﻋﻼﺋﻘﻲ ﻡ ﻣﻮﺟﻮﺩ ﻻﺋﺒﺮﺭﻱ َء ﻡ ﻭﭸﻲ ڪﺘﺎﺑﻦ ﺟﻮ‬
‫‪‬‬
‫ﻣﻄﺎﻟﻌﻮ ڪﺮﻱ‪ ،‬ﻣﻌﻠﻮﻣﺎﺕ ڪﮃﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺭﻭﺯﺍﻧﻮ ﺍﺧﺒﺎﺭ ﭘڙﻫﻦ ﮐﻲ ﻣﻌﻤﻮﻝ ﺑﮣﺎﺋﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪21 | P a g e‬‬
 ‫‪Students Learning Outcomes Cognitive Categorization‬‬

‫ﺳﻨﮅﻱ ﺩﺭﺟﻮ ﺳﺘﻮﻥ‬

‫‪COGNITIVE LEVEL SLO CATEGORIZATION SINDHI GRADE -VII‬‬

‫‪Topic and‬‬ ‫‪SLOs of K/U/A‬‬

‫‪K‬‬ ‫‪U‬‬ ‫‪A‬‬
‫‪sub Topic‬‬ ‫‪For VII‬‬
‫‪ ‬ﭔُﮅﻱ ﻣﻌﻠﻮﻣﺎﺕ ﭘﺮﺍﺋﻲ ﺳﮕﻬﻲ ۽ ﺍُﻥ ﺟﻲ ﺟﻮﺍﺏ ﻻ ِء ﭘﺎڻ ﮐﻲ ﺫﻫﻨﻲ‬
‫‪‬‬
‫ﻁﻮﺭ ﺗﻴﺎﺭ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺳﮅ ﺳﻤﺎ َء ﺟﻲ ﺳﻤﻮﺭﻥ ﺫﺭﻳﻌﻦ ﻭﺳﻴﻠﻲ ﺧﺒﺮﻥ‪ ،‬ڊﺭﺍﻣﻦ‪ ،‬ﻓﻴﭽﺮﻥ‪،‬‬
‫‪‬‬
‫ﺗﺒﺼﺮﻥ‪ ،‬ﺗﺠﺰﻳﻦ ۽ ﺍﺳٽﻬﺎﺭﻥ ﺟﺎ ﺍﻫﻢ ﻧُڪﺘﺎ ﺳﻤﺠﻬﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﭔﮅڻ‬ ‫‪ ‬ﭔُﮅﻱ‪ ،‬ﭘﻨﻬﻨﺠﻲ ﻋﻠﻢ‪ ،‬ﻣﺸﺎﻫﺪﻱ ۽ ﺗﺠﺮﺑﻲ ﺟﻲ ﺭﻭﺷﻨﻲ َء ﻡ ﻣﺨﺎﻁﺐ‬
‫ﺟﻲ ﻟڪﻞ ﻣﻘﺼﺪ ﻳﺎ ڪﻬﺎﮢﻴڪﺎﺭ ﺟﻲ ﻣﻘﺼﺪ ﺟﺎ ﺍﻫﻢ ﻧُڪﺘﺎ ﺳﻤﺠﻬﻲ‬ ‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﭔُﮅﻱ‪ ،‬ﻧﻪ ﭔﮅﺍﻳﻞ ﮘﺎﻟﻬﻴﻦ ﺟﻮ ﺣﻮﺍﻟﻦ ﺳﺎﻥ ﺍﻧﺪﺍﺯﻭ ﻟﮙﺎﺋﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫ﭘﻨﻬﻨﺠﻲ ﻣﻌﻠﻮﻣﺎﺕ ﮐﻲ ﺑﻴﺎﻥ ڪﻨﺪﻱ‪ ،‬ﭘﻨﻬﻨﺠﻲ ﺭﺩﻋﻤﻞ ﮐﻲ ﮔﻔﺘﮕﻮ َء ﻡ‬ ‫‪‬‬
‫‪‬‬
‫ﺷﺎﻣﻞ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫ﺳﮅ ﺳﻤﺎ َء ﺟﻲ ﺫﺭﻳﻌﻦ ﻭﺳﻴﻠﻲ ﺑﻴﺎﻥ ڪﻴﻞ ﮘﺎﻟﻬﻴﻦ ﺗﻲ ﭘﻨﻬﻨﺠﻲ ﻓﻬﻢ ﺟﻮ‬ ‫‪‬‬
‫‪‬‬
‫ﺍﻅﻬﺎﺭ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫ﮘﺎﻟﻬﺎﺋﮡ‬
‫ﻣﻘﺮﺭ ﻳﺎ ﻟﻴﮑڪ ﺟﻲ ﻣﻘﺼﺪ ﮐﻲ ﭘﻨﻬﻨﺠﻦ ﻟﻔﻄﻦ ۾ ﺑﻴﺎﻥ ڪﺮﻱ‬ ‫‪‬‬
‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬
‫ڪﻨﻬﻦ ﺑﻪ ﮘﺎﻟﻬﻪ ﮐﻲ ﺧﺎﺹ ﺍُﭼﺎﺭ‪ ،‬ﺍﺩﺍﺋﮕﻲ َء‪ ،‬ﻟﻬﺠﻲ ۽ ﻟﺌﻪ ﺳﺎﻥ‬ ‫‪‬‬
‫‪‬‬
‫ﺑﻴﻬڪ ﺟﻲ ﻧﺸﺎﻧﻴﻦ ﮐﻲ ﺧﻴﺎﻝ ﻡ ﺭﮐﻨﺪﻱ ﻭﺭﺟﺎﺋﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﻋﺒﺎﺭﺕ ﮐﻲ ﺭﻭﺍﻧﻲ َء‪ ،‬ﻻﻫﻪ ﭼﺎڙﻫﻪ )ﺟﻬﻴﻼﺭ( ﻟﻬﺠﻲ‪ ،‬ﺷﺪﺕ ۽ ﻓﺘﺎﺭ ﭘڙﻫﮡ‬ ‫‪‬‬
‫‪‬‬
‫ﺳﺎﻥ ﺳﻠﺴﻠﻴﻮﺍﺭ ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬
‫ڪﻬﺎﮢﻲ‪ ،‬ڊﺭﺍﻣﻲ ۽ ﻣﺼﻤﻮﻥ ﺟﻲ ﺷﺮﻭﻋﺎﺕ‪ ،‬ﭘﭹﺎﮢﻲ‪ ،‬ﺣﺎﺻﻞ ﻣﻄﻠﺐ‬ ‫‪‬‬
‫‪‬‬
‫ﻳﺎ ﻭﺍﻗﻌﻦ ﺟﻲ ﻻﻫﻪ ﭼﺎڙﻫﻪ ﮐﻲ ﺳﻤﺠﻬﻲ‪ ،‬ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﭼﻮﮢﻴﻦ ۽ ﭘﻬﺎڪﻦ ﮐﻲ ﻓﻬﻢ ﻣﻮﺟﺐ ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﻓﺮﻣﺎﻧﻦ‪ ،‬ﺳﺮڪﻴﻮﻟﺮﻥ ﮐﻲ ﺳﻤﺠﻬﻲ‪ ،‬ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

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‫‪Topic and‬‬ ‫‪SLOs of K/U/A‬‬
‫‪K‬‬ ‫‪U‬‬ ‫‪A‬‬
‫‪sub Topic‬‬ ‫‪For VII‬‬
‫ﻟﮑﮡ‬
‫‪ ‬ﺳﺒﻖ ﭘڙﻫﻲ‪ ،‬ﺳﻮﺍﻟﻦ ﺟﺎ ﺗﻔﺼﻴﻠﻲ ﺟﻮﺍﺏ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺳﺒﻖ ﭘڙﻫﻲ‪ ،‬ﺍﻫﻢ ﻧُڪﺘﺎ‪ ،‬ﺧﺎﻟﺼﻲ ﺟﻲ ﺻﻮﺭﺕ ﻡ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﻣﻀﻤﻮﻥ ﻳﺎ ڪﻬﺎﻧﻲ َء ﺟﺎ ﺟﺰﺍ‪ ،‬ﺗﺮﺗﻴﺐ ﺳﺎﻥ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﻏﻴﺮ ﺭﺳﻤﻲ ﺧﻂ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺩﺭﺧﻮﺍﺳﺘﻮﻥ ﻭﻋﻴﺮﻩ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺍﺧﺒﺎﺭﻥ ۽ ﺭﺳﺎﻟﻦ ﺟﻲ ﻁﺮﺯ ﺗﻲ ﻣﻮﺍﺩ ﻟﮑﻲ ﺳﮕﻬﻲ ۽ ”ﮀﻮ‪ ،‬ﮀﺎ‪،‬‬
‫‪‬‬
‫ڪﻴﺌﻦ‪ ،‬ڪڏﻫﻦ“ ﺟﻬڙﻥ ﺳﻮﺍﻟﻦ ﺟﺎ ﺟﻮﺍﺏ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺍﺳڪﻮﻝ ﺟﻲ ڪﻨﻬﻦ ﺳﺮﮔﺮﻣﻲ َء ﻳﺎ ﺗﻘﺮﻳﺐ ﺟﻲ ڪﺎﺭﻭﺍﺋﻲ ﻳﺎ ﺍﮐﻴﻦ‬
‫‪‬‬
‫ڏﭠﻮ ﺍﺣﻮﺍﻝ ﮐﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺷﺎﺩﻱ َء ﻏﻤﻲ َء ﺟﻲ ﺗﻘﺮﻳﺐ ﺟﺎ ﺩﻋﻮﺗﻨﺎﻣﺎ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺍڻ ڏﭠﻞ ﻋﺒﺎﺭﺕ ﮐﻲ ﭔُﮅﻱ ‪ /‬ﭘڙﻫﻲ‪ ،‬ﺍُﻥ ﺟﻲ ﺟﻮﺍﺏ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫ﺗﻘﺮﻳﺮ‬ ‫ڪﻨﻬﻦ ﺑﻪ ﻓﻄﺮﻱ‪ ،‬ﺍﺧﻼﻗﻲ ﻳﺎ ﻗﻮﻣﻲ ﻣﻮﺿﻮﻉ ﺗﻲ ﭘﻨﻬﻨﺠﻲ ﭴﺎڻ ۽‬ ‫‪‬‬
‫ﻣﺸﺎﻫﺪﻱ ﺟﻲ ﺭﻭﺷﻨﻲ َء ۾ ﭔﮅﻧﺪڙﻥ ﺁڏﻭ ﺩﺭﺳﺖ ﺍُﭼﺎﺭﻥ ۽ ﻟﺐ ﻟﻬﺠﻲ ۾‬ ‫‪‬‬
‫ﮔﻬٽ ۾ ﮔﻬٽ ٽﻦ ﻣﻨﺘﻦ ﺗﺎﺋﻴﻦ ﺗﻘﺮﻳﺮ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫ڪﻨﻬﻦ ﺑﻪ ﻓﻄﺮﻱ ‪ ،‬ﺍﺧﻼﻗﻲ ﻳﺎ ﻗﻮﻣﻲ ﻣﻮﺿﻮﻉ ﺗﻲ ﭘﻨﻬﻨﺠﻲ ﭴﺎڻ‪،‬‬ ‫‪‬‬
‫ﻣﺸﺎﻫﺪﻱ ﺟﻲ ﺭﻭﺷﻨﻲ َء ۾ ڪﺎﻏﺬ ﺗﻲ ﻟﮑﻴﻞ ٽﻦ ﭼﺌﻦ ﻣﻨٽﻦ ﺟﻲ ﺗﻘﺮﻳﺮ‬ ‫‪‬‬
‫ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﮔﻬٽ ۾ ﮔﻬٽ ڪﻼﺱ ﺟﻲ ﺣﺪ ﺗﺎﺋﻴﻦ ﺑﺤﺚ ﻣﺒﺎﺣﺜﻦ ۾ ﭘﻨﻬﻨﺠﻮ‬ ‫‪‬‬
‫‪‬‬
‫ﻣﺨﺼﻮﺹ ﻧﻘﻄﺌﻪ ﻧﻈﺮ‪ ،‬ڏﺍﻥ َء ۽ ﺁﺩﺍﺑﻦ ﺳﺎﻥ ﭘﻴﺶ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫ﺍﻧﺸﺎ ﭘﺮﺩﺍﺯﻱ‬ ‫ﭘﻨﻬﻨﺠﻲ ﻣﺸﺎﻫﺪﻥ‪ ،‬ﺗﺠﺮﺑﻦ‪ ،‬ﺧﻴﺎﻟﻦ ۽ ﭴﺎڻ ﮐﻲ ﺁڏﻭ ﺭﮐﻲ‪ ،‬ڪﻨﻬﻦ‬ ‫‪‬‬
‫ﻓﻄﺮﻱ‪ ،‬ﺍﺧﻼﻗﻲ ۽ ﻗﻮﻣﻲ ﻣﻮﺿﻮﻉ ﺗﻲ ٽﻦ ﭼﺌﻦ ﭘﺌﺮﺍﺋﻦ ﺟﻮ ﻣﺼﻤﻮﻥ )ﻣﻀﻤﻮﻥ‬
‫‪‬‬
‫ﻧﻮﻳﺴﻲ(‬ ‫ﭔﻮﻟﻲ َء ﺟﻲ ﺻﺤﺖ ﺳﺎﻥ ﮔڏﻭﮔڏ ٽﻦ ﺳﺆ ﻟﻔﻈﻦ ﺗﺎﺋﻴﻦ ﭘﻴﺶ ڪﺮﻱ‬
‫ﺳﮕﻬﻲ‪.‬‬
‫‪23 | P a g e‬‬
‫‪Topic and‬‬ ‫‪SLOs of K/U/A‬‬
‫‪K‬‬ ‫‪U‬‬ ‫‪A‬‬
‫‪sub Topic‬‬ ‫‪For VII‬‬
‫‪ ‬ﻣﻀﻤﻮﻥ ﻧﮕﺎﺭﻱ َء ﺟﻲ ڪﻨﻬﻦ ﺑﻪ ڏﺍﻥ َء ﻫﻴﭟ ﻟﻔﻄﻦ ﺟﻮ ﻣﻨﺎﺳﺐ ۽‬
‫ﻣﻮﻗﻌﻲ ﻣﻬﻞ ﺁﻫﺮ ﺍﺳﺘﻌﻤﺎﻝ‪ ،‬ﻣﻨﺎﺳﺐ ﭘﻴﺮﺍﺑﻨﺪﻱ َء ۽ ﭔﻮﻟﻲ َء ﺟﻲ ﺻﺤﺖ‬ ‫‪‬‬
‫ﺳﺎﻥ ﭘﻴﺶ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﻣﻌﺮﻭﻑ )‪ (active‬ﺟﻤﻠﻦ ﮐﻲ ﻣﺠﻬﻮﻝ )‪ (passive‬ﺟﻤﻠﻦ ۾ ﺑﺪﻻﺋﻲ ﺯﺑﺎﻥ ﺷﻨﺎﺳﻲ‬
‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﻣﺘﻀﺎﺩ ﻟﻔﻄﻦ ﮐﻲ ﻭﭼﻴﻦ ﻟﻔﻄﻦ ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﺳﻤﺠﻬﻲ ﺳﮕﻬﻲ‬
‫)ﺟﻬڙﻭڪ ﺻﺒﺢ ۽ ﺷﺎﻡ ﺟﻲ ﻭچ ۾ ﻣﻨﺠﻬﻨﺪ( _ ﭤﻴﺴﺎﺭﺱ‬ ‫‪‬‬
‫)‪ (Thesaurus‬ﺟﻮ ﺍﺳﺘﻌﻤﺎﻝ ﺳﮑﻲ ﺳﮕﻬﻲ(‪.‬‬
‫‪ ‬ﻟﻐﺖ ﺟﻮ ﺍﺳﺘﻌﻤﺎﻝ‪ ،‬ﻋﺒﺎﺭﺕ ﮐﻲ ﺳﻤﺠﻬﻲ‪ ،‬ﺍﺳﺘﻌﻤﺎﻝ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ڪﺎﺭﻭﻫﻨﻮﺍﺭ ۾ ڪﻢ ﺍﻳﻨﺪڙ ﻟﻔﻈﻦ ۽ ﻣﺤﺎﻭﺭﻥ ۾ ﻓﺮﻕ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺭﻭﺯﻣﺮﻩ ﺟﻲ ﻟﺤﺎﻅ ﺳﺎﻥ ﺩﺭﺳﺖ ﺟﻤﻼ ﺳﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫ﻣﻌﻨﻲ ۽ ﭔٽﻦ ﻟﻔﻈﻦ ﮐﻲ ﺟﻤﻠﻦ ۾ ﺍﺳﺘﻌﻤﺎﻝ ڪﺮﻥ ﺳﮑﻲ‬
‫ٰ‬ ‫‪ ‬ﻣﺘﻀﺎﺩ‪ ،‬ﻫﻢ‬
‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬
‫ﭘﺴﻨﺪﻳﺪﮔﻲ ۽‬
‫ﺗﻨﻘﻴﺪ‬ ‫‪‬‬

‫ﺯﻧﺪﮔﻲ َء‬ ‫‪ ‬ﺭﻭﺯﺍﻧﻲ ﺯﻧﺪﮔﻲ َء ﺟﻲ ﻣﺴﺌﻠﻦ ۽ ﻭﺍﻗﻌﻦ ﺑﺎﺑﺖ ﭘﻨﻬﻨﺠﻲ ﺗﺠﺮﺑﻦ ۽‬

‫‪‬‬
‫ﺟﻮﻥ‬ ‫ﻣﺸﺎﻫﺪﻥ ﺟﻲ ﺭﻭﺷﻨﻲ َء ۾ ﮘﺎﻟﻬﻪ ﭔﻮﻟﻬﻪ ۾ ﺣﺼﻮ ﻭﭠﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﻣﻬﺎﺭﺗﻮﻥ‬
‫‪ ‬ﭘﻨﻬﻨﺠﻲ ﻣﺴﺌﻠﻦ ﺟﻮ ﺧﻄﻦ ۾ ﺍﻅﻬﺎﺭ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﻋﺎﻡ ﻧﻮﻋﻴﺖ ﺟﺎ ڪﺘﺎﺏ ۽ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻮﺍﺩ ﭘڙﻫﻲ‪ ،‬ﺳﻤﺠﻬﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﭔﺎﺭﻥ ﺟﺎ ﺭﺳﺎﻻ ۽ ڪﺘﺎﺏ ﭘڙﻫﻲ‪ ،‬ﭘﺎڻ ﺑﻪ ﺗﺨﻠﻴﻘﻲ ﺍﻅﻬﺎﺭ ڪﺮﻱ‬
‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ڊﺭﺍﻣﻲ ﻭﻏﻴﺮﻩ ۾ ﺣﺼﻮ ﻭﭠﻲ ﭘﻨﻬﻨﺠﻮ ڪﺮﺩﺍﺭ ﺣﻮﺍﻻﺗﻲ ﻁﻮﺭ ﻧﭝﺎﺋﻲ‬
‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬

‫‪24 | P a g e‬‬
‫‪Topic and‬‬ ‫‪SLOs of K/U/A‬‬
‫‪K‬‬ ‫‪U‬‬ ‫‪A‬‬
‫‪sub Topic‬‬ ‫‪For VII‬‬
‫‪ ‬ﻣﺨﺘﻠﻒ ﻭﺍﻗﻌﻦ‪ ،‬ﺳﻴﺮ ﺳﻔﺮ‪ ،‬ﺗﻘﺮﻳﺒﻦ ۽ ڏﮢﻦ ﺟﺎ ﺍﺣﻮﺍﻝ‪ ،‬ﺗﻔﺼﻴﻠﻲ ﻁﻮﺭ‬
‫‪‬‬
‫ﺑﻴﺎﻥ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺳﮅ ﺳﻤﺎ َء ﺟﻲ ﻣﺨﺘﻠﻒ ﭘﺮﻭﮔﺮﺍﻡ ۾ ﺳﻤﺎﺟﻲ ۽ ﺛﻘﺎﻓﺘﻲ ﺣﻮﺍﻟﻦ ﺳﺎﻥ‬
‫‪‬‬
‫ﮘﺎﻟﻬﺎﺋﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺳﻨﮅﻱ َء ۾ ﺍﻱ _ ﻣﻴﻞ ﻭﻏﻴﺮﻩ ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫‪ ‬ﺍﺳڪﻮﻝ ۽ ﺁﺳﭙﺎﺱ ﺟﻲ ﻻﺋﺒﺮﺭﻱ ۽ ڪﺘﺒﺨﺎﻧﻲ ۾ ﻭﭸﻲ ڪﺘﺎﺑﻦ ﺟﻮ‬
‫‪‬‬
‫ﻣﻄﺎﻟﻌﻮ ڪﺮﻱ‪ ،‬ﻣﻌﻠﻮﻣﺎﺕ ﺣﺎﺻﻞ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ﺍﺧﺒﺎﺭﻥ ۽ ﺭﺳﺎﻟﻦ ﭘڙﻫﮡ ﺟﻲ ﻣﻌﻤﻮﻝ ﺗﻲ ﺗﺒﺼﺮﻭ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

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 ‫‪Students Learning Outcomes Cognitive Categorization‬‬

‫ﺳﻨﮅﻱ ﺩﺭﺟﻮﺍﭠﻮﻥ‬
‫‪COGNITIVE LEVEL SLO CATEGORIZATION SINDHI GRADE -VIII‬‬

‫‪Topic and‬‬ ‫‪SLOs of K/U/A‬‬

‫‪K‬‬ ‫‪U‬‬ ‫‪A‬‬
‫‪sub Topic‬‬ ‫‪For VIII‬‬
‫‪ ‬ﭔُﮅﻱ‪ ،‬ﻣﻌﻠﻮﻣﺎﺕ ﮐﻲ ﺗﺮﺗﻴﺐ ﺳﺎﻥ ﺣﺎﺻﻞ ۽ ﺍﺧﺬ ڪﺮﻱ ﺳﮕﻬﻲ ۽ ﺍﻥ ﺟﻲ‬
‫ﺟﻮﺍﺏ ﻻ ِء ﭘﺎڻ ﮐﻲ ﺫﻫﻨﻲ ﻁﻮﺭ ﺗﻴﺎﺭ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫‪ ‬ﺳﮅ ﺳﻤﺎ َء ﺟﻲ ﺫﺭﻳﻌﻦ ﻭﺳﻴﻠﻲ ﺧﺒﺮﻥ‪ ،‬ڊﺭﺍﻣﻦ‪ ،‬ﻓﻴﭽﺮﻥ‪ ،‬ﺗﺒﺼﺮﻥ ﻭﻏﻴﺮﻩ ﻡ‬
‫ﺍُﭤﺎﺭﻳﻞ ﻧُڪﺘﻦ ﺟﻮ ﺗﺠﺰﻳﻮ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫ﭔﮅڻ‬
‫‪ ‬ﭔُﮅﻱ‪ ،‬ﭘﻨﻬﻨﺠﻲ ﻋﻠﻢ‪ ،‬ﻣﺸﺎﻫﺪﻱ ۽ ﺗﺠﺮﻳﺐ ﺟﻲ ﺭﻭﺷﻨﻲ َء ۾ ﻣﺨﺎﻁﺐ ﻳﺎ‬
‫ڪﻬﺎﮢﻴڪﺎﺭ ﺟﻲ ﻣﺮﺍﺩ ۽ ﻣﻘﺼﺪ ﺟﻲ ﺍﻫﻢ ﻧُڪﺘﻦ ﺟﻮ ﺗﺠﺰﻳﻮ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬

‫‪ ‬ﭔُﮅﻱ‪ ،‬ﺭﻫﺠﻲ ﻭﻳﻞ ﮘﺎﻟﻬﻴﻦ ﺟﻮ ﺣﻮﺍﻟﻦ ﺳﺎﻥ ڌﺍﺭ ڌﺍﺭ ﺍﺩﺭﺍڪ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫‪ ‬ﻣﻌﻠﻮﻣﺎﺕ ﮐﻲ ﺑﻴﺎﻥ ڪﻨﺪﻱ ﭘﻨﻬﻨﺠﻮ ﺭﺩﻋﻤﻞ ۽ ﺗﺠﺰﻳﻮ ﺑﻪ ﮔﻔﺘﮕﻮ َء ﻡ ﺷﺎﻣﻞ‬
‫ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫‪ ‬ﺳﮅ ﺳﻤﺎ َء ﺟﻲ ﺫﺭﻳﻌﻦ ﺭﺳﺘﻲ ﺑﻴﺎﻥ ڪﻴﻞ ﮘﺎﻟﻬﻴﻦ ﺗﻲ ﭘﻨﻬﻨﺠﻲ ﻓﻬﻢ‪،‬ﺗﺠﺰﺋﻲ ۽‬
‫ﺭﺍ ِء ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﺍﻅﻬﺎﺭ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫ﮘﺎﻟﻬﺎﺋﮡ‬ ‫ﻣﻘﺮﺭ ﻳﺎ ﻟﻴﮑڪ ﺟﻲ ﻧﻘﻄﻪ ﻧﻈﺮ )‪ (point of view‬ﮐﻲ ﭘﻨﻬﻨﺠﻲ ﺗﺠﺰﺋﻲ ۽‬ ‫‪‬‬
‫ﺭﺍ ِء ﺳﺎﻥ ﭘﻴﺶ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫ڪﻨﻬﻦ ﺑﻪ ﮘﺎﻟﻬﻪ ﮐﻲ ﺧﺎﺹ ﺍُﭼﺎﺭ‪ ،‬ﻟﻬﺠﻲ‪ ،‬ﺁﻫﻨﮓ ۽ ﺍﺩﺋﮕﻲ َء ﺳﺎﻥ ‪ ،‬ﺑﻴﻬڪ‬ ‫‪‬‬
‫ﺟﻲ ﻧﺸﺎﻧﻴﻦ ۽ ﺁﻭﺍﺯ ﺟﻲ ﻻﻫﻪ ﭼﺎڙﻫﻪ ۽ ﺟﻬﻴﻼﺭ )‪ (intonation‬ﺳﺎﻥ‬ ‫‪‬‬
‫ﻭﺭﺟﺎﺋﻲ ﺳﮕﻬﻲ‪.‬‬
‫ﻋﺒﺎﺭﺕ ﮐﻲ ﺟﺰﻥ‪ ،‬ﺳﺒﺒﻦ‪ ،‬ﻧﺘﻴﺠﻦ‪ ،‬ﻭﺍﮘﺎﭘﻲ ۽ ﻣﻄﺎﻟﻌﻲ ﺟﻲ ﺭﻓﺘﺎﺭ )ﺧﺎﻣﻮﺵ ۽‬ ‫‪‬‬
‫ڏﺍڍﻳﺎﻥ( ‪ ،‬ﺑﻨﻴﺎﺩﻱ ﺧﻴﺎﻝ ۽ ﺑﻴﺎﻥ ﺟﻲ ﺣﻮﺍﻟﻲ ﮐﻲ ﺁڏﻭ ﺭﮐﻲ ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫ڪﻬﺎﮢﻲ‪ ،‬ڊﺭﺍﻣﻲ‪ ،‬ﻣﻀﻤﻮﻥ ﻭﻏﻴﺮﻩ ۾ ﻟﻴﮑڪ ﺟﻲ ٽﻴڪﻨڪ‪ ،‬ﻣﻘﺼﺪ ۽ ﺑﻴﺎﻥ‬ ‫‪‬‬
‫ﭘڙﻫﮡ‬ ‫ﺟﻲ ڏﺍﻥ َء ﮐﻲ ﺳﻤﺠﻬﻲ‪ ،‬ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺍﺧﺒﺎﺭﻥ‪ ،‬ﺭﺳﺎﻟﻦ‪ ،‬ﻣﺨﺰﻧﻦ ۾ ﮀﭙﻴﻞ ﺧﺒﺮﻥ‪ ،‬ﻓﻴﭽﺮﻥ‪ ،‬ﺍﻳڊﻳﺘﻮﺭﻳﻠﻦ‪ ،‬ﺭﭘﻮﺭٽﻦ‪،‬‬

‫ﺍﺷﺘﻬﺎﺭﻥ‪ ،‬ﺩﻁﻦ‪ ،‬ڪﺎﻟﻤﻦ ۽ ﺍﻳڊﻳٽﺮ ڏﺍﻧﻬﻦ ﻟﮑﻴﻞ ﺧﻄﻦ ﮐﻲ ﺳﻤﺠﻬﻲ ﭘڙﻫﻲ‬ ‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬

‫‪26 | P a g e‬‬
‫‪Topic and‬‬ ‫‪SLOs of K/U/A‬‬
‫‪K‬‬ ‫‪U‬‬ ‫‪A‬‬
‫‪sub Topic‬‬ ‫‪For VIII‬‬
‫‪ ‬ﺩﺭﺧﻮﺍﺳﺘﻦ‪ ،‬ﻓﻴﺼﻠﻦ‪ ،‬ﺭﺳﻴﺪﻥ‪ ،‬ﻓﺎﺭﻣﻦ‪ ،‬ﺩﻋﻮﺗﻨﺎﻣﻦ‪/‬ڪﺎﺭﺩﻥ‪ ،‬ﺣڪﻤﻨﺎﻣﻦ‪،‬‬
‫ﺭﭘﻮﺭٽﻦ‪ ،‬ﺳﺮڪﻴﻮﻟﺮﻥ ﻭﻏﻴﺮﻩ ﮐﻲ ﺳﻤﺠﻬﻲ‪ ،‬ﭘڙﻫﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬

‫‪ ‬ﻧﺜﺮ ﻳﺎ ﻧﻈﻢ ﮐﻲ ﭘﻨﻬﻨﺠﻦ ﻟﻔﻄﻦ ۾ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ڪﻮ ﻣﻀﻤﻮﻥ ﻟﮑﻦ ﻭﻗﺖ‪ ،‬ﭘﻨﻬﻨﺠﻲ ﻣﺸﺎﻫﺪﻱ‪ ،‬ﺗﺠﺮﺑﻲ‪ ،‬ﭴﺎڻ‪ ،‬ﻣﻌﺎﻣﻠﻦ ۽ ﺳﻮچ‬
‫ﻓڪﺮ ﮐﻲ ﺳﺎﺩﻥ ﻟﻔﻄﻦ ۾ ﻣﻀﻤﻮﻥ ﺟﻮ ﺣﺼﻮ ﺑﻨﺎﺋﻲ ﺳﮕﻬﻲ ۽ ﮔﻬٽ ۾ ﮔﻬٽ‬ ‫‪‬‬
‫ﺗﻲ ﭘﺌﺮﺍﮔﺮﺍﻑ ﻟﮑﻲ ﺳﮕﻬﻲ‬
‫‪ ‬ﺗﺤﺮﻳﺮ ﺟﺮ ﮔﻬٽ ۾ ﮔﻬٽ ﺗﺌﻴﻦ ﺣﺼﻲ ﺟﻴﺘﺮﻭ ﺗﺖ )ﺧﻼﺻﻮ( ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬
‫‪ ‬ﺍﺧﺒﺎﺭﻥ ۽ ﺭﺳﺎﻟﻦ ﺟﻲ ﻁﺮﺯ ﺗﻲ ڪﻨﻬﻦ ﻣﺘﻦ ﺟﻮ ﺧﻼﺻﻮ ﭘﻨﻬﻨﺠﻲ ﻟﻔﻈﻦ ۾‬
‫ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫‪ ‬ڪﻨﻬﻦ ﻭﺍﻗﻌﻲ ﺟﻮ ﺍﻁﻼﻉ‪ ،‬ﺍﺧﺒﺎﺭ‪ ،‬ﭤﺎﮢﻲ ﻳﺎ ڪﻨﻬﻦ ﺫﻣﻴﻮﺍﺭ ﻋﻤﻠﺪﺍﺭ ﮐﻲ ﻟﮑﻲ‬
‫ﻣﻮڪﻠﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬

‫ﻟﮑﮡ‬ ‫ﺍﻋﻠﻲ ﺍﺧﺘﻴﺎﺭﻱ َء ﻭﺍﺭﻥ ﻳﺎ ﺿﻠﻌﻲ‬

‫ٰ‬ ‫‪ ‬ﺍﺳڪﻮﻝ ﺟﻲ ڪﺠﻬﻪ ﺿﺮﻭﺭﺗﻦ ﺑﺎﺑﺖ‬
‫ﻋﻤﻠﺪﺍﺭﻥ ﮐﻲ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬

‫‪ ‬ﻣﻨﻲ ﺁﺭڊﺭ ۽ ﺩﺍﺧﻼ ﻓﺎﺭﻡ ﭜﺮﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ڪﻨﻬﻦ ﻋﺎﻡ ﻣﻮﺿﻮﻉ ﺗﻲ ﻣڪﺎﻟﻤﻮ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ڪﻨﻬﻦ ڪﻬﺎﮢﻲ َء ﺟﻲ ﻣﻮڙ ﺗﻲ ﺍﻳﻨﺪڙ ڪﻦ ﭔﻦ ﻭﺍڌﻭ ﺭﺩﻣﻦ ﻳﺎ ﭘﻬﻠﻮﺋﻦ ﻣﺎﻥ‬
‫ڪﻨﻬﻦ ﻫڪ ﺟﻲ ﭼﻮﻧﺪ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬

‫‪ ‬ڪﻨﻬﻦ ﺑﻪ ﻋﺎﻡ ﻣﺘﻦ ﮐﻲ ﺍڏﻭ ﺭﮐﻲ ‪ ،‬ﺳﻮﺍﻟﻦ ﺟﻲ ﺟﻮﺍﺏ ڏﺋﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ڪﻨﻬﻦ ﺍڻ ﮀﭙﻴﻞ ﻳﺎ ٽﻴڪﻨﻴڪﻲ )ڪﻤﭙﻴﻮٽﺮ( ﻣﺘﻦ ﮐﻲ ﻟﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫ﺗﻘﺮﻳﺮ‬ ‫‪ ‬ڪﻨﻬﻦ ﺑﻪ ﻓﻄﺮﻱ‪ ،‬ﺍﺧﻼﻗﻲ ﻳﺎ ﻗﻮﻣﻲ ﻣﻮﺿﻮﻉ ﺗﻲ ﭘﻨﻬﻨﺠﻲ ﭴﺎڻ ۽ ﻣﺸﺎﻫﺪﻱ‬
‫ﺟﻲ ﺭﻭﺷﻨﻲ َء ۾ ﺑﮅﺩﻧﺪڙﻥ ﺍڏﻭ ﺩﺭﺳﺖ ﺍُﭼﺎﺭﻥ ۽ ﻟﺐ ﻟﻬﺠﻲ ۾ ﮔﻬٽ ۾ ﺗﻬٽ‬ ‫‪‬‬
‫ﭼﺎﺭ ﻣﻨﺖ ﺗﻘﺮﻳﺮ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪ ‬ڪﻨﻬﻦ ﺑﻪ ﻓﻄﺮﻱ ‪ ،‬ﺍﺧﻼﻗﻲ ﻳﺎ ﻗﻮﻣﻲ ﻣﻮﺿﻮﻉ ﺗﻲ ﭘﻨﻬﻨﺠﻲ ﭴﺎڻ ۽ ﻣﺸﺎﻫﺪﻱ‬
‫ﺟﻲ ﺭﻭﺷﻴﻦ َء ۾ ڪﺎﻏﺰ ﺗﻲ ﻟﮑﻴﻞ ﮔﻬٽ ۾ ﮔﻬٽ ﭘﻨﺞ ﮀﻬﻪ ﻣﻨﺖ ﺗﻘﺮﻳﺮ ڪﺮﻱ‬ ‫‪‬‬
‫ﺳﮕﻬﻲ‪.‬‬

‫‪27 | P a g e‬‬
‫‪Topic and‬‬ ‫‪SLOs of K/U/A‬‬
‫‪K‬‬ ‫‪U‬‬ ‫‪A‬‬
‫‪sub Topic‬‬ ‫‪For VIII‬‬
‫‪ ‬ﺑﺤﺚ ﻣﺒﺎﺣﺜﻦ ۾ ﭘﻨﻬﻨﺠﻮ ﻣﺨﺼﻮﺹ ﻧﻘﻄﺌﻪ ﻧﻈﺮ‪ ،‬ڏﺍﻥ َء ۽ ﺁﺩﺍﺑﻦ ﺳﺎﻥ ﭘﻴﺶ‬
‫ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫‪ ‬ٽﻦ ﺳﻮﻥ ﮐﺎﻥ ﻣﭥﻲ ﻟﻔﻄﻦ ﺗﻲ ﺁڌﺍﺭﻳﻞ ﻣﻀﻤﻮﻥ‪ ،‬ﺍﻧﺸﺎﺋﻴﻪ‪ ،‬ﺭﭘﻮﺭ ﺗﺎﺝ ۽‬
‫ﺍﻧﺸﺎ ﭘﺮﺩﺍﺯﻱ‬ ‫ﺭﭘﻮﺭٽ ﻭﻏﻴﺮﻩ ﺗﻴﺎﺭ ڪﺮﻱ ﭘﻴﺶ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫۽ ﻣﻀﻤﻮﻥ‬
‫ﻧﻮﻳﺴﻲ‬ ‫‪ ‬ﭔﻴﻦ ﺟﻲ ﻟﮑﮣﻴﻦ ﮐﻲ ﺳُﮅﺍﺭﻱ ﺳﮕﻬﻲ‪) .‬ﺍﻳڊﻳٽﻨﮓ ۽ ﺗﺮﺗﻴﺐ(‬ ‫‪‬‬
‫ﺯﺑﺎﻥ ﺷﻨﺎﺳﻲ‬
‫‪ ‬ﻣﺠﻬﻮﻝ ﺟﻤﻠﻦ ﮐﻲ ﻣﻌﺮﻭﻑ ﺟﻤﻠﻦ ۾ ﺑﺪﻻﺋﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺗﺠﻨﻴﺲ ﻣﻌﻨﻮﻱ َء ﻡ ﻓﺮﻕ ﺳﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﻣﻌﻨﺎﺋﻦ ﮐﺎﻥ ﻟﻔﻄﻦ ڏﺍﻧﻬﻦ ﺫﻫﻨﻲ ﺳﻔﺮ ڪﺮﻱ‪.‬‬ ‫‪‬‬

‫‪) ‬ﭤﻴﺴﺎﺭﺱ )‪ (Thesaurus‬ﺟﻲ ﻣﺪﺩ ﺳﺎﻥ( ﻣﺤﺎﻭﺭﻥ‪ ،‬ﮀﻮﮢﻴﻦ ۽ ﭘﻬﺎڪﻦ ﺟﻮ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺳﮑﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫‪ ‬ﺭﻭﺯﻣﺮﻩ ﺟﻲ ڪﺎﺭﻭﻫﻨﻮﺍﺭﻱ ﻟﻔﻈﻦ ۽ ﻣﺤﺎﻭﺭﻥ ﺟﻲ ﺧﻴﺎﻝ ﮐﺎﻥ ﻏﻠﻂ ﺟﻤﻠﻦ‬
‫ﮐﻲ ﺩﺭﺳﺖ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬

‫‪ ‬ﻗﻮﻟﻦ ۽ ﭼﻮﮢﻴﻦ ﺟﻮ ﻟﮑﮣﻲ َء‪/‬ﺗﺤﺮﻳﺮ ﻡ ﺍﺳﺘﻌﻤﺎﻝ ﺳﮑﻲ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺍﮘﻴﺎڙﻳﻦ ۽ ﭘﮁﺎڙﻳﻦ ﺟﻲ ﻣﺪﺩ ﺳﺎﻥ ﻟﻔﻆ ﺟﻮﺭﻱ ﺳﮕﻬﻲ‪.‬‬ ‫‪‬‬

‫‪ ‬ﺭﺩﻳﻒ ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﻟﻔﻄﻦ ﮐﻲ ﺗﺮﺗﻴﺐ ڏﺋﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫ﭘﺴﻨﺪﻳﺪﮔﻲ ۽‬ ‫‪ ‬ﭘﺴﻨﺪﻳﺪﮔﻲ َء ۽ ﺗﻨﻘﻴﺪﻱ ﻟﺤﺎﻅ ﻻ ِء ڪﻨﻬﻦ ﺗﺤﺮﻳﺮ )ﻧﻄﻢ ۽ ﻧﺜﺮ( ﺟﻮ ﺧﻼﺻﻮ‬
‫ﻟﮑﻲ ﺳﮕﻬﻲ‪ ،‬ﺳﻤﺠﻬﺎﮢﻲ ڏﺋﻲ ﺳﮕﻬﻲ ۽ ﺍﻫﻢ ﻧُڪﺘﺎ ﺑﻴﺎﻥ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫ﺗﻨﻘﻴﺪ‬
‫ﺯﻧﺪﮔﻲ ُء‬ ‫‪ ‬ﺭﻭﺯﺍﻧﻲ ﺯﻧﺪﮔﻲ َء ﺟﻲ ﺗﺠﺮﺑﻦ‪ ،‬ﻣﺸﺎﻫﺪﻥ ﺟﻮ ﺯﺑﺎﻧﻲ ۽ ﺗﺤﺮﻳﺮﻱ ﺍﻅﻬﺎﺭ‬
‫‪‬‬
‫ﺟﻮﻥ‬ ‫ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫ﻣﻬﺎﺭﺗﻮﻥ‬ ‫‪ ‬ﺍﺧﺒﺎﺭﻥ ۽ ﺭﺳﺎﻟﻦ ﺟﻲ ﻣﺘﻦ ﮐﻲ ﺭﻭﺯﺍﻧﻲ ﺯﻧﺪﮔﻲ َء ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﺳﻤﺠﻬﻲ‬
‫ﺳﮕﻬﻲ ۽ ﺍﻧﻬﻦ ﺑﺎﺑﺖ ﭔﻴﻦ ﺳﺎﻥ ﮘﺎﻟﻬﻪ ﭔﻮﻟﻬﻪ ڪﺮﻱ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫‪ ‬ڪﻨﻬﻦ ﻭﺍﻗﻌﻲ ﺟﻮ ﺍﻁﻼﻉ‪ ،‬ﺍﺧﺒﺎﺭ‪ ،‬ﭤﺎﮢﻲ ﻳﺎ ڪﻨﻬﻦ ﺫﻣﻴﻮﺍﺭ ﻋﻤﻠﺪﺍﺭ ﮐﻲ ﻟﮑﻲ‬
‫ﻣﻮڪﻠﻲ ﺳﮕﻬﻲ‪.‬‬
‫‪‬‬
‫‪28 | P a g e‬‬
Topic and SLOs of K/U/A
K U A
sub Topic For VIII

.‫ ﺩﺍﺧﻼ ﻓﺎﺭﻡ ﻭﻏﻴﺮﻩ ﭜﺮﻱ ﺳﮕﻬﻲ‬،‫ ﻣﻨﻲ ﺁﺭڊﺭ‬،‫ ﻋﺎﻡ ﻓﺎﺭﻡ‬ 

29 | P a g e
 Scheme of Assessment for Sindhi and Grade Level VI

Total No. of No. of No. of No. of

Name of the Topic/ Key Serial
Number SLOs SLOs SLOs Sub-
Learning Area Number
of SLOs of A of U of K Topics

04 03 01 0 ‫ ﭔﮅڻ‬Listening .1

04 01 01 02 ‫ ﮘﺎﻟﻬﺎﺋﮡ‬Speaking .2

04 02 02 0 ‫ ﭘڙﻫﮡ‬Reading .3

09 06 02 01 ‫ﻟﮑﮡ‬ .4

1 0 1 0 ‫ﺗﻘﺮﻳﺮ‬ .5
‫ﺍﻧﺸﺎ ﭘﺮﺩﺍﺯﻱ )ﻣﻀﻤﻮﻥ‬
2 2 0 0 .6
(‫ﻧﻮﻳﺴﻲ‬
04 03 0 01 ‫ﺯﺑﺎﻥ ﺷﻨﺎﺳﻲ‬ .7

0 0 0 0 ‫ﭘﺴﻨﺪﻳﺪﮔﻲ َءﺗﻨﻘﻴﺪ‬ .8

10 09 01 0 ‫ﺯﻧﺪﮔﻲ َء ﺟﻮﻥ ﻣﻬﺎﺭﺗﻮﻥ‬ .9

38 26 8 4

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 Scheme of Assessment for Sindhi and Grade Level VII

Total No. of No. of No. of No. of

Name of the Topic/ Key Serial
Number SLOs SLOs SLOs Sub-
Learning Area Number
of SLOs of A of U of K Topics

04 03 01 0 ‫ ﭔﮅڻ‬Listening .1

04 0 03 01 ‫ ﮘﺎﻟﻬﺎﺋﮡ‬Speaking .2

04 01 03 0 ‫ ﭘڙﻫﮡ‬Reading .3

08 05 03 0 ‫ﻟﮑﮡ‬ .4

03 03 0 0 ‫ﺗﻘﺮﻳﺮ‬ .5
‫ﺍﻧﺸﺎ ﭘﺮﺩﺍﺯﻱ )ﻣﻀﻤﻮﻥ‬
2 2 0 0 .6
(‫ﻧﻮﻳﺴﻲ‬
06 0 04 02 ‫ﺯﺑﺎﻥ ﺷﻨﺎﺳﻲ‬ .7

0 0 0 0 ‫ﭘﺴﻨﺪﻳﺪﮔﻲ َءﺗﻨﻘﻴﺪ‬ .8

10 09 01 0 ‫ﺯﻧﺪﮔﻲ َء ﺟﻮﻥ ﻣﻬﺎﺭﺗﻮﻥ‬ .9

41 23 15 3

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 Scheme of Assessment for Sindhi and Grade Level VIII

Total No. of No. of No. of No. of

Name of the Topic/ Key Serial
Number SLOs SLOs SLOs Sub-
Learning Area Number
of SLOs of A of U of K Topics

04 02 02 0 ‫ ﭔﮅڻ‬Listening .1

04 03 01 0 ‫ ﮘﺎﻟﻬﺎﺋﮡ‬Speaking .2

04 03 01 0 ‫ ﭘڙﻫﮡ‬Reading .3

10 07 03 0 ‫ﻟﮑﮡ‬ .4

3 03 0 0 ‫ﺗﻘﺮﻳﺮ‬ .5
‫ﺍﻧﺸﺎ ﭘﺮﺩﺍﺯﻱ )ﻣﻀﻤﻮﻥ‬
2 02 0 0 .6
(‫ﻧﻮﻳﺴﻲ‬
08 07 01 0 ‫ﺯﺑﺎﻥ ﺷﻨﺎﺳﻲ‬ .7

2 0 2 0 ‫ﭘﺴﻨﺪﻳﺪﮔﻲ َءﺗﻨﻘﻴﺪ‬ .8

04 04 0 0 ‫ﺯﻧﺪﮔﻲ َء ﺟﻮﻥ ﻣﻬﺎﺭﺗﻮﻥ‬ .9

41 31 10 0

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‫‪(1) Standard:‬‬ ‫ﻄﺮﺯ ﺒﻴﺎﻦ ﺠﻲ ﺤﻮﺍﻟﻲ‬
‫ِ‬ ‫ﻋﺒﺎﺭﺖ ﻜﻲ ﺒﻨﻴﺎﺪﻱ ﺨﻴﺎﻝ ۽‬
‫ﺴﺎﻦ ﭙڙﻫﻲ ﺴﮕﻬﻲ‪ .‬ﻋﺎﻢ ﻤﻄﺎﻟﻌﻲ ﺠﻮ ﺭﺠﺤﺎﻦ ﭙﻴﺪﺍ‬
‫ڪﺮﻱ ﺴﮕﻬﻲ‪.‬‬
‫‪(2) Skill: Reading‬‬ ‫ﭙڙﻫڻ‬
‫‪(3) Context‬‬ ‫ﭙڙﻫڻ ﺍﺪﺒﻲ ﺘﺠﺮﺒﻲ ﻻ ِﺀ )ﻨﻈﻢ ﻮ ﻨﺜﺮ(‬
‫ﭙڙﻫڻ ﻻ ِﺀ ﻤﻌﻠﻮﻤﺎﺖ )ﻤﻀﻤﻮﻦ(‬
‫‪(4) SLO’s‬‬ ‫ﭙڙﻫڻ ۽ ڪﻮﺒﻪ ﻋﻤﻠﻲ ڪﻢ ڪﺮڻ‬
‫‪SLO’s for Grade 6‬‬ ‫‪SLO’s for Grade 7‬‬ ‫‪SLO’s for Grade 8‬‬
‫ﻋﺒﺎﺭﺖ ﻜﻲ ﺍﻦ ﺠﻲ ﻋﻨﺼﺮﻦ‪ ،‬ڪﻬﺎﮣﻲ‪ ،‬ڊﺭﺍﻤﻲ ۽ ﻤﻀﻤﻮﻦ ﺠﻲ ڪﻬﺎﮣﻲ‪ ،‬ڊﺭﺍﻤﻲ ۽ ﻤﻀﻤﻮﻦ ﺠﻲ‬
‫ﻄﺮﺯ ﺘﺤﺮﻴﺮ ۾ ﺍﻤﺘﻴﺎﺯ‪/‬ﻓﺮﻖ‬‫ِ‬ ‫ﻨﺘﻴﺠﻦ‪ ،‬ڪﺎﺭڻ ۽ ﺴﺒﺐ ﺠﻮ ﺘﻌﻠﻖ ﺁﻏﺎﺯ ﺍﻨﺠﺎﻢ ۽ ﻤﻀﻤﻮﻦ ﺠﻲ ﻨﻔﺲ‬
‫۽ ﻤﻄﺎﻟﻌﻲ ﺠﻲ ﺭﻓﺘﺎﺭ‪ ،‬ﺒﻨﻴﺎﺪﻱ ﻴﺎ ﻮﺍﻗﻌﺎﺖ ﺠﻲ ﻻﻫﻦ ﭽﺎڙﻫﻦ ﻜﻲ ڪﺮﻱ ﭙڙﻫﻲ ﺴﮕﻬﻲ‪.‬‬
‫ﺨﻴﺎﻝ ۽ ﺒﻴﺎﻦ ﺠﻲ ﺤﻮﺍﻟﻦ ﻜﻲ ﺴﻤﺠﻬﻲ ﭙڙﻫﻲ ﺴﮕﻬﻲ‪.‬‬
‫ﻮﻈ ﺨﺎﻄﺮ ﺭﻜﻲ ﭙڙﻫﻲ ﺴﮕﻬﻲ‪.‬‬ ‫ﻤﻠﻬ ِ‬

‫ڪﻬﺎﮣﻲ‪ ،‬ڊﺭﺍﻤﻲ‪ ،‬ﻤﻀﻤﻮﻦ ﻮﻏﻴﺮﻩ ﭙﻬﺎڪﺎ ۽ ﭽﻮﮣﻴﻦ ﻜﻲ ﻓﻬﻢ ﺴﺎﻦ ﮕڏ ﻤﺤﺎﻮﺭﻦ ﺠﻮ ﻤﻔﻬﻮﻢ ﺴﻤﺠﻬﻲ‬
‫ﻋﺒﺎﺭﺖ ﭙڙﻫﻲ ﺴﮕﻬﻲ‪.‬‬ ‫۾ ﻤﺼﻨﻒ ﺠﻲ ٽڪﻨﻴڪ‪ ،‬ﻤﻘﺼﺪﻦ ﭙڙﻫﻲ ﺴﮕﻬﻲ‪.‬‬
‫ﻄﺮﺯ ﺒﻴﺎﻦ ﻜﻲ ﺴﻤﺠﻬﻲ ﭙڙﻫﻲ‬
‫ِ‬ ‫۽‬
‫ﺴﮕﻬﻲ‪.‬‬

‫ﺍﺨﺒﺎﺭﻦ‪ ،‬ﺭﺴﺎﻟﻦ ۽ ﺨﺒﺮﻦ‪ ،‬ﺤڪﻢ ﻨﺎﻤﻦ ﻜﻲ ﺴﻤﺠﻬﻲ ﭙڙﻫﻲ ﻤﺨﺘﻠﻒ ﺴﻤﺎﺠﻲ‪/‬ﭙﻴﺸﻪ ﻮﺭﺍﮣﻪ‬
‫ﻀﺮﻮﺭﺘﻦ ﺠﻲ ﺘﺤﺮﻴﺮ ﭙڙﻫﻲ‬ ‫ﺭﭙﻮﺭٽﻦ‪ ،‬ﺴﮕﻬﻲ‪.‬‬ ‫ﺍﺪﺍﺭﻴﻦ‪،‬‬ ‫ﻓﻴﭽﺮﻦ‪،‬‬
‫ﺴﮕﻬﻲ‪.‬‬ ‫ﺍﺸﺘﻬﺎﺭﻦ ۽ ﺁﻴڊﻴٽﻮﺭﻴﻝ ۽ ﺨﻄﻦ ﻜﻲ‬
‫ﺴﻤﺠﻬﻲ ﭙڙﻫﻲ ﺴﮕﻬﻲ‪.‬‬

‫ﺪﺭﺨﻮﺍﺴﺘﻦ‪ ،‬ﻓﻴﺼﻠﻦ‪ ،‬ﺤڪﻤﻨﺎﻤﺎ‪،‬‬

‫ﺭﭙﻮﺭٽﻦ ﻮﻏﻴﺮﻩ ﻜﻲ ﺴﻤﺠﻬﻲ‬
‫ﭙڙﻫﻲ ﺴﮕﻬﻲ‪.‬‬

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‫‪(5) ASPECTS:‬‬ ‫ﻫﻴٺ ڏﻨﻝ ﭙﻬﻠﻮﺌﻦ ﺠﻲ ﭙﻴﺶ ﻨﻈﺮ ﺸﺎﮕﺮﺪﻦ ﺠﻲ‬
‫ﺼﻼﺤﻴﺘﻦ ﻜﻲ ﭙﺮﻜﻴﻮ ﻮﻴﻨﺪﻮ‪) .‬ﻫﻲ ﭙﻬﻠﻮ ﻤﭥﻲ ﺒﻴﺎﻦ‬
‫ڪﻴﻝ ‪ SLO’s‬ﺠﻲ ﺘﺤﺖ ﺘﺸڪﻴﻝ ڏﻨﺎ ﻮﻴﺎ ﺁﻫﻦ(‬
‫• ﻋﺎﻢ ﻓﻬﻢ‬
‫• ﺍﺨﺬ ڪﺮڻ‬
‫• ٽڪﻨﻴڪ ﺠﻮ ﺠﺎﺌﺰﻮ‬
‫• ﻋﺒﺎﺭﺖ ۽ ﭙڙﻫڻ ﻮﺍﺭﻱ ﺠﻮ ﺘﻌﻠﻖ‬
‫• ﺯﺒﺎﻦ ﺸﻨﺎﺴﻲ‬

‫‪(6) ITEM DEVELOPMENT‬‬

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 ‫ﻫﻴٺ ڏﻨﻝ ﭕﺌﻲ ﻋﺒﺎﺭﺘﻮ ﭙڙﻫﻮ ۽ ﺍﻦ ﺠﻲ ﻫﻴﭡﺎﻦ ڏﻨﻝ ﻤﺸﻘﻮﻦ ڪﺭﻴﻮ‪.‬‬

‫ﻋﺒﺎﺭﺖ ﻨﻤﺒﺭ ‪2‬‬ ‫‪SLO: 1‬‬ ‫ﻋﺒﺎﺭﺖ ﻨﻤﺒﺭ ‪1‬‬

‫ﻤﻀﻤﻮﻦ‬ ‫‪Grade: 6‬‬ ‫ﺁﻜﺎﮣﻲ‬

‫ﺍﻴﺠﺎﺪ ﺠﻲ ﻟﻐﻮﻱ ﻤﻌﻨﻲٰ ڪﻨﻬﻦ ﻨﺌﻲ ﺸﺌﻲ ﺠﻮ ﭡﻬڻ‪.‬‬ ‫ﺍﺤﻤﺪ ﺍﺴڪﻮﻝ ﻜﺎﻦ ﮕﻬﺮ ﺍﭽﻲ ﺭﻫﻴﻮ ﻫﻮ ﺘﻪ ﺍﻦ ﺠﻲ‬
‫ﺍﺴﺎﻦ ﺠﻲ ﺯﻨﺪﮕﻲ ﺍﻴﺠﺎﺪﻦ ﺠﻲ ڪﺮﻱ ﺘﻤﺎﻢ ﺁﺴﺎﻦ ۽‬ ‫ﻨﻈﺮ ﻫڪ ﭥﻴﻠﻬﻲ ﺘﻲ ﭙﺌﻲ ﺠﻴڪﻮ ﮕﻬٽﻲ َﺀ ﺠﻲ ﻤﻮڙ‬
‫ﭙﺮﺍﮣﻲ ﺯﻤﺎﻨﻲ ﻜﺎﻦ ﺘﻤﺎﻢ ﻤﺨﺘﻠﻒ ﭥﻲ ﻮﺌﻲ ﺁﻫﻲ‪.‬‬ ‫ﺘﻲ ﭙﻴﻮ ﻫﻮ‪ .‬ﺍﺤﻤﺪ ڪﻮ ڌﻴﺎﻦ ﻨﻪ ڏﻨﻮ ۽ ﮕﻬﺮ ڏﺍﻨﻬﻦ‬
‫ﭰﻴﭥﻲ ﺠﻲ ﺍﻴﺠﺎﺪ ﻜﺎﻦ ڪﻤﭙﻴﻮٽﺮ ﺘﺎﺌﻴﻦ ﺍﻴﺠﺎﺪ ڪﻨﺪڙﻦ‬ ‫ﻫﻠﻴﻮ ﻮﻴﻮ ﺸﺎﻢ ﺠﻮ ﻫﻮ ﭕﺎﻫﺮ ﻨڪﺘﻮ ﺘﻪ ﺍﻦ ﭥﻴﻠﻬﻲ ﻜﻲ‬
‫ﺠﻲ ﻤﺤﻨﺖ ۽ ڪﺎﻤﻴﺎﺒﻲ ﺠﻮ ﺴﻠﺴﻠﻮ ﺠﺎﺭﻱ ﺁﻫﻲ ۽‬ ‫ﺍﻨﻬﻲ َﺀ ﻫﻨڌ ﺘﻲ ﭙﻴﻝ ﺌﻲ ڏﭡﻮ ﻫﺎﮣﻲ ﺍﻦ ﻜﻲ ﮙﮣﺘﻲ ﭥﻲ‬
‫ﺠﻴﺴﺘﺎﺌﻴﻦ ﺍﻨﺴﺎﻦ ﺴﻮﭽڻ ۽ ﺘﺠﺮﺒﻦ ڪﺮڻ ﺘﻲ ﺁﻤﺎﺪﻩ‬ ‫ﮁﻮ ﺘﻪ ﺍﻦ ﭕڌﻮ ﻫﻮ ﺘﻪ ﺍﻦ ﻗﺴﻢ ﺠﺎ ﭥﻴﻠﻬﺎ ﻤﺸڪﻮڪ‬
‫ﺭﻫﻨﺪﻮ‪ ،‬ﺍﻫﻮ ﺴﻠﺴﻠﻮ ﺠﺎﺭﻱ ﺭﻫﻨﺪﻮ‪.‬‬ ‫ﻫﻮﻨﺪﺍ ﺁﻫﻦ ۽ ﺍﻨﻬﻦ ۾ ﺒﻢ ﻴﺎ ڪﻮ ﭕﻴﻮ ڌﻤﺎڪﻮﺨﻴﺰ‬
‫ﺍﻫﻮ ﺭﺐ ڪﺎﺌﻨﺎﺖ ﺠﻨﻬﻦ ﻫﻲ َﺀ ﺪﻨﻴﺎ ﭡﺎﻫﻲ ﺁﻫﻲ ﺍﻦ ﺌﻲ‬ ‫ﻤﻮﺍﺪ ﺒﻪ ﭥﻲ ﺴﮕﻬﻲ ﭥﻮ ﺍﻦ ﺨﻴﺎﻝ ﺠﻲ ﺍﻴﻨﺪﻱ ﺌﻲ ﻫﻮ‬
‫ﻏﻮﺭ ﻮ ﻓڪﺮ ڪﺮڻ ﺠﻲ ﻫﺪﺍﻴﺖ ﺒﻪ ڏﻨﻲ ﺁﻫﻲ ﺘﻪ‬ ‫ﭥﻮﺭﻮ ﻫﻮﺸﻴﺎﺭ ﭥﻴﻮ ۽ ﻓﻮﺭ ًﺍ ﭙﻨﻬﻨﺠﻮ ﻤﻮﺒﺎﺌﻝ ﻓﻮﻦ‬
‫ﺠﻴﺌﻦ ﺍﺴﺎﻦ ﺍﻦ ﺠﻲ ﻋﻄﺎ ڪﻴﻝ ﻨﻌﻤﺘﻦ ﻤﺎﻦ ﮕﻬﮣﻲ ﻤﺎﻦ‬ ‫ڪڍﻱ ﺒﻢ ڊﺴﭙﻮﺯﻝ ﺍﺴڪﻮﺍڊ ﻜﻲ ﻓﻮﻦ ڪﺌﻲ‬
‫ﮕﻬﮣﻮ ﻓﺎﺌﺪﻮ ﻜﮣﻮ‪.‬‬ ‫ﺠﻴڪﻲ ﻓﻮﺭ ًﺍ ﺍﺘﻲ ﺍﭽﻲ ﭙﻬﺘﺎ ۽ ﭥﻴﻠﻬﻲ ﻜﻲ ﭽﻴڪ‬
‫ڪﻴﻮ ﺘﻪ ﻮﺍﻗﻌﻲ ﺍﻦ ۾ ڌﻤﺎڪﻪ ﺨﻴﺰ ﻤﻮﺍﺪ ﻤﻮﺠﻮﺪ‬
‫ﻫﻮ‪ .‬ﻋﻤﻠﻲ ﺍﻦ ﻜﻲ ﻨﺎڪﺎﺭﺍ ﺒﮣﺎﻴﻮ‪ .‬ﺍﺤﻤﺪ ﺠﻲ ﺍﻦ‬
‫ڪﻢ ﺘﻲ ﺴﭝﻨﻲ ﺍﻦ ﻜﻲ ﺸﺎﺒﺎﺶ ڏﻨﻲ‪.‬‬
‫ﻤﭥﻲ ڏﻨﻝ ﻋﺒﺎﺭﺘﻦ ۾ ﻫڪﺠﻬڙﻴﻮﻦ ﮙﺎﻟﻬﻴﻮﻦ‪ /‬ﻨڪﺘﺎ ﻟﻜﻮ‪.‬‬
‫______________________________________________________________‬ ‫‪.1‬‬
‫______________________________________________________________‬ ‫‪.2‬‬
‫______________________________________________________________‬ ‫‪.3‬‬
‫ﻤﭥﻲ ڏﻨﻝ ﻋﺒﺎﺭﺘﻦ ﺠﻲ ﻓﺭﻖ ﻜﻲ ﭙﻮﺍﺌﻨٽ )‪ (Point‬ﺠﻲ ﺼﻮﺭﺖ ۾ ﻟﻜﻮ‪.‬‬
‫ﻓﺭﻖ‬

‫ﻤﻀﻤﻮﻦ‬ ‫ڪﻬﺎﮣﻲ‬

‫____________________________‬ ‫________________________‬ ‫‪.1‬‬

‫____________________________‬ ‫________________________‬ ‫‪.2‬‬
‫____________________________‬ ‫________________________‬ ‫‪.3‬‬

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 ‫ﻓﺮﻫﻨﮓ ﺍﺻﻄﻼﺣﺎﺕ‬
‫‪ .1‬ﺟﺎﺋﺰﻭ‪ -:‬ﻫﻲ ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﮑﻴﺎ ﺟﻲ ﻣﺘﻌﻠﻖ ﻣﺨﺘﻠﻒ ﻁﺮﻳﻘﻦ ﺳﺎﻥ ﺣﺎﺻﻞ ﭤﻴﻞ ﻣﻮﺍﺩ )‪ (Data‬۽‬
‫ﺷﺎﻫﺪﻳﻮﻥ )‪ (Evidance‬ﮐﻲ ﮔڏ ڪﺮﻱ ﺍﻥ ﺟﻲ ﺭﻭﺷﻨﻲ َء ۾ ﻣﺠﻤﻮﻋﻲ ﺗﺎﺛﺮ ﻳﺎ ﻣﻌﻨﻰ ۽ ﻣﻄﻠﺐ‬
‫ﺍﺧﺬ ڪﺮڻ ﺟﻮ ﻋﻤﻞ ﺁﻫﻲ‪.‬‬
‫ﻭﻗﻔﻲ ﻁﺮﻳﻘﻪ ڪﺎﺭ‪ -:‬ﻭﻗﻮﻓﻲ ﻁﺮﻳﻘﻪ ڪﺎﺭ ۾ ﺍﻫﺎ ﺗﻤﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺷﺎﻣﻞ ﺁﻫﻲ ﺟﻦ ﮐﻲ ﺩﺍﻧﺴﺘﻪ ﻳﺎ‬
‫ﻧﺎﺩﺍﻧﺴﺘﻪ ﻁﻮﺭ ﺗﻲ ﻣﻌﻠﻮﻣﺎﺗﻲ ﻋﻤﻞ ﻣﺎﻥ ﮔﺬﺍﺭﻳﻮ ﻭﻳﻮ ﻫﻮﻧﺪﻭ‪ .‬ﻭﻗﻮﻑ )‪ (Cognition‬ﻻﻁﻴﻨﻲ‬
‫ﺯﺑﺎﻥ ﺟﻲ ﻟﻔﻆ )‪ (Cognoscene‬ﻣﺎﻥ ﻭﺭﺗﻞ ﺁﻫﻲ ﺟﻨﻬﻦ ﺟﻲ ﻣﻌﻨﻰ ”ﺗﺼﻮﺭ ﻳﺎ ﻗﻴﺎﺱ ڪﺮڻ“‬
‫”ﺳﭹﺎﮢﮡ“ ۽ ”ﭴﺎﮢﮡ“ ﺁﻫﻲ‪.‬‬

‫‪ .2‬ﭴﺎڻ‪ /‬ﻋﻠﻢ‪ /‬ﻣﻌﻠﻮﻣﺎﺕ‪ -:‬ﻣﻌﻠﻮﻣﺎﺕ ﮐﻲ ﻫڪ ﻣﺨﺼﻮﺹ ﻋﻤﻞ ﻣﺎﻥ ﮔﺬﺍﺭﻱ ﺟﻨﻬﻦ ﺳﮑﻴﻞ ﺷﻴﻦ‬
‫ﮐﻲ ﻳﺎﺩ ڪﺮڻ ﮘﺎﻟﻬﻴﻦ ﺟﻲ ﺳﭹﺎﮢﭗ ﺭﮐﮡ ﻳﺎﺩ ڪﻴﻞ ﮘﺎﻟﻬﻴﻦ ﮐﻲ ﻭﺭﺟﺎﺋﮡ ۽ ﺳﮑﻲ ﻭﺭﺗﻞ ﺷﻴﻦ ﮐﻲ‬
‫ﻳﺎﺩ ﺭﮐﮡ ﺷﺎﻣﻞ ﺁﻫﻲ‪.‬‬

‫‪ .3‬ﻓﻬﻢ‪ -:‬ﻣﻌﻠﻮﻣﺎﺕ ﮐﻲ ﺍﻥ ﻣﺨﺼﻮﺹ ﻋﻤﻞ ﻣﺎﻥ ﮔﺬﺍﺭڻ ﺟﻨﻬﻦ ﻡ ڪﻨﻬﻦ ﺯﺑﺎﻧﻲ‪ ،‬ﺗﺤﺮﻳﺮﻱ ﻳﺎ‬
‫ﮔﺮﺍﻓڪ‪ ،‬ﻋﺒﺎﺭﺕ ۽ ﻭﺿﺎﺣﺖ ﺟﻮ ﻣﻌﻨﻰ ۽ ﻣﻄﻠﺐ ﺍﺧﺬ ڪﺮڻ‪ ،‬ﺟﻨﻬﻦ ۾ ﭔﻴﻬﺮ ﭘﻨﻬﻨﺠﻦ ﻟﻔﻈﻦ ۾‬
‫ﺑﻴﺎﻥ ڪﺮڻ‪ ،‬ﻧﺘﻴﺠﺎ ﺍﺧﺬ ڪﺮڻ ﻭﺭﻱ ﭘﻨﻬﻨﺠﻲ ﻟﻔﻈﻦ ۾ ﺑﻴﺎﻥ ڪﺮڻ ﻣﺜﺎﻝ ڏﻳﮡ‪ ،‬ﻧﺘﻴﺠﺎ ﺍﺧﺬ ڪﺮڻ‬
‫ﻭﺿﺎﺣﺖ ۽ ﺗﺸﺮﻳﺢ ڪﺮڻ ﺷﺎﻣﻞ ﺁﻫﻦ‬

‫‪ .4‬ﺍﻁﻼﻕ‪ -:‬ﺳﮑﻴﻞ ﺷﻴﻦ ﮐﻲ ﺟﺪﻳﺪ ﭠﻮﺱ ﺻﻮﺭﺗﺤﺎﻝ ۾ ﺍﺳﺘﻌﻤﺎﻝ ڪﺮڻ‪ ،‬ﭜﻴٽ ڪﺮڻ‪ ،‬ﺍﻁﻼﻕ‬
‫ڪﺮڻ ﻣﻘﺮﺭ ﻣﻌﻴﺎﺭ ﻣﻄﺎﺑﻖ ﻗﺪﺭ ۽ ﻗﻴﻤﺖ ﻳﺎ ﻣﻌﻴﺎﺭﻱ ﺧﻮﺑﻲ ﺟﻲ ﺑﺎﺭﻱ ۾ ﻗﺼﻮ ڪﺮڻ‪.‬‬

‫‪ .5‬ﻣﺴﻠﺴﻞ ﺟﺎﺋﺰﻭ‪-:‬ﻣﺴﻠﺴﻞ ﺟﺎﺋﺰﻭ ﻣﻨﺘﻘﻞ ﺑﻨﻴﺎﺩﻥ ﺗﻲ ﺭﻭﺯ ﻣﺮﻩ ﺟﻲ ﺗﺪﺭﻳﺲ ﺩﻭﺍﺭﺍﻥ ڪﻤﺮﻱ‬
‫ﺟﻤﺎﻋﺖ۾ ﭘﺎﺑﻨﺪﻱ ﺳﺎﻥ ﺍڪﺜﺮ ۽ ﺑﻴﺸﺘﺮ ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺗﻌﻠﻴﻤﻲ ﺣﺎﺻﻼﺕ ﺟﻲ ﺟﺎﻧﭻ ﻻ ِء ڪﻴﻮ‬
‫ﻭﻳﻨﺪﻭ ﺁﻫﻲ‪ .‬ﻫﻲ ﻫڪ ﺩﻓﻌﻮ ﭤﻴﻨﺪڙ ﺳﺎﻻﻧﺎ ﺍﻣﺘﺤﺎﻥ ﮐﺎﻥ ﺑﻠڪﻞ ﺍﺑﺘڙ ﺁﻫﻲ‪ .‬ﻫﻦ ﺟﺎ ﻧﺘﻴﺠﺎ ﺩﺭﺱ ﻭ‬
‫ﺗﺪﺭﻳﺲ ۾ ﺑﻬﺘﺮﻱ ﺁﮢﮡ ﻻ ِء ﺍﺳﺘﻌﻤﺎﻝ ڪﺮﻱ ﺳﮕﻬﺠﻦ ﭤﺎ‪.‬‬

‫ﺗﺨﺼﻴﺺ ﺟﻲ ﺟﺪﻭﻝ ﻣﺎﻥ ﻣﻀﻤﻮﻥ ﺟﻲ ﻣڪﻤﻞ ﻣﻮﺍﺩ ﺳﺎﻥ ۽ ﺫﻫﻨﻲ ﺩﺍﻧﺸﻤﻨﺪﺍﻧﻪ ﻣﻴﺪﺍﻥ ﺟﻲ ﻫﺮ‬
‫ﺳﻄﺢ ﺗﻲ ﺍﻥ ﺟﻲ ﻻ‪ 3‬ﺗﻌﻠﻴﻤﻲ ﺣﺎﺻﻼﺕ ﺑﺎﺑﺖ ﻣڪﻤﻞ ﺧﺒﺮ ﭘﺌﺠﻲ ﻭﭸﻲ ﭤﻲ‪ .‬ﺍﻧﻬﻲ َء ڪﺮﻱ ﺍﻥ‬
‫ﮘﺎﻟﻬﻪ ﺟﻲ ﺳﻔﺎﺭﺵ ڪﺌﻲ ﻭﭸﻲ ﭤﻲ ﺗﻪ ٽﻴﺴٽ ﮐﺎﻥ ﺍﻭﻝ ﺗﺨﺼﻴﺺ ﺟﻮ ﻧﺌﻮﻥ ﺟﺪﻭﻝ ﭠﺎﻫﻴﻮ ﻭﭸﻲ‬
‫ﺗﻪ ﺟﻴﺌﻦ ٽﻴﺴٽ ﺟﻲ ﺗﺸﺨﻴﺺ ﻗﺪﺭ ۽ ﭘﻮﺭﻱ ﻣﻀﻤﻮﻥ ﺟﻲ ﻣﻮﺍﺩ )ﻧﻔﺲ ﻣﻀﻤﻮﻥ( ﺟﻲ ﺷﻤﻮﻟﻴﺖ‬
‫ﻳﻘﻴﻨﻲ ﭤﺌﻲ‪.‬‬

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‫‪ .6‬ﺑﻴﻨﭻ ﻣﺎﺭڪ )ﺣﺪ ﺗﺪﺭﻳﺞ( ﺟﻮ ﺟﺎﺋﺰﻭ‪ -:‬ﻫﻲ ﺑﻴﻨﭻ ﻣﺎﺭڪ )ﺣﺪ ﺗﺪﺭﻳﺞ( ۽ ﻣﻌﻴﺎﺭ )ﺍﺳٽﻴﻨڊﺭڊ(‬
‫ﺟﻲ ﺣﺎﺻﻼﺕ ﺟﻲ ﺟﺎﺋﺰﻱ ﻻ ِء ﻟﮙﺎ ﺗﺎﺭ ﺑﻐﻴﺮ ڪﻨﻬﻦ ﻧﺎﻏﻲ ﺟﻲ ڪﻴﺎ ﻭﭸﻦ ﭤﺎ‪.‬‬

‫‪ .7‬ڪﺎﺭڪﺮﺩﮔﻲ َء ﺟﻮ ﺟﺎﺋﺰﻭ‪-:‬ﻫﻲ ﺟﺎﺋﺰﻱ ﺟﻮ ﺍﻫﻮ ﻗﺴﻢ ﺁﻫﻲ ﺟﻨﻬﻦ ۾ ڪﻦ ﺧﺎﺹ ﻫﺎﻟﺘﻦ ۾‬

‫ﺍﻫﺮﻱ ڪﻢ ڪﺮڻ ﺟﻲ ﺩﻭﺭﺍﻥ ﺟﺎﺋﺰﻭ ﻭﺭﺗﻮ ﻭﭸﻲ ﭤﻮ ﺟﻴﺌﻦ ﺷﺎﮔﺮﺩ ﻣﺼﺮﻭﻑ ﺑﻪ ﺭﻫﻲ ۽ ﺍﻫﻮ‬
‫ڪﻢ ﻻ ِء ﺑﺎﻣﻘﺼﺪ ۽ ﺑﺎ ﻣﻌﻨﻰ ﺑﻪ ﻫﺠﻲ ﺍﻥ ﻗﺴﻢ ﺟﻲ ﺟﺎﺋﺰﻱ ۾ ﺳﮑﻴﻞ ﮘﺎﻟﻬﻴﻦ ﺗﻲ ﻋﻤﻞ ﭘﻴﺪﺍ ﭤﻴﮡ‬
‫ﭴﺎڻ‪ ،‬ﻣﻬﺎﺭﺗﻮﻥ‪ ،‬ﻧﻈﺮﺛﺎﻧﻲ‪ ،‬ﻗﺪﺭﻥ ۽ ڪﻢ ڪﺮڻ ﺟﻲ ﻋﺎﺩﺗﻦ ﺟﻮ ڪﻢ ﺟﻲ ﺩﻭﺭﺍﻥ ﺟﺎﺋﺰﻭ ﻭﺭﺗﻮ‬
‫ﻭﭸﻲ ﭤﻮ‪.‬‬

‫‪ .8‬ﻣﺴﺘﻨﺪ ۽ ﺍﻋﺘﺒﺎﺭ ﺟﻮﮘﻮ ﺟﺎﺋﺰﻭ‪ -:‬ﻣﻠﻴﻞ ڪﻢ ﻣﺴﺌﻠﻮ ﻳﺎ ﭘﺮﺍﺟﻴڪٽ ﺍﻥ ﻭﻗﺖ ﻣﺴﺘﻨﺪ ۽ ﺍﻋﺘﺒﺎﺭ‬
‫ﺟﻮﮘﻮ ﻫﻮﻧﺪﻭ ﺁﻫﻲ ﺟڏﻫﻦ‪:‬‬
‫‪ ‬ﺍﻫﻮ ﺣﻘﻴﻘﺖ ﺟﻲ ﻭﻳﺠﻬﻮ ﻫﺠﻲ‪ .‬ﺟﻦ ڪﻤﻦ ﺳﺎﻥ ڪﻨﻬﻦ ﺷﺨﺺ ﺟﻲ ﻋﻠﻢ ﻳﺎ ﺻﻼﺣﻴﺘﻦ‬
‫ﺟﻲ ﺟﺎﻧﭻ ڪﺌﻲ ﭘﺌﻲ ﻭﭸﻲ ﺍﻫﻪ ﺣﻘﻴﻘﻲ ﺯﻧﺪﮔﻲ َء ﺳﺎﻥ ﻣﻄﺎﺑﻘﺖ ﺭﮐﻨﺪڙ ﻫﺠﻲ‪.‬‬
‫‪ ‬ﻓﻴﺼﻠﻮ ڪﺮڻ‪ ،‬ﻧﻮﺍڻ ڪﺮڻ ﺟﻮ ﻣﻮﻗﻌﻮ ﻣﻬﻴﺪ ڪﺮﻱ ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﻤﺠﻬﻪ ﺳﺎﻥ ﺣﻞ‬
‫ڪﻴﺎ ﻭﻳﻨﺪڙ ﻣﺴﺌﻠﻦ ﮐﻲ ڏﺍﻫﭗ ۽ ﺍﺛﺮﺍﺋﺘﻲ ﻧﻤﻮﻧﻲ ﺣﻞ ڪﺮڻ ﻻ ِء ﻋﻠﻢ ۽ ﻣﻬﺎﺭﺗﻦ ﺟﻮ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ڪﺮﮢﻮ ﭘﻮﻧﺪﻭ ﺟﻴﺌﻦ ﺗﻪ ﺟڏﻫﻦ ﻣﻨﺼﻮﺑﻪ ﺑﻨﺪﻱ ڪﺌﻲ ﻭﭸﻲ ﺗﻪ ﺍﻥ ۾ ﺍﻥ ﺟﻲ‬
‫ﺣﻞ ۾ ﺭﻭﺯﺍﻧﻲ ﻭﻫﻨﻮﺍﺭ ۾ ڪﺘﺐ ﺍﭼﮡ ﻭﺍﺭﻳﻮﻥ ﮘﺎﻟﻬﻴﻮﻥ‪ ،‬ﭴﺎڻ ﮐﺎﻥ ﻫٽﻲ ڪﺮﻱ ﻧﻴﻮﻥ‬
‫ﮘﺎﻟﻬﻴﻮﻥ ﺷﺎﻣﻞ ﻫﺠﻦ‬

‫‪ ‬ﺷﺎﮔﺮﺩﻥ ﮐﺎﻥ ﻋﻤﻠﻲ ڪﻢ ﺟﻲ ﺗﻘﺎﺿﺎ ڪﺮﻱ ﻭﺭﺟﺎﺋﮡ‪ ،‬ﭘﻨﻬﻨﺠﻲ ﻟﻔﻈﻦ ۾ ﺑﻴﺎﻥ ڪﺮڻ‪،‬‬
‫ﺭٽﮡ ﺑﺪﺭﺍﻥ ﺷﺎﮔﺮﺩ ﮐﻲ ﺳﺎﺋﻨﺲ‪ ،‬ﺗﺎﺭﻳﺦ ﻳﺎ ڪﻨﻬﻦ ﭔﺌﻲ ﻣﻀﻤﻮﻥ ۾ ﺟﻴڪﻮ ڪﺠﻬﻪ‬
‫ﭘڙﻫﺎﻳﻮ ﻭﻳﻮ ﺁﻫﻲ ﺍﻥ ﺟﻲ ﻣﻈﺎﻫﺮﻱ ﮐﺎﻥ ﻭڌﻳڪ ڪﻨﻬﻦ ﻧﺌﻴﻦ ﺟﺪﺕ ﻭﺍﺭﻱ ﻣﻈﺎﻫﺮﻱ‬
‫ﺟﻲ ﺗﻘﺎﺿﻪ ڪﺮﻱ‪.‬‬

‫‪ .9‬ﺗﺸﺨﻴﺺ ﻗﺪﺭ‪ -:‬ﺗﺸﺨﻴﺺ ﻗﺪﺭ ﻣﺎﻥ ﺍﻫﺎ ﺧﺒﺮ ﭘﻮﻱ ﭤﻲ ﺗﻪ ﻫﻦ ﻟﺴٽ ۾ ﺟﻨﻬﻦ ﺷﻲ ِء ﺟﻲ ﭘﻴﻤﺎﺋﺶ‬
‫ﻻ ِء ﭠﺎﻫﻴﻮ ﻭﻳﻮ ﺁﻫﻲ ﺍﻫﻮ ﺍﻥ ﮐﻲ ڪﻴﺘﺮﻱ ﺣﺪ ﺗﺎﺋﻴﻦ ﻣﺎﭘﮡ ﺟﻲ ﻗﺎﺑﻞ ﺁﻫﻲ‪.‬‬

‫‪ ‬ﻣﻌﺘﺒﺮﻳﺖ‪ -:‬ﻫﻦ ﺟﻮ ﺗﻌﻠﻖ ﻣﺎﭘﮡ ﺟﻲ ﭘﻴﻤﺎﻧﻲ ﺟﻲ ﻣﺴﺘﻘﻞ ﺭﻫﮡ ﺳﺎﻥ ﺁﻫﻲ ڪﺎﺑﻪ ﺁﺯﻣﺎﺋﺶ‬
‫ﺍﻥ ﻭﻗﺖ ﺗﺎﺋﻴﻦ ﻣﻌﺘﺒﺮ ﺳﻤﺠﻬﻲ ﻭﻳﻨﺪﻱ ﺁﻫﻲ‪ .‬ﺟڏﻫﻦ ﺍﻥ ﺟﻲ ﺑﺎﺭ ﺑﺎﺭ ﻭﺭﺟﺎﻳﻮ ﻭﭸﻲ ﺗﻪ‬
‫ﺳﺎﮘﻴﺎ ﻧﺘﻴﺠﺎ ﺣﺎﺻﻞ ﭤﻴﻦ‪.‬‬
‫‪ ‬ﺗﺨﺼﻴﺺ‪-:‬ﺟﺎﺋﺰﻱ ﺟﻲ ﺗﺨﺼﻴﺺ ﺟﻲ ﭼﺎﺭٽ ۾ ﭔﻦ ﮘﺎﻟﻬﻴﻦ ﺟﻲ ﺩﺍﺧﻼ ﭤﻴﻨﺪﻱ ﺁﻫﻲ‪.‬‬
‫ﺁﺯﻣﺎﺋﺶ ﻳﺎ ٽﻴﺴٽ ۾ ﺷﺎﻣﻞ ﻣﻮﺿﻮﻉ ۽ ﻫﺮ ﻣﻮﺿﻮﻉ ﺟﻲ ﺫﻫﻨﻲ ﺳﻄﺢ ۽ ﺍﻥ ﺟﻲ ﺟﺎﺋﺰﻱ‬

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‫ﻻ ِء ٽﻴﺴٽ ﺍﺋٽﻤﻦ ﺟﻲ ﺗﻌﺪﺍﺩ ﺟﻦ ۾ ﻫڪ ‪ Axis‬ﺗﻲ ﻣﻮﺿﻮﻉ ۽ ﭔﻴﺎ ‪ SLO‬ﺗﻲ ﻫﻮﻧﺪﺍ‬
‫ﺁﻫﻦ‪.‬‬

‫ﻣﺴﺘﻨﺪ ﺟﺎﺋﺰﻭ‬ ‫ﺭﻭﺍﻳﺘﻲ ﺟﺎﺋﺰﻭ‬

‫”ڪﻴﺌﻦ ﭠﻬﻲ ﺗﻲ ﺯﻭﺭ ڏﺋﻲ ﭤﻮ‪.‬‬
‫ﺳﮑﻴﺎ ﺟﻲ ﺟﺎﻧﭻ ﺟﻮ ﺍﻣﺘﺤﺎﻥ ﻫﺮ ﻭﻗﺖ‬
‫ڪﺮﻱ ﭤﻮ‪.‬‬
‫‪ Cooperation‬ﻫڪ ﭔﺌﻲ ﺟﻲ ﻣﻮٽ‬
‫ﺭﻫﻨﻤﺎﺋﻲ ڪﺮڻ ﺗﻲ ﺯﻭﺭ ڏﺋﻲ ﭤﻮ‬
‫ﺣﻘﻴﻘﻲ ﻣﺴﺌﻠﻦ ﺟﻲ ﺣﻞ ۾ ﻣﻮﺟﻮﺩ ﺷڪ‬
‫ﻭﺷﺒﻬﻪ ﻋﻴﺮ ﻣﻌﻤﻮﻟﻲ ﺻﻮﺭﺗﺤﺎﻝ ﺳﺎﻥ ﻣﻨﻬﻦ‬
‫ڏﻳﮡ ﻻ ِء ﺷﺎﮔﺮﺩﻥ ﮐﻲ ﺗﻴﺎﺭ ڪﺮﻱ ﭤﻮ‪.‬‬
‫ﺳﮑﻴﺎ ﺟﻲ ﻁﺮﻳﻘﻪ ڪﺎﺭ ﻳﺎ ﺍﻥ ﺟﻲ ﺗﺮﺑﻴﺖ‬
‫ﮐﻲ ﺍﻫﻤﻴﺖ ڏﺋﻲ ﭤﻮ‪.‬‬
‫‪‬‬ ‫‪” ‬ﭸﺎ ﭠﻬﻲ“ ﺗﻲ ﺯﻭﺭ ڏﺋﻲ ﭤﻮ‪.‬‬
‫‪ ‬ﺳﺎﮔﺮﺩ ﺟﻲ ﺳﻮچ ﺳﻤﺠﻬﻪ ﺟﻮ ﺻﺮﻑ ‪‬‬
‫ﻫڪ ﺩﻓﻌﻮ ﺟﺎﭼﮡ ﺟﻮ ﻣﻮﻗﻌﻮ ڏﺋﻲ ﭤﻮ‬
‫‪‬‬ ‫‪ ‬ﻣﻘﺎﺑﻠﻲ ﺗﻲ ﺯﻭﺭ ڏﺋﻲ ﭤﻮ‬
‫‪ ‬ﻫڪ ﺋﻲ ﻁﺮﻳﻘﻲ ﺳﺎﻥ ﺳﺎﺩﻳﻦ ﻣﻬﺎﺭﺗﻦ ﺟﻲ ‪‬‬
‫ﺣﺎﺻﻼﺕ ۽ ﺳﺎﺩﺍ ڪﻢ ڪﺮڻ ﺗﻲ ﺯﻭﺭ ڏﺋﻲ‬
‫ﭤﻮ‪.‬‬
‫‪ ‬ﻣﺠﻤﻮﻋﻲ ﺣﺎﺻﻼﺕ ﻳﺎ ﭘﺮﻭڊڪٽ ﮐﻲ ‪‬‬
‫ﭘﻬﺮﻳﻦ ﺍﻫﻤﻴﺖ ڏﺋﻲ ﭤﻮ‬

‫ﺧﻮﺍﻫﺶ ﻭﺍﺭﺍ‬ ‫ﻣﻮﺟﻮﺩﻩ‬

‫ﺳﮑﻴﺎ ﮐﺎﻥ ﭘﻮ ِء ﺣﺎﺻﻼﺕ ﺟﻲ ﺟﺎﺋﺰﻱ ﮐﻲ ‪ ‬ﺗﻌﻠﻴﻤﻲ ﺣﺎﺻﻼﺕ ﺟﻮ ﺟﺎﺋﺰﻭ ﺗﻌﻠﻴﻢ ﻳﺎ ﺳﮑﻴﺎ‬ ‫‪‬‬
‫ﺟﻲ ﺩﻭﺭﺍﻥ ﻣﺮﺑﻮﻁ ۽ ﻫڪﭕﺌﻲ ﺳﺎﻥ ﻣﻠﻴﻞ‬ ‫ﺯﻭﺭ ڏﺋﻲ ﭤﻮ‬
‫ﻣﻬﺎﺭﺗﻦ ﺟﻮ ﺟﺎﺋﺰﻭ‪.‬‬ ‫ﻏﻴﺮ ﻣﺮﺑﻮﻁ ۽ ﺻﺮﻑ ﺣﻘﻴﻘﺘﻦ ۽ ﻣﻬﺎﺭﺗﻦ‬ ‫‪‬‬
‫‪ ‬ﺣﺎﺻﻼﺕ ۽ ﺳﺒﻖ ﺟﻲ ﻣﻮﺍﺩ ﺟﻲ ﺭﺑﻂ ﺳﺎﻥ‬ ‫ﺟﻮ ﺟﺎﺋﺰﻭ ﻭﭠﻲ ﭤﻮ‪.‬‬
‫ﻫﻢ ﺁﻫﻨﮓ ڪﻢ ﺟﻲ ﺫﺭﻳﻌﻲ ﻭﺭﺗﻞ ﺟﺎﺋﺰٿ‬ ‫ﺟﺎﺋﺰﻱ ۾ ﺣﺎﺻﻼﺕ ۽ ﺳﺒﻖ ﺟﻲ ﻣﻮﺍﺩﺭ‬ ‫‪‬‬
‫ﺟﺎ ڪﻴﺘﺮﺍﺋﻲ ﺟﻮﺍﺏ ﺩﺭﺳﺖ ﻫﻮﻧﺪﺍ ﺁﻫﻦ‬ ‫ﺳﺎﻥ ﺭﺑﻂ ﺟﻮ ﺧﻴﺎﻝ ﻧﭥﻮ ﺭﮐﻴﻮ ﻭﭸﻲ‪.‬‬
‫ﺻﺮﻑ ﻫڪ ﺋﻲ ﺟﻮﺍﺏ ﺩﺭﺳﺖ ﻫﻮﻧﺪﻭ‬ ‫‪‬‬
‫ﺁﻫﻲ‪.‬‬
‫ﺷﺎﮔﺮﺩ ﮐﻲ ﺗﻤﺎﻡ ﭤﻮﺭﻱ ڪﻤڪ ﻓﺮﺍﻫﻢ ‪ ‬ﺷﺎﮔﺮﺩﻥ ﮔﻬﮣﻲ ﻣﻘﺪﺍﺭ ۾ ڪﻤڪ ﻓﺮﺍﻫﻢ‬ ‫‪‬‬
‫ڪﺌﻲ ﻭﭸﻲ ﭤﻲ‬ ‫ڪﺌﻲ ﻭﭸﻲ ﭤﻮ‬

‫‪ ‬ﺍﻳڪڙ ﭔﻴڪڙ ﺟﺎﺋﺰﻭ‬

‫‪ ‬ﻟﮙﺎﺗﺎﺭ ﺟﺎﺭﻱ ﻭﺳﺎﺭﻱ ﺟﺎﺋﺰﻭ‬
‫‪ ‬ﻣﺴﺘﻨﺪ ڪﻢ ﻣﻬﻴﺎ ڪﻨﺪڙ‬ ‫‪ ‬ﻏﻴﺮ ﻣﺴﺘﻨﺪ ڪﻢ ﻣﻬﻴﺎ ڪﻨﺪڙ‬

‫‪ ‬ﻋﻤﻠﻲ ڪﻢ‪ ،‬ﺩﻟﻴﻠﻦ ۽ ﮔﻴﻬﺮﻱ ﻣﻬﻢ ﺟﻮ‬ ‫‪ ‬ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﺎﺩﻱ ﺳﻤﺠﻬﺎﮢﻲ ﺟﻮ ﺟﺎﺋﺰﻭ‬
‫ﺟﺎﺋﺰﻭ‬
‫‪ ‬ﺳﻮﭼﮡ ﺗﻲ ﺯﻭﺭ ڏﺋﻲ ﭤﻮ‬ ‫‪ ‬ﻳﺎﺩ ﮔﻴﺮﻱ ۽ ﺭٽﮡ ﺗﻲ ﺯﻭﺭ ڏﺋﻲ ﭤﻮ‬

‫ﺷڪﻞ ‪ .1‬ڪﻼﺱ ۾ ﺟﺎﺋﺰﻱ ﻭﭠﮡ ﺟﻲ ﻣﻘﺼﺪﻥ ﺟﻮ ﻣﻮﺟﻮﺩﻭ ﺭﺟﻬﺎﻥ‬

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 ‫ﻋﻤﻞ ۾ ﺁﮢﮡ )ﺍﻁﻼﻕ(‪-:‬‬ ‫‪.10‬‬
‫‪ ‬ﻣﺠﻤﻮﻋﻲ ﺳﮑﻴﺎ ﺟﻮ ﺟﺎﺋﺰﻭ‪-:‬‬
‫ﻣﺠﻮﻋﻲ ﺟﺎﺋﺰﻭ )ﻣڪﻤﻞ ﺳﮑﻴﺎ ﺟﻮ ﺟﺎﺋﺰﻭ( ﺟﻮﺍﺏ ڏﻳﮡ ﺟﻲ ﻣﻘﺼﺪ ۽ ﻫڪ ﺧﺎﺹ ﻣﺪﻱ‬
‫ﮐﺎﻥ ﭘﻮ ِء ڪﻨﻬﻦ ﺧﺎﺹ ڪﻢ ﻳﺎ ﺗﺪﺭﻳﺴﻲ ﻳﺎ ﺳﮑﻴﺎ ﺟﻲ ﺍﻳڪﻦ ﺟﻲ ﺍﺧﺘﺘﺎﻡ ﺗﻲ ﺟﻮﺍﺏ ڏﻳﮡ‬
‫ﺟﻲ ﻣﻘﺼﺪ ۽ ﺷﺎﮔﺮﺩﻥ ﺟﻲ ڪﺎﺭڪﺮﺩﮔﻲ َء ﺟﻮ ﺍﻧﺪﺍﺯﻭ ﻟﮙﺎﺋﮡ ﺟﻲ ﻻ ِء ڪﻴﻮ ﻭﭸﻲ ﭤﻮ‪.‬‬
‫ﻫﻲ ﻁﺮﻳﻘﻮ ﺍﻫﻮ ﻣﻌﻠﻮﻡ ڪﺮڻ ﺟﻮ ﻫڪ ﺭﺳﻤﻲ ﻁﺮﻳﻘﻮ ﺁﻫﻲ ﺗﻪ ﺷﺎﮔﺮﺩﻥ ﮀﺎ ﮀﺎ ﺳﮑﻴﻮ‬
‫ﺁﻫﻲ‪ .‬ﺍﻥ ﻗﺴﻢ ﺟﻲ ﺟﺎﺋﺰﻱ ﺳﺎﻥ ﺣﺎﺻﻞ ڪﻴﻞ ﭴﺎڻ‪ ،‬ﻧﻤﺒﺮ ڏﻳﮡ‪ ،‬ﮔﺮﻳڊ ڏﻳﮡ‪ ،‬ﺳﺮٽﻴﻔڪﻴٽ‬
‫ڏﻳﮡ ﺍﻳﻨﺪڙ ﻳﺎ ﺍﮘﺌﻴﻦ ﺩﺭﺟﻲ ۽ ﺗﺮﻗﻲ ڏﻳﮡ‪ ،‬ﺍﺳﺘﺎﺩﻥ ﺟﻲ ڪﺎﺭڪﺮﺩﮔﻲ َء ﺟﻲ ﺟﺎﻧﭻ‬
‫ﺍﺳڪﻮﻝ ﮐﻲ ﺟﻮﺍﺑﺪﻩ ﺑﻨﺎﺋﮡ ﺷﺎﮔﺮﺩﻥ ﮐﻲ ﻭڌﻳڪ ﺗﻌﻠﻴﻢ ﺣﺎﺻﻞ ڪﺮڻ ۽ ﭘﻴﺸﻦ ﻳﺎ ڌﻧﮅﻥ‬
‫ﺟﻲ ﭼﻮﻧڊ ڪﺮڻ ۽ ﭘﺎﻟﻴﺴﻲ ﺗﻴﺎﺭ ڪﻨﺪڙ ﮐﻲ ﻭڌﻳڪ ﺗﻌﻠﻴﻤﻲ ﻣﻨﺼﻮﺑﻪ ﺑﻨﺪﻱ ڪﺮڻ ﻻ ِء‬
‫ﺍﺳﺘﻌﻤﺎﻝ ڪﺌﻲ ﻭﭸﻲ ﭤﻲ‪.‬‬

‫ﺳﮑﻴﺎ ﺟﻲ ﺩﻭﺭﺍﻥ )ﻓﺎﺭﻣﻴٽﻮ ﺍﺳﻴﺴﻤﻴﻨٽ( ﻳﺎ ﺟﺎﺋﺰﻭ‪-:‬‬ ‫‪.11‬‬

‫ﻓﺎﺭﻣﻴٽﻮ ﺍﺳﻴﺴﻤﻴﻨٽ )ﺟﻨﻬﻦ ﮐﻲ ﺳﮑﻴﺎ ﺟﻮ ﺟﺎﺋﺰﻭ ﺑﻪ ﺳڏﺟﻲ ﭤﻮ(‪ .‬ﺭﻭﺯﺍﻧﻮ ﺗﺪﺭﻳﺲ ۽‬
‫ﺳﮑﻴﺎ ﺟﻲ ﻋﻤﻞ ﺟﻮ ﻻﺯﻣﻲ ﺣﺼﻮ ﺁﻫﻲ‪ .‬ﺟﺎﺋﺰﻭ ﺍﻥ ﻭﻗﺖ ﻓﺎﺭﻣﻴٽﻮ ﭤﻴﻨﺪﻭ ﺁﻫﻲ‪ .‬ﺟڏﻫﻦ‬
‫ﺷﺎﮔﺮﺩ ﺟﻲ ڪﺎﺭڪﺮﺩﮔﻲ َء ﺑﺎﺑﺖ ﭴﺎڻ‪ ،‬ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺿﺮﻭﺭﺗﻦ ﻣﻄﺎﺑﻖ ﺗﺪﺭﻳﺴﻲ ۽‬
‫ﺳﮑﻴﺎ ﺟﻲ ﻁﺮﻳﻘﻦ ۾ ﺗﺒﺪﻳﻠﻲ ﺁﮢﮡ ﻻ ِء ﺍﺳﺘﻌﻤﺎﻝ ڪﺌﻲ ﻭﭸﻲ‪) .‬ﺑﻠﻴڪ ۽ ﻭﻟﻴﻢ ‪.(1998‬‬
‫ﺍﻧﻬﻲ َء ﺟﺎﺋﺰﻱ ﻣﺎﻥ ﻣﻠﻴﻞ ﭴﺎڻ ﺍﺳﺘﺎﺩﻥ ﮐﻲ ﺍﻫﻮ ﭴﺎﮢﮡ ۾ ﻣﺪﺩ ڪﺮﻱ ﭤﻲ ﺗﻪ ﺷﺎﮔﺮﺩ ڪﺌﻴﻦ‬
‫ﺗﺮﻗﻲ ڪﺮﻱ ﺭﻫﻴﺎ ﺁﻫﻦ‪.‬۽ ﺍﻧﻬﻦ ﮐﻲ ڪﭥﻲ ڏﮐﻴﺎﺋﻦ ﮐﻲ ﻣﻨﻬﻦ ڏﻳﮣﻮ ﭘﻮﻱ ﭘﻴﻮ‪ ،‬ﺟﻴڪﻮ‬
‫ﺿﺮﻭﺭﻱ ﻫﺪﺍﻳﺘﻦ ﻭﺍﺭﻱ ﻓﻴﺼﻠﻲ ۾ ﺭﻫﻨﻤﺎﺋﻲ ڪﺮ ﻱ ﭤﻮ‪ .‬ﺟﺌﻴﻦ ﺗﻪ ﭘڙﺍﻫﻴﻞ ﻧﻈﺮﻳﻌﻲ‪/‬‬
‫ﺗﺼﻮﺭ ﺟﻲ ﭔﻴﻬﺮ ﺗﺪﺭﻳﺲ ﻣﺘﺒﺎﺩﻝ ﺗﺪﺭﻳﺴﻲ ﻁﺮﻳﻘﻦ ﮐﻲ ﺁﺯﻣﺎﺋﮡ ۽ ﻭﺭﻱ ﻣﺸﻖ ﻻ ِء ﻭڌﻳڪ‬
‫ﻣﻮﻗﻌﺎ ﻣﻬﻴﺎ ڪﺮڻ‪ .‬ﺁﻫﻲ ﻫﻲ ﺳﺮﮔﺮﻣﻴﻮﻥ ﺷﺎﮔﺮﺩﻥ ﮐﻲ ﺗﻌﻠﻢ ﻳﺎ ﺳﮑﻴﺎ ۾ ﺑﻬﺘﺮﻱ ﺟﻲ‬
‫ﻁﺮﻑ ﮔﺎﻣﺰﻥ ڪﻦ ﭤﻴﻮﻥ‪.‬‬
‫ﺳﮑﻴﺎ ﻻ ِء ﺟﺎﺋﺰﻭ )ﻓﺎﺭﻣﻴٽﻮ( ﭔﺌﻲ ﭜﺮﻑ ﺍﻥ ﮘﺎﻟﻬﻪ ﮐﻲ ﻣﭹﮣﻮ ﺁﻫﻲ ﺗﻪ ﺍﺳﻴﺴﻤﻴﻨٽ )ﺟﺎﺋﺰﻱ(‬
‫ﮐﻲ ﺭﻭﺯﺍﻧﻲ ﺟﻲ ﺳﮑﮡ ﺳﻴﮑﺎﺭڻ ﺟﻲ ﻋﻤﻞ ﺟﻮ ﺣﺼﻮ ﻫﺠﮡ ﮔﻬﺮﺟﻲ ۽ ﺍﻫﻮ ﺑﻪ ﺗﻪ‬
‫ﺟﺎﺋﺰﻱ ﺟﻲ ﺳﺮﮔﺮﻣﻴﻦ ﻣﺎﻥ ﺣﺎﺻﻞ ﭤﻴﻨﺪڙ ﭴﺎڻ ﮐﻲ ﺗﺪﺭﻳﺲ ۽ ﺗﻌﻠﻴﻢ ﺟﻲ ﻋﻤﻞ ﮐﻲ‬
‫ﺧﺎﺹ ﺷڪﻞ ڏﻳﮡ ﻻ ِء ﺍﺳﺘﻌﻤﺎﻝ ڪﺮﻱ ﺳﮕﻬﺠﻲ ﭤﻮ‪.‬‬
‫ﻣﺴﻠﺴﻞ )ﻻﮘﺎﺗﺎﺭ( ﺟﺎﺋﺰﻭ‪:‬‬ ‫‪.12‬‬
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 ‫ﺣﺪ ﺗﺪﺭﻳﺞ )ﺑﻴﻨﭻ ﻣﺎﺭڪ( ﺟﻮ ﺟﺎﺋﺰﻭ‪:‬‬
‫ڪﺎﺭڪﺮﺩﮔﻲ َء ﺟﻮ ﺟﺎﺋﺰﻭ‪:‬‬
‫ﺗﺼﺪﻳﻖ ڪﻴﻞ ﺟﺎﺋﺰﻭ‪:‬‬
‫ﺍﻋﺘﺒﺎﺭ ﺟﻮﮘﻮ )ﻣﻌﺘﺒﺮﻳﺖ(‪:‬‬
‫ﺗﺨﺼﻴﺺ‪:‬‬

‫ﺣﺪ ﺗﺪﺭﻳﺞ )ﺑﻴﻨﭻ ﻣﺎﺭڪ(‪:‬‬ ‫‪.13‬‬

‫ﻫﻲ ﻣﻌﻴﺎﺭﻥ ﺟﻮ ﺣﺼﻮ ﺁﻫﻲ ﻫﻲ ﺍُﻫﻲ ﺑﻴﺎﻥ ﺁﻫﻦ ﺟﻦ ﺳﺎﻥ ﺍﻥ ﮘﺎﻟﻬﻪ ﺟﻲ ﺧﺒﺮ )ﺳﭹﺎﮢﭗ(‬
‫ﭘﻮﻱ ﭤﻲ ﺗﻪ ﺷﺎﮔﺮﺩﻥ ﻣﺨﺼﻮﺹ ﺗﺪﺭﻳﺴﻲ ﺩﺭﺟﻦ ﻳﺎ ﮔﺮﻳڊ ﻟﻴﻮﻝ ﺟﻲ ﺍﺧﺘﺘﺎﻡ ﺗﻲ ﮀﺎ ﭴﺎﮢﻦ‬
‫ﭤﺎ ۽ ﮀﺎ ﮀﺎ ڪﺮﻱ ﺳﮕﻬﻦ ﭤﺎ‪ .‬ﺍﻧﻬﻦ ﻣﻌﻴﺎﺭﻥ ﺳﺎﻥ ڪﻨﻬﻦ ﺧﺎﺹ ڪﻮﺭﺱ ﻳﺎ ﮔﺮﻳڊ ﺟﻲ‬
‫ﻻ ِء ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﮑﻴﺎ ﺟﻲ ﺣﺎﺻﻼﺕ ﺟﻲ ﻧﻤﺎﺋﻨﺪﮔﻲ ﺑﻪ ﭤﺌﻲ ﭤﻲ‪.‬‬

‫ﻧﻔﺲ ﻣﻀﻤﻮﻥ ﺟﻮ ﻣﻌﻴﺎﺭ‪-:‬‬ ‫‪.14‬‬

‫ﻧﻔﺲ ﻣﻀﻤﻮﻥ ﺟﺎ ﻣﻌﻴﺎﺭ ﺍﻥ ﻗﺴﻢ ﺟﺎ ﻋﺎﻡ ﺑﻴﺎﻥ ﺁﻫﻦ ﺟﻦ ﺟﻲ ﻭﺳﻴﻠﻲ ﺍﻫﺎ ﺧﺒﺮ ﭘﻮﻱ ﭤﻲ ﺗﻪ‬
‫ﺷﺎﮔﺮﺩﻥ ﮐﺎﻥ ﮀﺎ ﭴﺎﮢﮡ ۽ ﮀﺎ ڪﺮڻ ﺟﻲ ﺗﻮﻗﻊ ﺁﻫﻲ‪ .‬ﺍﻫﻮ ﺍﻥ ﭴﺎڻ ﻳﺎ ﻓﻬﻢ ۽ ﺍﺩﺭﺍڪ ﺟﻮ‬
‫ﺑﻴﺎﻥ ﻫﻮﻧﺪﻭ ﺁﻫﻲ‪ .‬ﺟﻨﻬﻦ ﺟﻲ ﺍﺳﺎﻥ ﮐﻲ ﺷﺎﮔﺮﺩﻥ ﮐﺎﻥ ﭴﺎﮢﮡ ۽ ڪﺠﻬﻪ ڪﺮﻱ ڏﻳﮑﺎﺭڻ‬
‫ﺟﻲ ﺗﻮﻗﻊ ﻫﻮﻧﺪﻱ ﺁﻫﻲ‪.‬‬

‫ﻧﺼﺎﺑﻲ ﻧﻘﺸﻪ ﺳﺎﺯﻱ‪-:‬‬ ‫‪.15‬‬

‫ﻫﻲ ﻧﺼﺎﺏ ﺟﻲ ﻧڪﺘﻪ ﻧﻈﺮ ﺟﻲ ﺍﻅﻬﺎﺭ ۽ ﻣﻌﻴﺎﺭﻥ ﺳﺎﻥ ﮔڏ ‪ ، SLO‬ﺗﺪﺭﻳﺲ ﻭ ﺗﻌﻠﻢ‬
‫ﻣﻨﺼﻮﺑﻪ ﺑﻨﺪﻱ ﺳﺎﻥ ﮔڏ ﺻﻒ ﺑﻨﺪﻱ ڪﻦ ﭤﺎ‪.‬‬

‫ﺟﺎﭼﮡ‪ ،‬ﻗﺪﺭ ﻗﻴﻤﺖ ﺟﻮ ﻣﺘﻌﻴﻦ ڪﺮڻ‪-:‬‬ ‫‪.16‬‬

‫ﺟﺎﻧﭽﮡ ﺍﻫﻮ ﻋﻤﻞ ﺁﻫﻲ ﺟﻨﻬﻦ ﺟﻲ ﺫﺭﻳﻌﻲ ﺍﺳﺎﻥ ﺷﺎﮔﺮﺩﻥ ﺟﻲ ڪﻢ ﺟﻲ ڪﻮﺍﻟٽﻲ ﻗﺪﺭ ﻭ‬
‫ﻗﻴﻤﺖ ﻳﺎ ﻣﻌﻴﺎﺭ ۽ ﺧﻮﺑﻲ َء ﺑﺎﺑﺖ ﻣﻘﺮﺭ ڪﻴﻞ ڪﺴﻮٽﻲ )‪ (Criteria‬ﺟﻲ ﻣﻄﺎﺑﻖ ﺟﻤﻊ‬
‫ڪﻴﻞ ﻣﻌﻠﻮﻣﺎﺕ )ﺟﺎﺋﺰﻱ( ﺟﻲ ﺭﻭﺷﻨﻲ َء ۾ ﭘﺮﻭﮔﺮﺍﻡ‪ ،‬ﻫﺪﺍﻳﺘﻮﻥ ۽ ﺳﺮﮔﺮﻣﻴﻦ ﺑﺎﺑﺖ ﻫڪ‬
‫ﺑﺎ ﺧﺒﺮ ﻓﻴﺼﻠﻮ ڪﻨﺪﺍ ﺁﻫﻴﻮﻥ‪.‬‬

‫ڪﺎﺭڪﺮﮔﻲ َء ﺟﻮ ﻣﻌﻴﺎﺭ‪-:‬‬ ‫‪.17‬‬

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‫ڪﺎﺭڪﺮﺩﮔﻲ َء ﺟﻮ ﺍﻫﻮ ﻣﻌﻴﺎﺭ ﺍﻥ ﮘﺎﻟﻬﻪ ﺟﻲ ﻭﺿﺎﺣﺖ ڪﺮﻱ ﭤﻮ ﺗﻪ ڪﻨﻬﻦ‬
‫ﻫﻴﭡﻴﻦ)ﺫﻳﻠﻲ( ﻣﻬﺎﺭﺕ ﺟﻲ ﺍﻅﻬﺎﺭ ﺟﻲ ﻻ ِء ﺷﺎﮔﺮﺩﻥ ﮐﻲ ﮀﺎ ﭴﺎﮢﮡ ۽ ﮀﺎ ڪﺮڻ ﮔﻬﺮﺟﻲ‬
‫ﺍﻫﺎ ﭴﺎڻ ﺟﻲ ﻣﺨﺼﻮﺹ ﻁﺮﻳﻘﻦ ﺳﺎﻥ ﺍﺳﺘﻌﻤﺎﻝ ڪﺮڻ ﺟﻲ ﻭﺿﺎﺣﺖ ﺁﻫﻲ‪.‬‬

‫ﺳﺮﺧﻴﻮﻥ )‪-: (Rubric‬‬ ‫‪.18‬‬

‫ﻫﻲ ﺷﺎﮔﺮﺩﻥ ڪﻢ ﮐﻲ ﺟﺎﻧﭽﮡ ﻻ ِء ﻫﺪﺍﻳﺘﻦ ﺟﻮ ﺳﻴٽ ﻫﻮﻧﺪﻭ ﺁﻫﻲ ﻫﻲ ﻭﺍﺿﺢ ﻁﻮﺭ ﺗﻲ‬
‫ڪﻢ ﺟﻲ ڪﻮﺍﻟٽﻲ ﺟﻲ ﻣﺨﺘﻠﻒ ﺩﺭﺟﻦ ﺟﻲ ﻭﺿﺎﺣﺖ ڪﺮﻱ ﭤﻮ‪ SLO19 .‬ﺷﺎﮔﺮﺩﻥ‬
‫ﺟﻲ ﺗﻌﻠﻴﻤﻲ ﺣﺎﺻﻼﺕ ﺟﻮ ﺗﻔﺼﻴﻠﻲ ﺑﻴﺎﻥ ﺟﻨﻬﻦ ﻣﺎﻥ ﺍﻫﺎ ﺧﺒﺮ ﭘﻮﻱ ﭤﻲ ﺗﻪ ﺷﺎﮔﺮﺩﻥ ﺟﻲ‬
‫ﻫﺮ ڪﻼﺱ ‪ /‬ﺩﺭﺟﻲ ﺟﻲ ﻟﺤﺎﻅ ﮐﺎﻥ ﮀﺎ ڪﺮڻ‪ ،‬ﮀﺎ ﺳﮑﮡ ﺟﻲ ﻗﺎﺑﻞ ﭤﻴﮡ ﮔﻬﺮﺟﻲ ﺗﻪ‬
‫ﺟﻴﺌﻦ ﺍﻫﻲ ﻣﺨﺼﻮﺹ ﺣﺪﻑ )‪ (benchmark‬ﺣﺎﺻﻞ ڪﺮﻱ ﺳﮕﻬﻦ‪.‬‬

‫ﺗﺪﺭﻳﺴﻲ ﻣﻘﺼﺪ‪-:‬‬ ‫‪.19‬‬

‫ﺧﺎﺹ ﺗﺪﺭﻳﺴﻲ ﻣﻘﺼﺪﻥ ﺟﻲ ﺣﺎﺻﻼﺕ ﻻ ِء ﺍﺳﺘﺎﺩ ﺟﻴڪﻮ ڪﺠﻬﻪ ﺗﺪﺭﻳﺲ ﺟﻲ ﺩﻭﺭﺍﻥ‬
‫ﻋﻤﻞ ۾ ﺁﮢﻴﻦ ﭤﺎ ﺍﻥ ﺟﻲ ﻣڪﻤﻞ ﺑﻴﺎﻥ ﮐﻲ ﺗﺪﺭﻳﺴﻲ ﻣﻘﺼﺪ ﺳڏﺟﻲ ﭤﻮ‪ .‬ﻫﻮﻡ ﺟﻲ‬
‫ٽﻴڪﻨﺎﻟﻮﺟﻲ ﺟﻲ ﻣﻄﺎﺑﻖ ﻣﻌﻠﻮﻣﺎﺕ ﺗﻲ ﺍﺛﺮ ﺍﻧﺪﺍﺯ ﭤﻴﮡ ﺟﻮ ﻋﻤﻞ ﮀﻬﻦ ﺳﻄﺤﻦ ﺗﻲ ﭤﻲ‬
‫ﺳﮕﻬﻲ ﭤﻮ‪ .‬ﺟﻨﻬﻦ ۾ ﺳﺎﺩﻱ ﻳﺎﺩﺍﺷﺖ‪ ،‬ﻣﻌﻠﻮﻣﺎﺕ ﺟﻮ ﻓﻬﻢ ﻭ ﺍﺩﺭﺍڪ ﺣﺎﺻﻞ ڪﺮڻ‪،‬‬
‫ﺍﻁﻼﻕ‪ ،‬ﺗﺠﺰﻳﻮ‪ ،‬ﺟﺎﻧﭻ ۽ ﺍﺧﺘﺮﺍﻉ )‪ (Create‬ﺷﺎﻣﻞ ﺁﻫﻲ‪ SESLOAF .‬ﺟﻲ ڍﺍﻧﭽﻲ ۾‬
‫ﻭﻗﻮﻓﻲ ﻋﻤﻞ ﺟﻮﻥ ﻫﻴﭟ ڏﻧﻞ ٽﻦ ﺳﻄﺤﻦ ﮐﻲ ﺷﺎﻣﻞ ڪﻴﻮ ﻭﻳﻮ ﺁﻫﻲ‪.‬‬

‫ﻣﻌﻴﺎﺭ‪-:‬‬ ‫‪.20‬‬
‫ﻫﻲ ﺁﻫﻲ ﻋﺎﻡ ﺑﻴﺎﻥ ﺁﻫﻦ ﺟﻦ ﻣﺎﻥ ﺧﺒﺮ ﭘﻮﻱ ﭤﻲ ﺗﻪ ﺷﺎﮔﺮﺩﻥ ﮐﺎﻥ ﮀﺎ ﮀﺎ ﺳﮑﮡ ۽ ﮀﺎ‬
‫ڪﺮڻ ﺟﻲ ﺗﻮﻗﻊ ﺁﻫﻲ‪.‬‬

‫ﺍﺟﺰﺍ‪(Stand) -:‬‬ ‫‪.21‬‬

‫ﻫﻲ َء ﺍﻫﻢ ﻣﻬﺎﺭﺕ ﺟﻲ ﻧﻨﮃﻱ ﻣﻬﺎﺭﺕ ﺁﻫﻲ‬

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 ‫ﺿﻤﻴﻤﻮ )ﺍﭘﻴﻨڊڪﺲ(‬

‫‪ SESLAOF‬ﺟﻲ ﺗﻴﺎﺭﻱ ۾ ﻣﺘﻌﻠﻘﻪ ﺷﻌﺒﻦ ﺟﻲ ﮔﻬﮣﻦ ﺋﻲ ﻓﺮﺩﻥ ﮐﻲ ﺷﺎﻣﻞ ڪﻴﻮ ﻭﻳﻮ‪ .‬ﺗﻴﺎﺭﻱ ۽ ﻣﺎﻫﺮﺍﮢﻪ‬
‫ﻧﻈﺮ ﺛﺎﻧﻲ ِء ۽ ﺗﺸﺨﻴﺺ ﻗﺪﺭ ﺟﻲ ﻋﻤﻞ ﻣﺎﻥ ﭘﮡ ﮔﺰﺍﺭﻳﻮ ﻭﻳﻮ ۽ ڪﻴﺘﺮﻳﻦ ﺋﻲ ﺑﻴﭡڪﻦ ﺟﻮ ﺍﻧﻌﻘﺎﺩ ڪﻴﻮ‬
‫ﻭﻳﻮ‪.‬‬

‫ﭘﺎﻟﻴﺴﻲ ﺳﺎﺯ‪ ،‬ﺗﻌﻠﻴﻤﻲ ﻣﺸﻴﺮ ۽ ﺗﻌﻠﻴﻤﻲ ﻣﻨﻴﺠﺮ‬

‫ﻣﺤﺘﺮﻣﻪ ﺻﺒﺎ ﻣﺤﻤﻮﺩ‪ ،‬ﭼﻴﻒ ﭘﺮﻭﮔﺮﺍﻡ ﻣﻨﻴﺠﺮ‪ ،‬ﺁﺭ ﺍﻳﺲ ﻳﻮ‬ ‫‪.1‬‬
‫ﻣﺤﺘﺮﻡ ﻣﺸﺘﺎﻕ ﺍﺣﻤﺪ ﺷﺎﻫﺎﮢﻲ‪ ،‬ڊﺍﺋﺮﻳڪٽﺮ ﺑﻴﻮﺭﻭ ﺁﻑ ڪﺮﻳڪﻴﻮﻟﻢ ﭴﺎﻣﺸﻮﺭﻭ‬ ‫‪.2‬‬
‫ﻣﺤﺘﺮﻡ ﻏﻼﻡ ﺍﺻﻐﺮ ﻣﻴﻤﮡ‪ ،‬ﺍﻳڊﻳﺸﻨﻞ ڊﺍﺋﺮﻳڪٽﺮ‪ ،‬ﺑﻴﻮﺭﻭ ﺁﻑ ڪﺮﻳڪﻴﻮﻟﻢ ﭴﺎﻣﺸﻮﺭﻭ‬ ‫‪.3‬‬
‫ﻣﺤﺘﺮﻡ ﺳﻴﺪ ﺻﺎﻟﺢ ﻣﺤﻤﺪ ﺷﺎﻫﻪ‪ ،‬ڊﭘٽﻲ ڊﺍﺋﺮﻳڪٽﺮ‪ ،‬ﺑﻴﻮﺭﻭ ﺁﻑ ڪﺮﻳڪﻴﻮﻟﻢ ﭴﺎﻣﺸﻮﺭﻭ‬ ‫‪.4‬‬
‫ﻣﺤﺘﺮﻡ ﺁﻓﺘﺎﺏ ﻋﻠﻲ‪ ،‬ڪﻮﺁﺭڊﻳﻨﻴٽﺮ ﭘﻴﺲ )‪(PEACE‬‬ ‫‪.5‬‬
‫ﻣﺤﺘﺮﻡ ﺿﻤﻴﺮ ﺧﺎﻥ ‪ PM SAT‬ﺁﺭ ﺍﻳﺲ ﻳﻮ ڪﺮﺍﭼﻲ‬ ‫‪.6‬‬
‫ﻣﺤﺘﺮﻡ ﺭﺍﻧﺎ ﺣﺴﻴﻦ‪ ،‬ﺍﻳﺠﻮڪﻴﺸﻨﻞ ﺍﻳڊﻭﺍﺋﺰﺭ ‪ SESP EU‬ڪﺮﺍﭼﻲ‬ ‫‪.7‬‬
‫ﺑﺮﻧﺎﺭڊ ڊﻭﺭﻥ‪ ،‬ٽﻴﻢ ﻟﻴڊﺭ‪ ،‬ﺑﺮٽﺶ ڪﺎﺋﻮﻧﺴﻞ‬ ‫‪.8‬‬
‫ﻣﺤﺘﺮﻡ ﺟﻮﻥ ﭘﻴﻦ‪ ،‬ٽﻴﻢ ﻟﻴڊﺭ‪ ،‬ﺑﺮٽﺶ ڪﺎﺋﻮﻧﺴﻞ‬ ‫‪.9‬‬

‫‪ PEACE‬ﺍﻧﺴٽﻴٽﻴﻮﺷﻦ‬

‫ﻣﺤﺘﺮﻣﻪ ﺗﺤﺴﻴﻦ ڪﻮﺛﺮ ﺍﻧﺼﺎﺭﻱ‪ ،‬ﺳﺒﺠﻴڪٽ ﺍﺳﭙﻴﺸﻠﺴٽ ‪ PEACE‬ﭴﺎﻣﺸﻮﺭﻭ‬ ‫‪.10‬‬

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 ‫ﻣﺤﺘﺮﻡ ﺗﻨﻮﻳﺮ ﺍﺣﻤﺪ ﺧﺎﻥ‪ ،‬ﺳﺒﺠﻴڪٽ ﺍﺳﭙﻴﺸﻠﺴٽ ‪ PEACE‬ﭴﺎﻣﺸﻮﺭﻭ‬ ‫‪.11‬‬
‫ﻣﺤﺘﺮﻡ ﻋﺠﻴﺐ ﺍﺣﻤﺪ ﺧﺎﻥ‪ ،‬ﺳﺒﺠﻴڪٽ ﺍﺳﭙﻴﺸﻠﺴٽ ‪ PEACE‬ﭴﺎﻣﺸﻮﺭﻭ‬ ‫‪.12‬‬
‫ﻣﺤﺘﺮﻣﻪ ﻣﺎﺟﺪﻩ ﭘﺮﻭﻳﻦ ﺳﻮﻣﺮﻭ‪ ،‬ﺳﺒﺠﻴڪٽ ﺍﺳﭙﻴﺸﻠﺴٽ ‪ PEACE‬ﭴﺎﻣﺸﻮﺭﻭ‬ ‫‪.13‬‬

‫ﮔﻮﺭﻧﻤﻴﻨٽ ﺍﺳٽﻴٽﻴﻮٽ‪:‬‬

‫ﻣﺤﺘﺮﻡ ﻭﺳﻴﻢ ﺍﺣﻤﺪ ﻣﻐﻞ‪ ،‬ﺍﺳﺴٽﻨٽ ﭘﺮﻭﻓﻴﺴﺮ )‪ GECE (M‬ﻣﻴﺮﭘﻮﺭﺧﺎﺹ‬ ‫‪.14‬‬

‫ﻣﺤﺘﺮﻡ ڊﺍڪٽﺮ ﺧﻠﻴﻞ ﺍﺣﻤﺪ ڪﻮﺭﺍﺋﻲ‪ ،‬ﭘﺮﻧﺴﭙﺎﻝ )‪ GECE (M‬ﺑﺪﻳﻦ‬ ‫‪.15‬‬
‫ﻣﺤﺘﺮﻡ ﺧﺎﻟﺪ ﻣﺤﻤﻮﺩ ﻣﻴﻤﮡ‪ ،‬ﺍﺳﺴٽﻨٽ ﭘﺮﻭﻓﻴﺴﺮ‪ ،‬ﮔﻮﺭﻧﻤﻨٽ ﻧﻴﺸﻨﻞ ﺍﻳﮕﺮﻭ ٽﻴڪﻨﻴڪﻞ‬ ‫‪.16‬‬
‫ٽﻴﭽﺮﺱ ٽﺮﻳﻨﻨﮓ ﺍﺳٽﻴٽﻴﻮﺷﻦ ﺣﻴﺪﺭﺁﺑﺎﺩ‬
‫ﻣﺤﺘﺮﻡ ﺷﻴﺮ ﻧﻮﺍﺯ ﺍﺳﺴٽﻨٽ ﭘﺮﻓﻴﺴﺮ‪ GCE ،‬ﻓﻴڊﺭﻝ ﺑﻲ ﺍﻳﺮﻳﺎ ڪﺮﺍﭼﻲ‬ ‫‪.17‬‬
‫ﻣﺤﺘﺮﻡ ﺍﻣﺪﺍﺩ ﻋﻠﻲ ﻻﮐﻮ‪ ،‬ﺍﺳﺴٽﻨٽ ﭘﺮﻭﻓﻴﺴﺮ‪ GECE (M) ،‬ﻗﺎﺳﻢ ﺁﺑﺎﺩ ڪﺮﺍﭼﻲ‬ ‫‪.18‬‬
‫ﻣﺤﺘﺮﻡ ﻋﻄﻴﻪ ﺗﺒﺴﻢ ﭜٽﻮ‪ ،‬ﻟﻴڪﭽﺮﺭ‪ ،‬ﮔﻮﺭﻧﻤﻨٽ ﺯﺑﻴﺪﻩ ﮔﺮﻟﺰ ڪﺎﻟﻴﺞ‪ ،‬ﺣﻴﺪﺭﺁﺑﺎﺩ‬ ‫‪.19‬‬

‫ﭘﺮﺍﺋﻴﻮٽ ﺍﻧﺴٽﻴٽﻴﻮﺷﻦ ﺍﻳﻨڊ ﭘﺮﻭﻓﻴﺸﻨﻞ ﺍﻳﺴﻮﺳﻲ ﺍﻳﺸﻨﺰ‪:‬‬

‫ﻣﺤﺘﺮﻣﻪ ﻓﺎﻁﻤﻪ ﺷﻬﺎﺏ ﺍﻟﺪﻳﻦ‪SPELT ،‬‬ ‫‪.20‬‬

‫ﻣﺤﺘﺮﻣﻪ ڊﺍڪٽﺮ ﻓﻮﺯﻳﻪ ﺍﺣﺴﺎﻥ‪ ،‬ڪﻨﺴﻠٽﻨٽ‪ ،‬ﺁڪﺴﻔﻮﺭڊ ﻳﻮﻧﻴﻮﺭﺳٽﻲ ﭘﺮﻳﺲ ڪﺮﺍﭼﻲ‬ ‫‪.21‬‬
‫ﻣﺤﺘﺮﻣﻪ ﻣﺎﺭﻳﻪ ﻁﻠﺤﻪ‪ ERDL ،‬ڪﺮﺍﭼﻲ‬ ‫‪.22‬‬
‫ﻣﺤﺘﺮﻣﻪ ڊﺍڪٽﺮ ﻫﻤﺎ ﻏﻔﺎﺭ‪ ،‬ﭼﻴﺌﺮﭘﺮﺳﻦ ‪ ASSET‬ﻓﻴڪﻠٽﻲ ‪ AKU‬۽ ‪KITE‬‬ ‫‪.23‬‬
‫۾ﻣﺤﺘﺮﻣﻪ ڪﺮﻥ ﻫﺎﺷﻤﻲ‪ ،‬ﻓﻴڪﻠٽﻲ ‪NIDE‬‬ ‫‪.24‬‬
‫ﻣﺤﺘﺮﻡ ﻧﺪﻳﻢ ڪﺮﻣﺎﻧﻲ‪ ،‬ﻫﻴﻠﭣ ڪﻨﺴﻠٽﻨٽ ‪MAP‬‬ ‫‪.25‬‬
‫ﻣﺤﺘﺮﻣﻪ ﻋﻨﻴﺰﻩ ﻋﻠﻮﻱ‪ ،‬ﭼﻴﺌﺮ ﭘﺮﺳﻦ‪ ،‬ﺳﺎﺋﻨﺲ ﺍﻳﺴﻮﺳﻲ ﺍﻳﺸﻦ ﺁﻑ ﭘﺎڪﺴﺘﺎﻥ ﻓﻴڪﻠٽﻲ‬ ‫‪.26‬‬
‫‪ ،AKU‬ڪﻨﺴﻠٽﻨٽ ‪EU‬‬

‫ﺿﻤﻴﻤﻮ ‪2‬‬
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 ‫ﻣﺴﺘﻨﺪ ﺟﺎﺋﺰﻭ‬ ‫ﺭﻭﺍﻳﺘﻲ ﺟﺎﺋﺰﻭ‬
‫‪ ‬ﻋﺎﻡ ﻁﻮﺭ ﺗﻲ ﻣڙﻫﻴﻞ‪ ،‬ﺗﺤﺮﻳﺮﻱ ﭘﻴﻤﺎﻧﻦ ﺗﻲ ‪ ‬ﻫﻲ ﻣﺨﺘﻠﻒ ﺗﺤﺮﻳﺮﻱ ۽ ڪﺎﺭڪﺮﺩﮔﻲ ﺟﻲ‬
‫ﭘﻴﻤﺎﻧﻦ ﺟﻲ ﺍﺭﺗﺒﺎﻁ ﺟﻲ ﺣﻮﺻﻠﻪ ﺍﻓﺰﺍﺋﻲ‬ ‫ﺍﻋﺘﺒﺎﺭ ڪﻨﺪﻭ ﺁﻫﻲ‬
‫ڪﻨﺪﻭ ﺁﻫﻲ‪.‬‬ ‫‪ ‬ﻫﺪﻑ ڪﺮﺩﻩ ﻣﻬﺎﺭﺗﻦ ﺟﻲ ﺟﺎﻧﭻ ﻻ ِء‬
‫‪ ‬ﺩﺭﺳﺖ ﺟﻮﺍﺏ ﺟﻲ ﺭٽﻦ ﺟﻲ ﺣﻮﺻﻠﻪ ‪ ‬ﻫﺪﻑ ڪﺮﺩﻩ ﻣﻬﺎﺭﺗﻦ ﺟﻲ ﺑﺮﺍﻫﺮﺍﺳﺖ‬
‫ﭘﻴﻤﺎﺋﺶ ڪﻨﺪﻭ ﺁﻫﻲ‪.‬‬ ‫ﺍﻓﺰﺍﺋﻲ ڪﻨﺪﻭ ﺁﻫﻲ‬
‫‪ ‬ﻫﻦ ﺟﻮ ﺗﺪﺭﻳﺠﻲ ﻣﻘﺼﺪ ﻣﻌﻠﻮﻣﺎﺕ ﺟﻲ ‪ ‬ﻣﻤڪﻨﻪ ﺟﻮﺍﺏ ڏﻳﮡ ﻻ ِء ﻣﺘﺒﺎﺩﻝ ﺳﻮچ ﺟﻲ‬
‫ﺣﻮﺻﻠﻪ ﺍﻓﺰﺍﺋﻲ ڪﻨﺪﻭ ﺁﻫﻲ‬ ‫ﺣﺼﻮﻝ ﺟﻲ ﭘﻴﻤﺎﺋﺶ ڪﻨﺪﻭ ﺁﻫﻲ‬
‫‪ ‬ﺟﺎﺋﺰﻱ ﺟﻲ ﺍﻧﺤﺼﺎﺭ ﻧﺼﺎﺏ ﺗﻲ ﻫﻮﻧﺪﻭ ‪ ‬ﻫﻦ ﺟﻮ ﺗﺪﺭﻳﺠﻲ ﻣﻘﺼﺪ ﺑﺎ ﻣﻘﺼﺪ ﻣﻬﺎﺭﺗﻦ‬
‫ﺟﻲ ﻧﺸﻮﻧﻤﺎ ڪﻨﺪﻭ ﺁﻫﻲ‬ ‫ﺁﻫﻲ‬
‫‪ ‬ﻧﺼﺎﺏ ﺟﻮ ﺍﻧﻬﺼﺎﺭ ﺟﺎﺋﺰﻱ ﺗﻲ ﻫﻮﻧﺪﻭ‬ ‫‪ ‬ﻣﻌﻠﻮﻣﺎﺕ ۾ ﺍﺿﺎﻓﻲ ﺗﻲ ﺯﻭﺭ ﻫﻮﻧﺪﻭ ﺁﻫﻲ‬
‫ﺁﻫﻲ‬
‫‪ ‬ﺣﻘﻴﻘﻲ ﺩﻧﻴﺎ ﺟﻲ ڪﻤﻦ ۾ ﻣﻬﺎﺭﺕ ﺣﺎﺻﻞ‬
‫ڪﺮڻ ﺗﻲ ﺯﻭﺭ ﻫﻮﻧﺪﻭ ﺁﻫﻲ‬

‫ﺿﻤﻴﻤﻮ ‪3‬‬
‫ﻧﻈﺮ ﺛﺎﻧﻲ ۽ ﺗﺸﺨﻴﺺ ﻗﺪﺭ ﺟﺎ ﺳﻮﺍﻝ‪:‬‬

‫‪ ‬ﮀﺎ ﻓﺮﻳﻢ ﻭﺭڪ ۽ ﺗﺨﺼﻴﺺ ﺟﻲ ﻣﻮﺟﻮﺩﻩ ﻧﺼﺎﺏ ﺳﺎﻥ ﻫﻢ ﺁﻫﻨﮓ ﺗﺠﻮﻳﺰﻭﻥ ﺁﻫﻦ‪.‬‬
‫‪ ‬ﭼﺎ ﺗﺨﺼﻴﺺ ڪﺎﺭ ﺗﻤﺎﻡ ﺍﻫﻢ ﭘﻬﻠﻮﺋﻦ ﺟﺎ ﺍﺣﺎﻁﻮ ڪﺮﻱ ﭤﻮ؟ ﻫﺎ ‪ /‬ﻧﻪ ﺗﺒﺼﺮﺍ ۽ ﺗﺠﻮﻳﺰﻭﻥ‬
‫‪ ‬ﭘﺎڪﺴﺘﺎﻥ ﺟﻲ ﮔﺮﻳڊ ‪ VI-VIII‬ﺗﺎﺋﻴﻦ ﺟﻲ ﻻ ِء ﺟﺎﺋﺰﻱ ﺟﻮﻥ ﻫﻲ ﺳﻄﺤﻮﻥ ﻣﻨﺎﺳﺐ ﺁﻫﻦ؟ ﻫﺎ ‪/‬‬
‫ﻧﻪ ﺗﺒﺼﺮﻭ ۽ ﺗﺠﻮﻳﺰﻭﻥ‬
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 ‫‪ ‬ﮀﺎ ﻫﺮ ﺳﻄﺢ ﺟﻲ ﻻ ِء ‪ SLO‬ﻣﻨﺎﺳﺐ ﺁﻫﻦ ﻫﺎ ‪ /‬ﻧﻪ ﺗﺒﺼﺮﻭ ۽ ﺗﺠﻮﻳﺰﻭﻥ‬
‫‪ ‬ﮀﺎ ‪ SLO‬ﺟﻮﺍﺯ ﺟﻲ ﻣﭝﺎﺑﻖ ﻭﺭﻫﺎﻳﺎ ﺁﻫﻦ ﻫﺎ ‪ /‬ﻧﻪ ﺗﺒﺼﺮﻭ ۽ ﺗﺠﻮﻳﺰﻭﻥ‬
‫‪ ‬ﻧﺜﺮ ﺛﺎﻧﻲ‬
‫‪ ‬ﻋﺎﻡ ﭘﻬﻠﻮ‬
‫‪ ‬ﮀﺎ ﺁﺋٽﻢ ‪ /‬ﺗﻔﻮﻳﺾ ﺍڪﺮ ﻭﺍﺿﺢ ﺁﻫﻦ؟‬
‫‪ ‬ﮀﺎ ﺁﺋٽﻢ ‪ /‬ﺗﻔﻮﻳﺾ ڪﺎﺭ ﻋﺒﺎﺭﺕ ﻭﺍﺿﺢ ﺁﻫﻲ‪.‬‬
‫‪ ‬ﮀﺎ ﺁﺋٽﻢ ‪ /‬ﺗﻔﻮﻳﺾ ڪﺎﺭ ﺟﻲ ﺗﺤﺮﻳﺮ ﻭﺍﺿﺢ ﭘڙﻫﮡ ﺟﻲ ﻗﺎﺑﻞ ﺁﻫﻲ؟‬
‫‪ ‬ﮀﺎ ﺁﺋٽﻢ ‪ /‬ﺗﻔﻮﻳﺾ ڪﺎﺭ ۾ ﻣﺎﺣﻮﻝ ‪ /‬ﺣﻮﺍﻟﻲ ﺟﻮ ﺧﻴﺎﻝ ﺭﮐﻴﻮ ﻭﻳﻮ ﺁﻫﻲ؟‬
‫‪ ‬ﮀﺎ ﻧﺎ ﺟﻲ ﺯﺑﺎﻥ ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﻋﻤﺮ ۽ ﻋﻼﺋﻘﻲ ﺟﻲ ﻟﺤﺎﻅ ﺳﺎﻥ ﻣﻨﺎﺳﺐ ﺁﻫﻲ؟‬

‫ﺧﺎﺹ ﭘﻬﻠﻮ‪-:‬‬
‫‪ ‬ﮀﺎ ﺗﻔﻮﻳﺾ ڪﺎﺭ ‪ SLO‬ﺟﻤﺎﻋﺖ ﺳﺎﻥ ﻫﻢ ﺁﻫﻨﮓ ﺁﻫﻦ‬
‫‪ ‬ﮀﺎ ﺗﻔﻮﻳﺾ ڪﺎﺭ ﺍﻫﻢ ﺳﮑﻴﺎ ‪ /‬ٽﺎﺭﮔٽ ‪ /‬ﻭﻗﻮﻓﻲ ﺳﻄﺢ‪ /‬ﻣﻴﺪﺍﻥ ﺟﻮ ﺟﺎﺋﺰﻭ ﻭﭠﻲ ﺭﻫﻴﻮ ﺁﻫﻲ‬
‫‪ ‬ﺁﺋٽﻢ‪ -:‬ﻭﻗﻮﻓﻲ ﺳﻄﺢ‪ ،‬ﻧﻔﺲ ﻣﻀﻤﻮﻥ‪ ،‬ﺫﻳﻠﻲ ﻣﻬﺎﺭﺗﻮﻥ‬
‫‪ ‬ﻋﻨﻮﺍﻥ ‪ /‬ﭤﻴﻢ‪ /‬ﺷﺎﮔﺮﺩﻥ ﺟﻲ ﺳﮑﻴﺎ ﺟﻲ ﺣﺎﺻﻼﺕ ﺳﺎﻥ ﻣﺮﺑﻮﻁ‬
‫‪ ‬ﮔﺮﻳڊ ﻟﻴﻮﻝ ﺟﻲ ﻟﺤﺎﻅ ﮐﺎﻥ ﻣﻨﺎﺳﺐ ﺳﻄﺢ ﺗﺎﺋﻴﻦ ڏﮐﻴﻮ ﻫﺠﻲ‬
‫‪ ‬ﻧﻔﺲ ﻣﻀﻤﻮﻥ ۽ ﮔﺮﺍﻣﺮ ﺩﺭﺳﺖ ﻫﺠﻲ‬
‫‪ ‬ﻻﺯﻣﻲ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻋﻠﻢ ۽ ﻣﻬﺎﺭﺗﻮﻥ ﺳﺎﻣﻞ ﻫﺠﻦ‬
‫‪ ‬ﻏﻴﺮ ﺿﺮﻭﺭﻱ ﻁﻮﺭ ﺗﻲ ﻟﻔﻆ ﻧﻪ ﻭﺭﺟﺎﻳﻞ ﻫﺠﻦ‬
‫‪ ‬ﺻﻔﺎﺋﻲ ۽ ﻋﺎﻟﻤﻲ ڪﻠﭽﺮ‪ ،‬ﺟﻨﺲ‪ ،‬ﻋﻤﺮ ﺟﻲ ﺣﻮﺍﻟﻲ ﺳﺎﻥ ﻣﻨﺎﺳﺐ ﻫﺠﻦ‬

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