Nepal Lok Sewa Education Service Officer cheat sheet

Classical conditioning: a neutral stimulus paired repeatedly with an unconditioned stimulus elicits a conditioned response; extinction weakens the response when pairing stops.

Operant conditioning: reinforcement increases the probability of a behavior; punishment and extinction decrease it.

Piaget stages: sensorimotor (0–2), preoperational (2–7), concrete operational (7–11), formal operational (11+).

Vygotsky's zone of proximal development is the gap between independent performance and assisted performance; scaffolding is support within that zone.

Maslow's hierarchy: physiological, safety, belonging, esteem, self-actualization; lower needs generally dominate until satisfied.

Bloom's revised taxonomy: remember, understand, apply, analyze, evaluate, create; higher levels require lower-level foundations.

Bandura's social learning processes: attention, retention, reproduction, motivation; self-efficacy affects effort and persistence.

Constructivism: assimilation fits new information into existing schemas; accommodation changes schemas when information does not fit.

Thorndike's law of effect: satisfying consequences strengthen stimulus-response bonds; unsatisfying consequences weaken them.

Pedagogy is the art and science of teaching; it covers aims, methods, teacher-learner relationships, and assessment decisions.

Teacher-centered methods favor control and coverage; learner-centered methods favor active processing and higher-order outcomes.

Herbartian steps: preparation, presentation, association/comparison, generalization, application.

Project method stages: purposing, planning, executing, judging; the activity must be purposeful and student-owned.

Problem-solving method: identify the problem, form hypotheses, gather data, test hypotheses, conclude.

Microteaching cycle: plan, teach, feedback, re-plan, re-teach; each episode targets one teaching skill.

Differentiated instruction modifies content, process, product, and environment based on readiness, interest, and learning profile.

Kolb's reflective cycle: concrete experience, reflective observation, abstract conceptualization, active experimentation.

Universal Design for Learning provides multiple means of engagement, representation, and action/expression.

Lecture is efficient for large groups and factual coverage; it is weak for higher-order skills unless punctuated with checks and application tasks.

Discussion increases participation when ground rules, prompts, and time limits are explicit; without structure it can drift.

Demonstration is suited to psychomotor learning: show the skill, explain key cues, then supervise guided practice.

Cooperative learning requires positive interdependence, individual accountability, promotive interaction, social skills, and group processing.

The 5E inquiry model: engage, explore, explain, elaborate, evaluate.

Classroom management should be proactive through rules and routines; intervention should follow the least intrusive effective step.

Wait time of about 3–5 seconds after a question increases response length, participation, and higher-order thinking.

Lesson plan components: objectives, materials, introduction, development, guided practice, assessment, closure.

Higher-order questioning uses verbs such as analyze, justify, compare, and create; probing and redirecting extend student responses.

Curriculum is the planned set of learning experiences; it includes intended, implemented, and achieved dimensions.

Tyler's rationale asks four questions: what objectives, what learning experiences, how organized, and how evaluated.

Taba's inductive model: diagnose needs, formulate objectives, select content, organize content, select experiences, organize experiences, evaluate.

Curriculum components: aims/goals, objectives, content, teaching-learning methods, assessment, and evaluation.

Alignment rule: objectives, content, methods, and assessment must refer to the same learning outcomes.

Bruner's spiral curriculum revisits key concepts at increasing complexity across grade levels.

Core curriculum is required for all; elective curriculum allows choice; integrated curriculum combines subjects around themes.

Development stages: needs assessment, design, validation, implementation, monitoring, and review.

In Nepal, the Curriculum Development Centre is the national body for school curriculum development.

Management functions: planning, organizing, staffing, directing, and controlling.

SMART objectives are specific, measurable, achievable, relevant, and time-bound.

A School Improvement Plan states priorities, activities, resources, timelines, responsibilities, and monitoring indicators.

School-based management assigns decision authority to the school level together with accountability for results.

Key school stakeholders include the School Management Committee, Parent-Teacher Association, teachers, students, and local government.

SWOT analysis examines internal strengths and weaknesses plus external opportunities and threats.

Budget cycle: planning, approval, execution, monitoring, and audit.

School KPIs include enrollment, retention, completion, learning outcomes, and teacher attendance.

Under federalism, local governments manage basic schools and provinces manage secondary schools, while the federal level sets national policy and standards.

The Constitution of Nepal 2072 was promulgated on 20 September 2015 and treats education as a fundamental right.

Article 31 guarantees access to basic education, free and compulsory basic education, and free secondary education.

The Constitution provides the right to receive basic education in the mother tongue.

The Education Act 2028 (1971) is the principal school education law; the Education Rules 2059 (2002) operationalize it.

School structure: basic level covers grades 1–8, and secondary level covers grades 9–12.

Basic education is constitutionally free and compulsory; secondary education is constitutionally free.

Local governments manage basic education and provinces manage secondary education; the federal level sets national standards and policy.

School Management Committees are formed under the Education Act and Rules with local government involvement.

The Teacher Service Commission is the federal body responsible for recruiting permanent school teachers.

Validity is the extent to which an assessment measures the intended construct; major types are content, construct, and criterion validity.

Reliability is consistency; common estimates are test-retest, inter-rater, and internal consistency.

Item difficulty p is the proportion answering correctly; very high or very low p reduces discrimination.

Discrimination index D = p(upper group) − p(lower group); positive D favors high scorers, and negative D signals a flawed item.

Formative assessment occurs during learning for feedback; summative assessment occurs at the end for judgment or certification.

Norm-referenced assessment compares a student with peers; criterion-referenced assessment compares performance with a standard.

Analytic rubrics score criteria separately; holistic rubrics assign one overall score.

Assessment alignment requires item verbs and tasks to match the intended Bloom level and learning outcome.

A grade should be interpreted with its reference standard; identical percentages can represent different achievement levels across systems.

Mean = sum of scores divided by number of scores; median is the middle value; mode is the most frequent value.

Variance is the average squared deviation from the mean; standard deviation is its square root.

Normal distribution: about 68% of cases lie within ±1 SD, 95% within ±2 SD, and 99.7% within ±3 SD.

Correlation coefficient r ranges from −1 to +1; it shows direction and strength of linear association, not causation.

The null hypothesis states no effect or no difference; alpha is the Type I error rate, and beta is the Type II error rate.

Type I error: rejecting a true null hypothesis; Type II error: failing to reject a false null hypothesis.

Probability sampling includes simple random, stratified, and cluster sampling; convenience sampling is non-probability.

t-test compares two means; ANOVA compares three or more means; chi-square tests association between categorical variables.

Action research cycle: plan, act, observe, reflect.

Nepal covers 147,516 km²; its capital is Kathmandu, and it is a federal democratic republic.

Nepal has 7 provinces and 77 districts.

Nepal has 753 local units: 6 metropolitan cities, 11 sub-metropolitan cities, 276 municipalities, and 460 rural municipalities.

The Constitution of Nepal 2072 was promulgated on 20 September 2015 (3 Ashoj 2072).

The Federal Parliament is bicameral: House of Representatives with 275 members and National Assembly with 59 members.

Sagarmatha (Mount Everest) is 8,848.86 m above sea level, confirmed by the 2020 Nepal–China joint survey.

National symbols include the Danphe (bird) and Rhododendron/Laligurans (flower).

The President is the ceremonial head of state; the Prime Minister is the head of government.

Nepal is a federal democratic republic with secularism and multiparty competition.

Good governance principles: accountability, transparency, rule of law, participation, responsiveness, equity, and efficiency.

Public service values include impartiality, integrity, merit, transparency, and service orientation.

Federalism has three tiers: federal, provincial, and local, each with separate powers and responsibilities.

Local government elected representatives serve a five-year term.

Right to information: citizens may request public information, and public bodies must disclose proactively and respond within legal time limits.

A citizen charter lists services, required documents, fees, time limits, and responsible officials.

Nepal's fiscal year runs from Shrawan 1 to Ashadh end; the annual budget is presented before the fiscal year begins.

The Commission for the Investigation of Abuse of Authority (CIAA) is a constitutional anti-corruption body.

Percentage change = (new value − old value) ÷ old value × 100; average = sum of values ÷ number of values.