TS SET 2013: Paper III, Education
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SUBJECT CODE SUBJECT PAPER
A-06-03 EDUCATION III
HALL TICKET NUMBER QUESTION BOOKLET
NUMBER
OMR SHEET NUMBER
DURATION MAXIMUM MARKS NUMBER OF PAGES NUMBER OF QUESTIONS
2 HOUR 30 MINUTES 150 24 75
This is to certify that, the entries made in the above portion are correctly written and verified.
Candidates Signature Name and Signature of Invigilator
Instructions for the Candidates A¿æýÅÆæÿ$¦ËMæü$ çÜ*^èþ¯èþË$
1. Write your Hall Ticket Number in the space provided on the top 1. D ç³#r ò³O ¿êVæü ÌZ CÐèþÓºyìþ¯èþ çÜ¦Ë ÌZ Ò$ çàÌý sìýMðüsý ¯èþ ºÆæÿ$ Æ>Äæý$ yìþ.
of this page.
2. D {ç³Ôèý² ç³{èþÐèþ$$ yðþ¿ñýOI§æþ$ ºçßý$âñýO_eMæü {ç³Ôèý²Ë¯èþ$ MæüÍW E ¨.
2. This paper consists of seventy five multiple-choice type of
questions. 3. ç³Èæü {´ëÆæÿ ¿æýÐèþ$$¯èþ D {ç³Ôé²ç³{èþÐèþ$$ Ò$Mæü$ CÐèþÓºyæþ$èþ$ ¨. Ððþ$$§æþsìý I§æþ$
3. At the commencement of examination, the question booklet will °Ñ$çÙÐèþ$$ËÌZ D {ç³Ôé²ç³{èþÐèþ$$¯èþ$ ðþÇ_ Mìü §æþ ðþÍí³¯èþ A Ôé˯èþ$ èþç³µ°çÜÇV>
be given to you. In the first 5 minutes, you are requested to open çÜÇ^èþ*çÜ$Mø yìþ.
the booklet and compulsorily examine it as below : (i) D {ç³Ôèý² ç³{èþÐèþ$$¯èþ$ ^èþ*yæþyé°Mìü MæüÐèþÆÿõ³h A ^èþ$¯èþ E¯èþ² M>Wèþç³# ïÜË$¯èþ$
(i) To have access to the Question Booklet, tear off the paper _ ^èþ yìþ. íÜtMæüPÆÿ ïÜË$Ìôý° Ðèþ$ÇÄæý$$ C¨ÐèþÆæÿMóü ðþÇ_ E¯èþ² {ç³Ôé²ç³{èþÐèþ$$¯èþ$
seal on the edge of this cover page. Do not accept a booklet Ò$Ææÿ$ A XMæüÇ ^èþÐèþ§æþ$ª.
without sticker-seal and do not accept an open booklet.
(ii) Tally the number of pages and number of questions in (ii) MæüÐèþÆæÿ$ õ³h ò³O Ðèþ$${¨ _¯èþ çÜÐèþ*^éÆæÿ {ç³M>Ææÿ D {ç³Ôèý²ç³{èþÐèþ$$ÌZ° õ³iË
the booklet with the information printed on the cover çÜ Qůèþ$ Ðèþ$ÇÄæý$$ {ç³Ôèý²Ë çÜ Qůèþ$ çÜÇ^èþ*çÜ$Mø yìþ. õ³iË çÜ QÅMæü$
page. Faulty booklets due to pages/questions missing çÜ º «¨ _ V>± Ìôý§é çÜ*_ _¯èþ çÜ QÅÌZ {ç³Ôèý²Ë$ ÌôýMæü´ùÐèþ#r Ìôý§é °f{ç³
or duplicate or not in serial order or any other M>Mæü´ùÐèþ#r Ìôý§é {ç³Ôèý²Ë$ {MæüÐèþ$糧æþ®ÌZ ÌôýMæü´ùÐèþ#r Ìôý§é HÐðþO¯é óþyéË$ yæþ$r
discrepancy should be got replaced immediately by a Ðèþ sìý §øçÙç³NÇèþÐðþ$O¯èþ {ç³Ôèý² ç³{é°² Ððþ r¯óþ Ððþ$$§æþsìý I§æþ$ °Ñ$ÚëÌZÏ ç³È>
correct booklet from the invigilator within the period ç³ÆæÿÅÐóþæüMæü$°Mìü ÇW C_aÐóþíÜ §é°Mìü º§æþ$Ë$V> çÜÇV>Y E¯èþ² {ç³Ôèý²ç³{é°² ¡çÜ$Mø yìþ.
of 5 minutes. Afterwards, neither the Question Booklet
will be replaced nor any extra time will be given.
èþ§æþ¯èþ èþÆæÿ {ç³Ôèý²ç³{èþÐèþ$$ Ðèþ*Ææÿaºyæþ§æþ$ A§æþ¯èþç³# çÜÐèþ$Äæý$ CÐèþÓºyæþ§æþ$.
(iii) After this verification is over, the Test Booklet Number (iii) ò³O Ñ«§æþ V> çÜÇ^èþ*çÜ$Mö¯èþ² èþÆ>Óèþ {ç³Ôé²ç³{èþ çÜ Qůèþ$ OMR ç³{èþÐèþ$$ ò³O
should be entered in the OMR Sheet and the OMR Sheet A§óþÑ«§æþ V> OMR ç³{èþÐèþ$$ çÜ Qůèþ$ D {ç³Ôé²ç³{èþÐèþ$$ ò³O °ÇªçÙtt çÜ¦Ë ÌZ Æ>Äæý$ÐèþÌñý¯èþ$.
Number should be entered on this Test Booklet. 4. {ç³ {ç³Ôèý²Mæü$ ¯éË$Væü$ {ç³éÅÐèþ*²Äæý$ {ç³çܵ §æþ¯èþË$ (A), (B), (C) Ðèþ$ÇÄæý$$ (D)
4. Each item has four alternative responses marked (A), (B), (C) Ë$V> CÐèþÓºyézÆÿ$$. {ç³{ç³Ôèý²Mæü$ çÜÆðÿO¯èþ {ç³çܵ §æþ¯èþ¯èþ$ G¯èþ$²Mö° Mìü §æþ ðþÍí³¯èþ Ñ«§æþ V>
and (D). You have to darken the circle as indicated below on the OMR ç³{èþÐèþ$$ÌZ {ç³ {ç³Ôé² çÜ QÅMæü$ CÐèþÓºyìþ¯èþ ¯éË$Væü$ Ðèþé¢ÌZÏ çÜÆðÿO¯èþ
correct response against each item. {ç³çܵ §æþ¯èþ¯èþ$ çÜ*_ ^óþ Ðèþ颰² »êÌý ´ëÆÿ$$ sý ò³¯þø Mìü §æþ ðþÍí³¯èþ Ñ«§æþ V>
Example : A B C D ç³NÇ ^éÍ.
where (C) is the correct response. E§éçßýÆæÿ×ý : A B C D
5. Your responses to the items are to be indicated in the OMR Answer (C) ç Ü Æð ÿ O ¯ è þ {ç ³ ç Ü µ §æ þ ¯è þ AÆÿ$$ó þ
Sheet given to you. If you mark at any place other than in the 5. {ç³Ôèý²ËMæü$ {ç³çܵ §æþ¯èþ˯èþ$ D {ç³Ôèý²ç³{èþÐèþ$$ø CÐèþÓºyìþ¯èþ OMR ç³{èþÐèþ$$ ò³O¯èþ
circle in the Answer Sheet, it will not be evaluated. CÐèþÓºyìþ¯èþ Ðèþé¢ÌZϯóþ ç³NÇ _ Væü$Ç¢ ^éÍ. AÌêM>Mæü çÜÐèþ*«§é¯èþ ç³{èþ ò³O ÐóþÆöMæü ^ør
6. Read instructions given inside carefully. Væü$Ç¢õÜ¢ Ò$ {ç³çܵ §æþ¯èþ Ðèþ$*ÌêÅ Mæü¯èþ ^óþÄæý$ºyæþ§æþ$.
7. Rough Work is to be done in the end of this booklet. 6. {ç³Ôèý² ç³{èþÐèþ$$ ÌZç³Ë C_a¯èþ çÜ*^èþ¯èþ˯èþ$ gê{Væüèþ¢V> ^èþ§æþÐèþ yìþ.
8. If you write your name or put any mark on any part of the OMR
Answer Sheet, except for the space allotted for the relevant 7. _èþ$¢ç³°° {ç³Ôèý²ç³{èþÐèþ$$ _ÐèþÆæÿ C_a¯èþ RêäçܦËÐèþ$$ÌZ ^óþÄæý*Í.
entries, which may disclose your identity, you will render yourself 8. OMR ç³{èþÐèþ$$ ò³O °È~èþ çÜ¦Ë ÌZ çÜ*_ ^èþÐèþËíܯèþ ÑÐèþÆ>Ë$ èþí³µ _ CèþÆæÿ çÜ¦Ë ÌZ
liable to disqualification. Ò$ Væü$Ç¢ ç³#¯èþ$ ðþÍõ³ Ñ«§æþ V> Ò$ õ³Ææÿ$ Æ>Äæý$yæþ V>± Ìôý§é CèþÆæÿ _à²Ë¯èþ$ ò³rtyæþ
9. The candidate must handover the OMR Answer Sheet to the V>± ^óþíܯèþrÏÆÿ$$óþ Ò$ A¯èþÆæÿáèþMæü$ Ò$Æóÿ »ê«§æþ$ÅËÐèþ#éÆæÿ$.
invigilators at the end of the examination compulsorily and 9. ç³Èæü ç³NÆæÿ¢Æÿ$$¯èþ èþÆ>Óèþ Ò$ OMR ç³{é°² èþç³µ°çÜÇV> ç³Èæü ç³ÆæÿÅÐóþæüMæü$yìþMìü CÐéÓÍ.
must not carry it with you outside the Examination Hall. The Ðésìý° ç³Èæü Væü¨ ºÄæý$rMæü$ ¡çÜ$Mæü$ÐðþâæýÏMæü*yæþ§æþ$. ç³Èæü ç³NÆæÿ¢Æÿ$$¯èþ èþÆæÿ$Ðéèþ A¿æýÅÆæÿ$¦Ë$
candidate is allowed to take away the carbon copy of OMR {ç³Ôèý² ç³{é°², OMR ç³{èþ Äñý$$MæüP M>Ææÿ¾¯þ M>ï³° ¡çÜ$Mæü$ÐðþâæýÏÐèþ^èþ$a.
Sheet and used Question paper booklet at the end of the
examination. 10. ±Í/¯èþËÏ Ææÿ Væü$ »êÌý ´ëÆÿ$$ sý ò³¯þ Ðèþ*{èþÐóþ$ Eç³Äñý*W ^éÍ.
10. Use only Blue/Black Ball point pen. 11. ÌêVæüÇ£æþÐþ$ sôýº$ÌýÞ, M>ÅÍMæü$ÅÌôýrÆÿË$, GË[M>t°Mü ç³ÇMæüÆ>Ë$ Ððþ$$§æþËVæü$¯èþÑ ç³ÈæüVæü¨ÌZ
11. Use of any calculator or log table etc., is prohibited. Eç³Äñý*W ^èþyæþ °õÙ«§æþ .
12. There is no negative marks for incorrect answers. 12. èþç³ çÜÐèþ*«§é¯éËMæü$ Ðèþ*Ææÿ$PË èþWY ç³# Ìôý§æþ$.
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EDUCATION
Gyæþ$ÅMóüçÙ¯þ
Paper – III
õ³ç³Æÿ – III
1. The process of attaining one’s existence 1. AíÜ¢èþÓÐé§æþ {ç³M>Ææÿ ÐèþÅMìü¢ èþ¯èþ AíÜ¢éÓ°² ´÷ §óþ {MæüÐèþ$Ðèþ$$
as per existentialism is (A) çÜèþÓÐèþ$$ ; ´ùÆ>r ; »ê«§æþ Ðèþ$ÇÄæý$$ çÜ øçÙ ;
(A) Essence; struggle; pain and pleasure; HM> èþ
loneliness (B) HM> èþ ; »ê«§æþ Ðèþ$ÇÄæý$$ çÜ øçÙ ; ´ùÆ>r ;
(B) Loneliness; pain and pleasure; çÜèþÓÐèþ$$
struggle; essence (C) HM> èþ ; ´ùÆ>r ; »ê«§æþ Ðèþ$ÇÄæý$$ çÜ øçÙ ;
(C) Loneliness; struggle; pain and çÜèþÓÐèþ$$
pleasure; essence
(D) çÜèþÓÐèþ$$ ; »ê«§æþ Ðèþ$ÇÄæý$$ çÜ øçÙ ; ´ùÆ>r ;
(D) Essence; pain and pleasure; struggle; HM> èþ
loneliness
2. íßý §æþ* Ðèþ$ÇÄæý$$ »o§æþ® èþèþÓÐóþèþ¢Í§æþªÇMîü Mìü ¨ ÐésìýÌZ H
2. Which of the following statements are true {ç³Ðèþ^èþ¯éË$ çÜèþÅÐèþ$$ ?
to both Hindu and Buddhist philosophers ?
1. CÆæÿ$Ðèþ#Ææÿ* Væü$Ææÿ$Ðèþ#Mæü$ {´ë«§é¯èþÅèþ°^éaÆæÿ$
1. both gave importance to Guru
2. CÆæÿ$Ðèþ#Ææÿ* Ðèþ$$Mìü¢° ¯èþÐèþ$$ÃéÆæÿ$
2. both believe in salvation
3. CÆæÿ$Ðèþ#Ææÿ* BèþÃMæü$ Ðèþ$Ææÿ×ý Ìôý§æþ° A XMæüÇÝë¢Ææÿ$
3. both accept the immortality of soul
4. both gave importance to meditation 4. CÆæÿ$Ðèþ#Ææÿ* «§éůé°Mìü {´ë«§é¯èþÅèþ°^éaÆæÿ$
(A) 1, 2 and 4 are correct (A) 1, 2 Ðèþ$ÇÄæý$$ 4 çÜÆðÿO¯èþÑ
(B) 2 and 4 are correct (B) 2 Ðèþ$ÇÄæý$$ 4 çÜÆðÿO¯èþÑ
(C) 1, 3 and 4 are correct (C) 1, 3 Ðèþ$ÇÄæý$$ 4 çÜÆðÿO¯èþÑ
(D) 2, 3 and 4 are correct (D) 2, 3 Ðèþ$ÇÄæý$$ 4 çÜÆðÿO¯èþÑ
3. The philosophical view point represented 3. çÜÐèþ$M>ίèþ èþÆæÿVæü Væü¨ B^èþÆæÿ×ýÌZÏ èþÆæÿ^èþ$V> {´ë°«§æþÅ
most frequently in our current classroom Ðèþíßý ^óþ éÓMæü §æþMæüµ£æþ H¨ ?
practices is
(A) {ç³Äñý*V>èþÃMæüÐé§æþÐèþ$$
(A) Experimentalism
(B) AÐèþÔèýÅMæüéÐé§æþÐèþ$$
(B) Essentialism
(C) Ñ${ÔèýÐèþ$Ðé§æþÐèþ$$
(C) Eclecticism
(D) ¿êÐèþÐé§æþÐèþ$$
(D) Idealism
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4. A knowledge of education and philosophy 4. E´ë«§éÅÄæý$$°Mìü ѧæþÅ Ðèþ$ÇÄæý$$ èþèþÓÔéçÜ ç³Çgêq¯èþ
is essential to a teacher èþç³µ°çÜÇ G §æþ$Mæü$ ?
(A) To know the interaction of philosophy (A) èþèþÓÔéçÜ Ðèþ$ÇÄæý$$ ѧæþÅË Äñý$$MæüP ç³ÆæÿçܵÆæÿ ^èþÆæÿÅ
with education ðþË$çÜ$MøÐèþyé°Mìü
(B) To develop a philosophy of one’s own (B) èþ¯èþ ïÜÓÄæý$ éÓMæüèþ¯èþ$ AÀÐèþ¨® ^óþçÜ$MøÐèþyé°Mìü
(C) To prescribe the curriculum (C) ѧéÅ {ç³×êãMæü¯èþ$ °ÆóÿªÕ ^èþyé°Mìü
(D) All the above (D) ò³OÐèþ±²
5. Arrange the three step process of triple 5. ÐèþÅMìü¢ Ðèþ$*yìþ èþË ç³ÇÐèþÆæÿ¢¯èþMðüO AÆæÿÑ §æþ$yæþ$ {ç³´ë¨ _¯èþ
transformation of the individual in a Ðèþ$*yæþ$ Ýù´ë¯éË {ç³{MìüÄæý$ çÜÆðÿO¯èþ ÐèþÆæÿ$çܯèþ$ Væü$Ç¢ ^èþ yìþ
sequence as envisaged by Aurobindo.
(A) A«¨Ðèþ*¯èþíÜMæü, Ðèþ*¯èþíÜMæü Ðèþ$ÇÄæý$$ B«§éÅÃMæü
(A) Supramental, psychic and spiritual (B) Ðèþ*¯èþíÜMæü, B«§éÅÃMæü Ðèþ$ÇÄæý$$ A«¨Ðèþ*¯èþíÜMæ
(B) Psychic, spiritual and supramental
(C) B«§éÅÃMæü, Ðèþ*¯èþíÜMæü Ðèþ$ÇÄæý$$ A«¨Ðèþ*¯èþíÜMæ
(C) Spiritual, psychic and supramental
(D) Ðèþ*¯èþíÜMæü, A«¨Ðèþ*¯èþíÜMæ Ðèþ$ÇÄæý$$ B«§éÅÃMæü
(D) Psychic, supramental and spiritual
6. Ýë í$MîüMæüÆæÿ×ý {ç³{MìüÄæý$ A¯èþV>
6. Socialization is the process of (A) ÝëÐè þ *hMæ ü Äæ ý $£éÆ>¦ ° Mì ü §æ þ Væ ü Y Æ æ ÿ V> »êË˯è þ $
(A) bringing children to social reality ¡çÜ$MæüÆ>Ðèþyæþ
(B) improving social skills of children (B) »êËË ÝëÐèþ*hMæü ¯ðþOç³#×êÅË$ ò³ ´÷ ¨ ^èþyæþ
(C) developing social awareness among (C) »êËÌZÏ ÝëÐèþ*hMæü AÐèþV>çßý¯èþ¯èþ$ ò³ ´÷ ¨ ^èþyæþ
children (D) »êËËMæü$ ÝëÐèþ*hMæü iÐèþ¯é°² ç³Ç^èþÄæý$ ^óþÄæý$yæþ
(D) acquainting children to social living
7. B«§æþ$°MîüMæüÆæÿ×ý {ç³{MìüÄæý$ A¯èþV>
7. Modernization is the process of (A) ò³r$tºyîþMæüÆæÿ×ý
(A) Capitalization
(B) Ðèþ*Ææÿ$µ Ðèþ$ÇÄæý$$ A¯èþ$Væü$×ýÅèþ
(B) Change and adaptation
(C) çÜ çÜP¡MæüÆæÿ×ýÐèþ$$
(C) Sanskritisation (D) çÜ¢ÈMæüÆæÿ×ý
(D) Stratification
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8. Which of the following is not an obstacle 8. Mìü ¨ ÐésìýÌZ H¨ ÝëÐèþ*hMæü Ðèþ*Ææÿ$µ¯èþMæü$ BÐèþÆø«§æþ M>§æþ$ ?
to social change ?
(A) çÜ {糧éÄæý*Ë$ (B) §æþ$ÆæÿÀÐèþ*¯éË$
(A) traditions (B) prejudices (C) B^éÆ>Ë$ (D) ¯èþÐèþÅèþ
(C) customs (D) novelty
9. ѧæþÅÌZ çÜÐèþ*¯èþèþÓ A¯èþV>
9. Equality in education means
(A) §óþÔèý ÌZ° {ç³fË §æþÇMìü çÜÐèþ*¯èþ Ððþ$$èþ¢ ÌZ ѧæþůèþ$
(A) Providing equal amount of education A ¨ ^èþyæþ
to all the people in the country
(B) ÐèþÅMæü$¢Ë ÝëÐèþ$Æ>¦üÅËMæü$ A¯èþ$Væü$×ýÐðþ$O¯èþ Ððþ$$èþ¢ ÌZ
(B) Providing the amount of education ѧæþůèþ$ A ¨ ^èþyæþ
suitable to the individual abilities
(C) JMæü °È~èþ Ýë¦Æÿ$$ ÐèþÆæÿMæü$ {ç³fË §æþÇMîü Ý뫧éÆæÿ×ý
(C) Providing common education to all the ѧæþůèþ$ A ¨ ^èþyæþ
people upto a specified level (D) ò³OÐésìýÌZ H©M>§æþ$
(D) None of the above
10. ¿êÆæÿ¡Äæý$ çÜÐèþ*f ÌZ Mæü$ËÐèþ$$ A¯óþ¨
10. In Indian society, caste is (A) JMæü çÜ Ðèþèþ (closed) çÜÐèþ*fÐèþ$$
(A) a closed society (B) JMæü ÑÐèþèþ (open) çÜÐèþ*fÐèþ$$
(B) a open society
(C) JMæü VæüÖËMæü çÜÐèþ*fÐèþ$$
(C) a dynamic society
(D) JMæü Ðèþ$èþ çÜÐèþ*fÐèþ$$
(D) a dead society
11. Äæý$*×ý (Jung’s) Äñý$$MæüP "béÄæý$' (Shadow) ¿êÐèþ¯èþ
11. The concept of Jung’s ‘Shadow’ Mìü §æþ ðþÍí³¯èþ ÐésìýÌZ {¸ëÆÿ$$yþ (Freud’s)Äñý$$MæüP H
resembles Freud’s concept of ¿êÐèþ¯èþ¯èþ$ ´ùÍ E r$ ¨ ?
(A) Libido (A) ͼyø
(B) Id (B) Cyþ
(C) Ego (C) DVø
(D) Super Ego (D) çÜ*ç³Æÿ DVø
12. The magnitude of an emitted learned 12. E§éÇèþ A¿æýÅçܯé {ç³çܵ §æþ¯èþ Äñý$$MæüP ç³ÇÐèþ*×ê°²
response is termed as HÐèþ$ sêÆæÿ$ ?
(A) Reaction amplitude (A) {ç³^èþÆ>Å ÑÝë¢Ææÿ
(B) Reaction latency (B) Væü$ç³¢ {ç³^èþÆæÿÅ
(C) Resistance to extinction (C) ÑË$ç³¢ °Æø«§æþ¯èþ
(D) Probability of response (D) {ç³çܵ §æþ¯é çÜ ¿êÐèþÅèþ
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Read the passage below, and answer the {Mìü ¨ ´ëuæÿÅ¿êV>°² ^èþ¨Ñ Ò$ AÐèþV>çßý¯èþ B«§éÆæÿ V>
questions that follow (from 13 to 16) based 13 ¯èþ$ yìþ 16 ÐèþÆæÿMæü$ VæüË {ç³Ôèý²ËMæü$ çÜÐèþ*«§é¯éË$ Væü$Ç¢ ^èþ yìþ
on your understanding.
JMæü ѧéÅÆæÿ$¦Ë çÜÐèþ$*çßý {´ëgñýMæü$t ç³° Ò$§æþ ÐðþâêÏÆæÿ$. ÐéÇÌZ
A group of students went on a project work.
Out of them Sandhya was seriously
çÜ «§æþÅ Ìê³sê³ÌZ Væü ÁÆæÿ V> çÜÐèþ*^éÆ>°² sñýOç³# ^óþÝù¢ ¨.
documenting in the lap-top. Radha was
Æ>«§æþ r* CèþÆæÿ$˯èþ$ èþ¯èþø MæüËÐèþ Ðèþ$ sZ ¨. Ñ${èþ
eating and calling one or the other to join íÜVæü$Yç³yæþ$èþ* íܦÆæÿ V> òÜÌý¸ù¯þ Ñ r* Aç³yæþç³yæþ*
her. Mithra was feeling shy, listening intently AÔèýÄæý*°Mìü ´ùø ¨. Ëèþ MóüÐèþË »ê{èþ* Mìü Ððþãϯèþç³yæþ$
to the cell phone and fussing over, at times, èþç³µ {í³Äæý$¯èþ$ Ñyæþ$ÐèþyæþÐóþ$ Ìôý§æþ$.
on phone. Latha never left Priya except
when she had to attend to the nature calls. 13. Æ>«§æþ GÐèþÇ° MæüË$Ðèþyé°Mìü {õ³Ææÿ×ý ´÷ ¨ ¨ ?
(A) èþ¯èþ õܲíßýèþ$˯èþ$
13. Radha is now motivated to meet
(B) èþ¯èþ {´ë£æþÑ$Mæü AÐèþçÜÆ>°²
(A) her friends
(B) her primary need (C) èþ¯èþ fr$t¯èþ$
(C) her team (D) èþ¯èþ Ñ{Ôé °
(D) her relaxation 14. Ëèþ Mìü ¨ ÐésìýÌZ G §æþ$ÌZ E ¨ ?
14. Latha is in (A) AÐèþ«§é¯èþ AÐèþçÜÆæÿ
(A) Need for attention (B) Væü$Ç¢ ç³# AÐèþçÜÆæÿ
(B) Need for recognition (C) Ýëçßý^èþÆæÿÅ AÐèþçÜÆæÿ
(C) Need for companionship (D) A¿æýÅçܯé AÐèþçÜÆæÿ
(D) Need for learning
15. çÜ «§æþÅ Äñý$$MæüP {õ³ÆæÿMæü
15. Sandhya’s motive is (A) B«¨ç³èþÅÐèþ$$
(A) domination (B) Ý뫧æþ¯èþ
(B) achievement
(C) ç³Æ>«©¯èþèþ
(C) dependence
(D) ÑÔéÓçÜÐèþ$$
(D) confidence
16. Ñ${èþ Äñý$$MæüP {õ³ÆæÿMæü
16. Mithra’s motive is
(A) ¿æý{§æþèþ
(A) security
(B) {õ³Ðèþ$ Ðèþ$ÇÄæý$$ ÐéèþÞËÅÐèþ$$
(B) love and affection
(C) õÜÓ^èþe
(C) freedom
(D) ÝëÐèþ*hMæü çÜÐèþ$Ã
(D) social approval
III l 6 A-06-03
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*A0603*
17. The process of learning according to Hull 17. çßýÌý {ç³M>Ææÿ A¿æýÅçܯé {ç³{MìüÄæý$ {MæüÐèþ$Ðèþ$$
1. Reaction potential 1. {ç³^èþÆ>Å ÔèýMìü¢
2. Habit strength 2. AËÐér$ ºË
3. Momentary effective reaction potential
3. æü×ìýMæüÐðþ$O¯èþ {糿êÐèþç³NÇèþ {ç³^èþÆ>Å ÔèýMìü¢
4. Effective reaction potential
4. {糿êÐèþç³NÇèþ {ç³^èþÆ>Å ÔèýMìü¢
(A) 1, 2, 3, 4
(A) 1, 2, 3, 4
(B) 2, 1, 4, 3
(B) 2, 1, 4, 3
(C) 1, 3, 4, 2
(C) 1, 3, 4, 2
(D) 4, 3, 2, 1
(D) 4, 3, 2, 1
18. Identify the correct sequence in systematic
18. Ððþ$Ææÿ$VðüO¯èþ çÜÃMìü ÐèþÅÐèþïܦMæüèþÐðþ$O¯èþ Ððþ$âæýMæü$Ðèþ Eç³VæüÐèþ$Ðèþ$$ÌZ°
approach technique for better memory.
çÜÆðÿO¯èþ {MæüÐèþ*°² Væü$Ç¢ ^èþ yìþ
(A) Read, survey, reflect , question
(A) ^èþ§æþÐèþyæþ , çÜÆóÿÓæü×ý, Ðèþ$¯èþ¯èþÖËèþ, {ç³Ôèý²
(B) Read, question, survey, reflect
(B) ^èþ§æþÐèþyæþ , {ç³Ôèý², çÜÆóÿÓæü×ý, Ðèþ$¯èþ¯èþÖËèþ
(C) Survey, question, read, reflect
(C) çÜÆóÿÓæü×ý, {ç³Ôèý², ^èþ§æþÐèþyæþ , Ðèþ$¯èþ¯èþÖËèþ
(D) Read, reflect, question, survey
(D) ^èþ§æþÐèþyæþ , Ðèþ$¯èþ¯èþÖËèþ, {ç³Ôèý², çÜÆóÿÓæü×ý
19. Identify the correct sequence in trait
development. 19. Ëæü×ý (Trait) ÑM>çÜ Äñý$$MæüP çÜÆðÿO¯èþ {MæüÐèþ*°² Væü$Ç¢ ^èþ yìþ
(A) Introvert, feels shy to answer, shy in (A) A èþÆæÿÓÆæÿ¢¯èþ , çÜÐèþ*«§é¯èþ ^ðþç³µyé°Mìü íÜVæü$Yç³yæþyæþ ,
all classes, shyness A°² èþÆæÿVæüèþ$ÌZÏ íÜVæü$Yç³yæþyæþ , íÜVæü$Yç³yæþyæþ
(B) Shy in all classes, shyness, feels shy (B) A°² èþÆæÿVæüèþ$ÌZÏ íÜVæü$Yç³yæþyæþ , íÜVæü$Yç³yæþyæþ , çÜÐèþ*«§é¯èþ
to answer, introvert ^ðþç³µyé°Mìü íÜVæü$Yç³yæþyæþ , A èþÆæÿÓÆæÿ¢¯èþ
(C) Feels shy to answer, shy in all (C) çÜÐèþ*«§é¯èþ ^ðþç³µyé°Mìü íÜVæü$Yç³yæþyæþ , A°² èþÆæÿVæüèþ$ÌZÏ
classes, shyness, introvert íÜVæü$Yç³yæþyæþ , íÜVæü$Yç³yæþyæþ , A èþÆæÿÓÆæÿ¢¯èþ
(D) Shyness, feels shy to answer, shy in (D) íÜVæü$Yç³yæþyæþ , çÜÐèþ*«§é¯èþ ^ðþç³µyé°Mìü íÜVæü$Yç³yæþyæþ ,
all classes, introvert A°² èþÆæÿVæüèþ$ÌZÏ íÜVæü$Yç³yæþyæþ , A èþÆæÿÓÆæÿ¢¯èþ
III l 7 A-06-03
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*A0603*
20. In the operant conditioning model, which of 20. M>ÆæÿÅÝ뫧æþMæü °º «§æþ¯èþ ¯èþÐèþ$*¯éÌZ Mìü ¨ ÐésìýÌZ HÑ Vú×ý
the following are secondary reinforcers ? ç³#¯èþÆæÿ¾Ë¯éË$
1. food 1. BàÆæÿ
2. water 2. 񒑘$
3. sound 3. ÔèýºªÐèþ$$
4. light 4. M>
(A) 1 and 2 (B) 2 and 3 (A) 1 Ðèþ$ÇÄæý$$ 2 (B) 2 Ðèþ$ÇÄæý$$ 3
(C) 3 and 4 (D) 1 and 4 (C) 3 Ðèþ$ÇÄæý$$ 4 (D) 1 Ðèþ$ÇÄæý$$ 4
21. Identify the behaviour which is correctly 21. Mìü ¨ ÐésìýÌZ A¿æýÅçܯé ÆæÿMæü ø çÜÇV> fèþç³Ææÿ^èþºyìþ¯èþ
matching with the type of learning. {ç³ÐèþÆæÿ¢¯èþ¯èþ$ Væü$Ç¢ ^èþ yìþ
(A) Use of positive reinforcement to (A) BÕ _¯èþ {ç³çܵ §æþ¯èþ Äñý$$MæüP èþÆæÿ^èþ$§æþ¯é°²
increase the frequency of a desired
ò³ ^è þ yé°Mì ü A¯è þ $Mæ ü *Ë ç ³ #¯è þ Ææ ÿ ¾Ë¯é°²
response – discriminated avoidance
learning
Eç³Äñý*W ^èþyæþ & Ñ^èþæü×êÄæý$$èþ §érÐóþÄæý$$
A¿æýÅçܯèþ
(B) Use of punishment to stop performing
(B) AÐé bèþ±Äæý$ {ç³çܵ §æþ¯èþ¯èþ$ ^óþÄæý$yé°² Bç³yé°Mìü
an undesired response –
Discriminated Omission learning
§æþ yæþ¯èþ¯èþ$ Eç³Äñý*W ^èþyæþ &Ñ^èþæü×êÄæý$$èþ Eõ³ìüèþ
A¿æýÅçܯèþ
(C) Use of a reward to stop performing
undesired response – Escape (C) AÐé bèþ±Äæý$ {ç³çܵ §æþ¯èþ¯èþ$ ^óþÄæý$Mæü$ yé Bç³yé°Mìü
learning ºç ß ý$Ðè þ *¯é°² Eç ³ Äñ ý *W ^è þ yæ þ &ç ³ ÌêÄæ ý $¯è þ
A¿æýÅçܯèþ
(D) Use of a reward to withhold undesired
response – Omission learning (D) AÐé bèþ±Äæý$ {ç³çܵ §æþ¯èþ¯èþ$ °ÐéÇ ^èþyé°Mìü
ºçßý$Ðèþ*¯é°² Eç³Äñý*W ^èþyæþ &Eõ³ìüèþ A¿æýÅçܯèþ
22. Identify the correct order from Gagne’s
hierarchy in learning. 22. V>Æÿ$$¯óþ (Gagne’s) Äñý$$MæüP A¿æýÅçܯèþ ÌZ° {MæüÐèþ*¯èþ$Væü
(A) Concept learning, signal learning, rule
Äñý$$MæüP çÜÆðÿO¯èþ {MæüÐèþ*°² Væü$Ç¢ ^èþ yìþ
learning, problem solving learning (A) ¿êÐèþ¯é A¿æýÅçܯèþ , çÜ gêq A¿æýÅçܯèþ , °Äæý$Ðèþ$
(B) Signal learning, concept learning, rule
A¿æýÅçܯèþ , çÜÐèþ$ÝëÅç³NÆæÿ×ý A¿æýÅçܯèþ
learning, problem solving learning (B) çÜ gêq A¿æýÅçܯèþ , ¿êÐèþ¯é A¿æýÅçܯèþ , °Äæý$Ðèþ$
(C) Concept learning, rule learning, A¿æýÅçܯèþ , çÜÐèþ$ÝëÅç³NÆæÿ×ý A¿æýÅçܯèþ
signal learning, problem solving (C) ¿êÐèþ¯é A¿æýÅçܯèþ , °Äæý$Ðèþ$ A¿æýÅçܯèþ , çÜ gêq
learning A¿æýÅçܯèþ , çÜÐèþ$ÝëÅç³NÆæÿ×ý A¿æýÅçܯèþ
(D) Rule learning, signal learning, (D) °Äæý$Ðèþ$ A¿æýÅçܯèþ , çÜ gêq A¿æýÅçܯèþ , ¿êÐèþ¯é
concept learning, problem solving A¿æýÅçܯèþ , çÜÐèþ$ÝëÅç³NÆæÿ×ý A¿æýÅçܯèþ
learning
III l 8 A-06-03
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*A0603*
23. Which behaviour is correctly matching 23. Mìü ¨ ÐésìýÌZ H {ç³ÐèþÆæÿ¢¯èþ §é°Mìü çÜ º «¨ _¯èþ ÝëÐèþ$Ææÿ¦üÅ ø
with the ability ? çÜÇV>Y fèþç³Ææÿaºyìþ ¨ ?
(A) Person who can identify logical (A) éÇPMæü {MæüÐèþ*°² Væü$Ç¢ ^óþ ÐèþÅMìü¢ MæüÍW E yóþ¨ çÜ RêÅ
sequence has ..... Numerical ability ÝëÐèþ$Ææÿ¦üÅÐèþ$$
(B) Person who can imagine how an (B) JMæü ÐèþçÜ$¢Ðèþ# H Ñ«§æþ V> Mæü¯èþºyæþ$èþ$ §ø Fíßý ^èþVæüÍVóü
object looks has .... Spatial ability
ÐèþÅMìü¢ MæüÍW E yóþ¨ {糧óþÔèýçÜ º «§æþ ÝëÐèþ$Ææÿ¦üÅÐèþ$$
(C) Person who can do fast calculations
(C) ÐóþVæü V> Væü×ý¯èþË$ ^óþÄæý$VæüÍVóü ÐèþÅMìü¢ MæüÍW E yóþ¨ Ôé¼®Mæü
has ........ Verbal ability
ÝëÐèþ$Ææÿ¦üÅÐèþ$$
(D) Person who can comprehend well
(D) JMæüÝëÇ Ñ¯èþ² èþ¯óþ »êV> AÐèþV>çßý¯èþ ^óþçÜ$MøVæüÍW¯èþ
what is heard once has .... Reasoning
ability ÐèþÅMìü¢ MæüÍW E yóþ¨ ÑÐóþ^èþ¯èþ ÝëÐèþ$Ææÿ¦ÅÐèþ$$
24. The variable which is not an intervening 24. çßýÌý A¿æýÅçܯé íÜ§é® èþ ÌZ° H ^èþÆæÿÆ>Õ gZMæüÅÐèþ$Äôý$Å
variable in Hull’s theory of learning ^èþÆæÿÆ>Õ M>§æþ$ ?
(A) Reaction potential (A) {ç³^èþÆ>Å ÝëÐèþ$Ææÿ¦ÅÐèþ$$
(B) Stimulus intensity dynamism (B) E©ªç³¯èþ ¡{Ðèþé VæüÖËèþ
(C) Number of prior reinforcements (C) ç³NÆæÿÓ ç³#¯èþÆæÿ¾Ë¯éË çÜ QÅ
(D) Incentive motivation
(D) {´ùéÞçßýMæü {õ³Ææÿ×ý
25. Identify the correct defence mechanism
25. ÐèþÇ~ _¯èþ {ç³ÐèþÆæÿ¢¯èþMæü$ çÜ º «¨ _ çÜÇV>Y fèþç³Ææÿ^èþºyìþ¯èþ
matching with the described behaviour
ÆæÿæüMæü èþ {é°² Væü$Ç¢ ^èþ yìþ
(A) Thinking and acting as opposed to
(A) ÐèþÅMìü¢ èþ¯èþ A^óþèþ¯èþ MøÇMæüMæü$ ÐèþÅÆóÿMæü V> BÌZ_ ^èþyæþ
one’s unconscious wish ....
Rationalization Ðèþ$ÇÄæý$$ ^óþÄæý$yæþ õßýèþ$MîüMæüÆæÿ×ýÐèþ$$
(B) Justifying one’s inappropriate (B) ÐèþÅMìü¢ èþ¯èþ AçÜ º§æþ® {ç³ÐèþÆæÿ¢¯èþ¯èþ$ çÜÐèþ$Ǧ ^èþ$MøÐèþyæþ
behaviour .... Reaction formation {ç³^èþÆ>Å °ÇÃ
(C) Reverting to the behaviour of an (C) èþ¯èþ iÑèþ ÌZ° {´ëÆæÿ ¿æý §æþÔèýÌZ° {ç³ÐèþÆæÿ¢¯èþMæü$
earlier stage of life.... Regression ÆøVæüÑ$ ^èþyæþ {ç³VæüÐèþ$¯èþ
(D) Devoting a great deal of energy to (D) è þ ¯è þ ÌZ´ë°² ç ³ Nyæ þ ayé°Mì ü Ñç ³ Èè þ Ðð þ $O ¯ è þ Ôè ý Mì ü ¢ °
overcome one’s limitation .... Ñ°Äñý*W ^èþyæþ §æþÐèþ$¯èþ
Repression
III l 9 A-06-03
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26. Guidance oriented curriculum is to 26. Ðèþ*ÆæÿY§æþÆæÿØMæüèþÓ °ÆóÿªÕèþ ѧéÅ{ç³×êãMæü Mìü ¨ ÐésìýÌZ §óþ°²
provide more opportunity A ¨ ^èþyé°Mìü E§óþªÕ _ ¨ ?
(A) to meet the scarcity of counsellors (A) çÜËà§éÆæÿ$Ë MöÆæÿèþ¯èþ$ ¡Ææÿayé°Mìü
(B) to lessen the burden of the teachers (B) E´ë«§éÅÄæý$$Ë ¿êÆ>°² èþWY ^èþyé°Mìü
(C) to promote the self development of (C) ѧéÅÆæÿ$¦Ë ïÜÓÄæý$ ÑM>Ýë°² {´ùèþÞíßý ^èþyé°Mìü
students
(D) ѧéÅÆæÿ$¦ÌZÏ ò³Ææÿ$Væü$èþ$¯èþ² çÜÐèþ$çÜÅ˯èþ$ ¡Ææÿayé°Mìü
(D) to meet the increasing students
problems 27. F.C. £øÆðÿ² {ç³´ë¨ _¯èþ¨
27. F.C. Thorne was the exponent of (A) °ÆóÿªÕèþ Ðèþ$ {èþ×ýÐèþ$$
(A) Directive counselling (B) A°ÆóÿªÕèþ Ðèþ$ {èþ×ýÐèþ$$
(B) Non-directive counselling (C) Ñ${ÔèýÐèþ$ Ðèþ$ {èþ×ýÐèþ$$
(C) Eclectic counselling (D) çÜÐèþ$*çßý Ðèþ$ {èþ×ýÐèþ$$
(D) Group counselling
28. Mìü ¨ ÐésìýÌZ H¨ Ðèþ$ {èþ×ý M>§æþ$ ?
28. Counselling is not
1. çÜÐèþ*^éÆæÿ°² CÐèþÓyæþ
1. giving information
2. çÜËà CÐèþÓyæþ
2. giving advice
3. çÜËà ïÜÓMæüÆæÿ¢ ÐðþOQÆæÿ$˯èþ$ {糿êÑèþ
^óþÄæý$yæþ
3. influencing counsellee’s attitudes
4. çÜËàïÜÓMæüÆæÿ¢ èþ¯èþ¯èþ$ é¯èþ$ ðþË$çÜ$MøÐèþyæþ ÌZ
4. helping the counsellee to know çÜàÄæý$ç³yæþyæþ
himself
(A) 1, 2 Ðèþ$ÇÄæý$$ 4 (B) 1, 2 Ðèþ$ÇÄæý$$ 3
(A) 1, 2 and 4 (B) 1, 2 and 3
(C) 1, 3 and 4 (D) 2, 3 and 4 (C) 1, 3 Ðèþ$ÇÄæý$$ 4 (D) 2, 3 Ðèþ$ÇÄæý$$ 4
29. Assertion (A) : Guidance at secondary 29. °ÕaèþÐéMæüÅÐèþ$$ (A) : òÜMæ ü yæ þ È ´ëuæ ÿÔéË Ýë¦ Æ ÿ$$ÌZ
school level is given to Ðè þ *Ææ ÿ Y § æ þ Ææ ÿ ØMæ ü è þ Ó CÐè þ Óyæ þ
identify the strength, but ѧéÅÆæ ÿ $¦ Ì ZÏ ° ºÌê˯è þ $
not weaknesses of the Væü$Ç¢ ^èþyé°Móü V>° ºËïßý¯èþèþ¯èþ$
students Væü$Ç¢ ^èþyé°Mìü M>§æþ$
Reason (R) : This is to develop M>Ææÿ×ýÐèþ$$ (R) : C¨ Äæý$§éÆæÿ¦ ïÜÓÄæý$ ¿êÐèþ¯èþ˯èþ$
realistic self-concepts ÑMæüíÜ ç³ gôýÄæý$yé°Mìü
(A) A is wrong and R is correct (A) A AçÜèþÅÐèþ$$ Ðèþ$ÇÄæý$$ R çÜèþÅÐèþ$$
(B) A is right and R is wrong
(B) A çÜèþÅÐèþ$$ Ðèþ$ÇÄæý$$ R AçÜèþÅÐèþ$$
(C) Both A and R are correct
(C) A Ðèþ$ÇÄæý$$ R Æðÿ yæþ* çÜèþÅÐèþ$$
(D) Both A and R are wrong
(D) A Ðèþ$ÇÄæý$$ R Æðÿ yæþ* AçÜèþÅÐèþ$$
III l 10 A-06-03
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30. Sequence the counselling process 30. Ðèþ$ {èþ×ý (Counselling) {ç³{MìüÄæý$ {MæüÐèþ*°² Væü$Ç¢ ^èþ yìþ
1. Use simple tools to realise the 1. çÜ ¿æýÑ ^èþVæüÍVóü Ðésìý° ¯ðþÆæÿÐóþÆæÿ$aMøÐèþyé°Mìü çÜ$Ë¿æýÐðþ$O¯èþ
possibilities Eç³MæüÆæÿ×ê˯èþ$ (tools) Eç³Äñý*W ^èþyæþ
2. Recognize the causes 2. M>Ææÿ×ê˯èþ$ Væü$Ç¢ ^èþyæþ
3. Help them to choose life styles to 3. çÜÐèþ$çÜÅ˯èþ$ °ÐéÇ ^èþyé°Mìü èþW¯èþ iÐèþ¯èþ Ñ«§é¯é˯èþ$
prevent the problem G í³Mæü ^óþçÜ$MøÐèþyæþ ÌZ çÜçßýMæüÇ ^èþyæþ
4. Identification of the problem 4. çÜÐèþ$çÜůèþ$ Væü$Ç¢ ^èþyæþ
(A) 1, 2, 3, 4 (B) 2, 1, 3, 4
(A) 1, 2, 3, 4 (B) 2, 1, 3, 4
(C) 4, 2, 1, 3 (D) 4, 3, 2, 1
(C) 4, 2, 1, 3 (D) 4, 3, 2, 1
31. JMæü ç³ÇÔZ«§æþMæü$yæþ$ Äæý*«§æþ_aMæü V> 糨 ´ëuæÿÔéË˯èþ$
31. If a researcher selected ten schools at
G¯èþ$²Mö° ÐésìýÌZ {ç³ E´ë«§éÅÄæý$$°² C rÆæÿ*ÓÅ
random and interviewed each of the
^óþíܯèþrÏÆÿ$$óþ B ç³ÇÔZ«§æþMæü$yæþ$ Mìü ¨ ÐésìýÌZ §óþ°²
teachers in the ten schools, the researcher Eç³Äñý*W _¯èþr$Ï ?
used
(A) ÝëÐèþ*¯èþÅ Äæý*§æþ_eMæü {ç³^èþÄæý$¯èþ
(A) simple random sampling
(B) çÜ¢ÈMæüèþ Äæý*§æþ_eMæü {ç³^èþÄæý$¯èþ
(B) stratified random sampling
(C) ¨Ó§æþÔèý Äæý*§æþ_eMæü {ç³^èþÄæý$¯èþ
(C) two stage random sampling
(D) çÜÐèþ*Ðèþèþ (cluster) Äæý*§æþ_eMæü {ç³^èþÄæý$¯èþ
(D) cluster random sampling
32. Mìü ¨ ÐésìýÌZ H {ç³Ðèþ^èþ¯èþ çÜÆðÿO¯èþ¨ ?
32. Which of the following statements is correct ?
1. ^éÇ{è þ Mæ ü ç ³ ÇÔZ« § æ þ ¯è þ ç Ü Ðè þ *^éÆæ ÿ ÑÐè þ $Ææ ÿ دè þ $
1. Historical research used criticism of Eç³Äñý*WçÜ$¢ ¨
data 2. çÜÆóÿÓæü×ý A«§æþÅÄæý$¯éË$ èþMæü$PÐèþ çÜ{ç³Ðèþ*×ýèþ MæüÍW
2. Survey studies have low validity E sêÆÿ$$
3. Findings of an experimental study can 3. {ç ³ Äñ ý *V>è þ ÃMæ ü A« § æ þ ÅÄæ ý $¯éË ç Íé˯è þ $
be verified çÜÇ^èþ*yæþÐèþ^èþ$a
4. Randomisation procedures provide 4. Äæý*§æþ_eMæü 糧æþ®èþ$Ë$ çÜÇç³yìþ¯èþ èþ {ç³Äñý*V>èþÃMæü
sufficient experimental control
°Äæý$ {èþ×ý¯èþ$ MæüÍWÝë¢Æÿ$$
(A) 1, 2 Ðèþ$ÇÄæý$$ 3
(A) 1, 2 and 3
(B) 1, 2 Ðèþ$ÇÄæý$$ 4
(B) 1, 2 and 4
(C) 1, 3 Ðèþ$ÇÄæý$$ 4
(C) 1, 3 and 4
(D) ò³OÐèþ±²
(D) All the above
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33. When an ethnographic researcher 33. Ðèþ*¯èþÐèþgêèþ$Ë ÔéïÜÄæý$ ç³ÇÔZ«§æþMæü$yæþ$ Äæý$§éÆæÿ¦ Äñý$$MæüP
presents an insiders perspective of reality, A èþÆæÿ Væü §æþMæüµ£é°² ðþÍÄæý$gôýõÜ¢ Aèþyæþ$ Mìü ¨ ÐésìýÌZ
he provides §óþ°² A ¨ _¯èþr$Ï ?
(A) etic perspective (A) GsìýMü (Etic) §æþMæüµ£æþÐèþ$$
(B) emic perspective (B) GÑ$Mü (Emic) §æþMæüµ£æþÐèþ$$
(C) description of culture (C) çÜ çÜP ÐèþÆæÿ~¯èþ
(D) contextualisation
(D) çÜ §æþÈÂMæüÆæÿ×ý
34. Match the following :
34. Mìü §æþ CÐèþÓºyìþ¯èþ ç³ÇMæü˵¯èþ˯èþ$ fèþç³Ææÿ^èþ yìþ :
Hypothesis Type of Hypothesis
ç³ÇMæü˵¯èþ ç³ÇMæü˵¯é ÆæÿMæüÐèþ$$
a. There exists no 1. Directional
a. »êË$Ææÿ$ Ðèþ$ÇÄæý$$ »êÍMæüË 1. °ÆóÿªÕèþ ç³ÇMæü˵¯èþ
significant difference hypothesis
between boys Ðèþ$«§æþÅ Ý뫧æþ¯èþÌZ {´ëÐèþ$$QÅÐðþ$O¯èþ
and girls in their óþyé Ìôý§æþ$
achievement b. »êË$Ææÿ Ý뫧æþ¯é Ýë¦Æÿ$$ 2. A¯èþ$Mæü*Ë ç³ÇMæü˵¯èþ
b. Boys are inferior 2. Positive »êÍMæüË Mæü sôý èþMæü$PÐèþV>
to girls in their hypothesis E¨
achievement
c. »êË$Ææÿ$ Ðèþ$ÇÄæý$$ »êÍMæüË 3. Ôèý*¯èþÅ ç³ÇMæü˵¯èþ
c. There would be a 3. Null hypothesis
Ý뫧æþ¯èþ Ýë¦Æÿ$$ÌZ
significant difference
in the achievement of {´ëÐèþ$$QÅÐðþ$O¯èþ óþyé
boys and girls E yæþÐèþ^èþ$a
d. Is there any difference 4. Question form d. »êË$Ææÿ$ Ðèþ$ÇÄæý$$ »êÍMæüË 4. {ç³Ôé² Ææÿ*ç³Mæü
in the achievement hypothesis Ý뫧æþ¯èþ Ýë¦Æÿ$$ÌZ H§ðþO¯é ç³ÇMæü˵¯èþ
of boys and girls óþyé E §é
a b c d a b c d
(A) 4 3 1 2 (A) 4 3 1 2
(B) 2 3 4 1 (B) 2 3 4 1
(C) 3 1 2 4 (C) 3 1 2 4
(D) 3 4 2 1
(D) 3 4 2 1
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35. A researcher who is working on ‘Right to 35. JMæü ç³ÇÔZ«§æþMæü$yæþ$ "ç³°çßýMæü$P' A¯óþ A Ôèýò³O ç³ÇÔZ«§æþ¯èþ ^óþçÜ*¢
Work’ attended a national seminar on "ç ³ °ç ß ýMæ ü $P' A¯ó þ A Ôè ý ò³O gê¡Äæ ý $ òÜÑ$¯éÆ ÿÌZ
“Right to Work” and planned to collect data ´ëÌY¯èþ²ç³yæþ$ A §æþ$ÌZ ´ëÌY¯èþ² ÐèþÅMæü$¢Ë ¯èþ$ yìþ
from all the participants. What type of çÜÐèþ*^éÆ>°² õÜMæüÇ ^éË° ç³£æþMæü ÐóþÝëyæþ$. AÆÿ$$óþ A¨
sample is it ? Gr$Ðèþ sìý {ç³^èþÄæý$¯èþ ?
(A) Random sample (A) Äæý*§æþ_eMæü {ç³^èþÄæý$¯èþ
(B) Incidental sample (B) ç$r¯éèþÃMæü {ç³^èþÄæý$¯èþ
(C) Stratified sample (C) çÜ¢ÈMæüèþ {ç³^èþÄæý$¯èþ
(D) Cluster sample (D) çÜÐèþ*Ðèþèþ (Cluster) {ç³^èþÄæý$¯èþ
36. Which of the following is most likely to be 36. Mìü ¨ ÐésìýÌZ H¨ {ç³Äñý*V>èþÃMæü A«§æþÅÄæý$¯é°Mìü §æþVæüYÆæÿV>
an experimental study ? E¯èþ²¨ ?
(A) A study to find out if use of concept (A) ¿êÐèþ¯é _{èþç³sê˯èþ$ Ñ°Äñý*WõÜ¢ ѧéÅÆæÿ$¦ÌZÏ
maps increases retention in students
«§éÆæÿ×ý¯èþ$ ò³ ´÷ ¨ ^èþÐèþ^éa ? A¯óþ ÑçÙÄæý*°²
ðþË$çÜ$MøÐèþyé°Mìü ^óþõÜ A«§æþÅÄæý$¯èþ
(B) A study of the organisational climate
(B) Eç¯èþ²èþ ´ëuæÿÔéËÌZÏ °ÆæÿÓçßý×ýÖË ÐééÐèþÆæÿ×ê°²
of high schools
A«§æþÅÄæý$¯èþ ^óþÄæý$yæþ
(C) A study that compares fitness levels
(C) {MîüyéM>Ææÿ$Ë$ Ðèþ$ÇÄæý$$ {MîüyéM>Ææÿ$Ë$ M>° ÐéÇMìü
of sports persons and non sports
Ðèþ$«§æþÅVæüË ísý¯ðþÜ Ýë¦Æÿ$$˯èþ$ ´ùËayé°Mìü ^óþõÜ
persons A«§æþÅÄæý$¯èþ
(D) A study to determine if students give (D) ÝûÐèþ$$ÅÌñýO¯èþ E´ë«§éÅÄæý$$ËMæü$ ѧéÅÆæÿ$¦Ë$ Ððþ$Ææÿ$VðüO¯èþ
better ratings to lenient teachers Æóÿsìý Vü CÝë¢Ææÿ¯óþ ÑçÙÄæý*°² °Æ>®Ç ^èþyé°Mìü ^óþõÜ
A«§æþÅÄæý$¯èþ
37. Which of the following statements
accurately describes test–retest reliability ? 37. ç³Èæü&ç³#¯èþ@ç³Èæü ÑÔèýÓçܱÄæý$èþ¯èþ$ çÜÇV>Y ÐèþÇ~ ^èþyé°Mìü Mìü ¨
(A) Measure of consistency of test scores ÐésìýÌZ H ÐéMæüÅÐèþ$$ çÜÇV>Y çÜÇ´ùèþ$ ¨ ?
over time (A) M>Ë{MæüÐèþ$ ÌZ ç³È>Væü×ý¯èþË$ °ËMæüyæþV> E¯é²Äæý*
(B) Measure of consistency of scores Ìôý§é Ðèþ*糯èþ ^óþÄæý$yæþ
obtained from two equivalent halves (B) JMóü ç³ÈæüÌZ° Æðÿ yæþ$ çÜÐèþ*¯èþ ¿êV>Ë ¯èþ$ yìþ ´÷ ¨¯èþ
of the same test Væü×ý¯èþË$ °ËMæüyæþV> E¯é²Äæý* Ìôý§é Ðèþ*糯èþ ^óþÄæý$yæþ
(C) Measure of consistency with which a (C) JMæü °MæüçÙ A¯èþÓÄæý$ Ìôý§é ¿êÐèþ¯èþ¯èþ$ °ËMæüyæþV> Ðèþ*糯èþ
test measures a single construct or ^óþÄæý$yæþ
concept (D) Æðÿ yæþ$ Ìôý§é A èþMæü sôý GMæü$PÐèþ Væü×ý¯èþË$, ¡ÆæÿµÆæÿ$Ë$
(D) Measure of degree of agreement Ìôý§é °Æ>®ÆæÿMæü$Ë Ðèþ$«§æþÅVæüË BÐðþ*§æþ Ýë¦Æÿ$$Ë$ Ðèþ*糯èþ
between two or more scores, judges ^óþÄæý$yæþ
or raters
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38. The type of experimental design wherein 38. A°² {ç³Äñý*V>èþÃMæü ÐèþÅÐèþàÆ>ÌZÏ ç³Çíܦèþ$ÌZÏ ÐèþÅMæü$¢Ë$ ´ëÌY¯óþ
all participants participate in all {ç³Äñý*V>èþÃMæü ¯èþÐèþ$*¯é¯èþ$ HÐèþ$ sêÆæÿ$ ?
experimental treatment conditions is
(A) {MæüÐèþ$Væü$×ýMæü ¯èþÐèþ$*¯é
(A) Factorial design
(B) ç³#¯éÆ>Ðèþèþ Ðèþ*糯éË ¯èþÐèþ$*¯é
(B) Repeated measures design
(C) {ç³Mæü ¯èþÐèþ$*¯é
(C) Replicated design
(D) ç³NÆæÿÓ °MæüçÙ&Eèþ¢Ææÿ °MæüçÙ °Äæý$ {èþ çÜÐèþ$*àË
(D) Pretest- post test control-groups design
¯èþÐèþ$*¯é
39. In experimental research studies the
39. {ç³Äñý*V>èþÃMæü ç³ÇÔZ«§æþ¯é A«§æþÅÄæý$¯éÌZÏ AÐé bèþ±Äæý$ V>
impact of unwanted intervening variables
can be controlled by
gZMæüÅÐèþ$Äôý$Å ^èþÆæÿÆ>Ôèý$˯èþ$ GÌê °Äæý$ { ^èþÐèþ^èþ$a ?
(A) çÜÆðÿO¯èþ {ç³^èþÄæý$¯é°² G í³Mæü ^óþçÜ$MøÐèþyæþ §éÓÆ>
(A) Selecting the appropriate sample
(B) Matching the groups on the basis of (B) AÐé bèþ±Äæý$ ^èþÆæÿÆ>Ôèý$Ë B«§éÆæÿ V> çÜÐèþ$*à˯èþ$
unwanted variables çÜÇèþ*VóüÌê ^óþÄæý$yæþ
(C) Selecting stratified sample (C) çÜ¢ÈMæüèþ {ç³ ^èþÄæý$¯é°² G ^èþ$MøÐèþyæþ §éÓÆ>
(D) Ignoring the unwanted variables (D) AÐé bèþ±Äæý$ ^èþÆæÿÆ>Ôèý$˯èþ$ ÌñýMæüP^óþÄæý$Mæü´ùÐèþr
§éÓÆ>
40. In the process of vocationlisation of
education, the following programmes are 40. ѧæþůèþ$ E´ë«¨ç³Ææÿ ^óþõÜ {ç³{MìüÄæý$ÌZ Mìü ¨ M>ÆæÿÅ{MæüÐèþ*˯èþ$
implemented. Arrange them in AÐèþ$Ë$ ^óþÝëÆæÿ$. Ðésìý° M>Ë{MæüÐèþ*¯èþ$ÝëÆæÿ ÌZ AÐèþ$Ææÿa yìþ
chronological order.
1. {´ë糨Mæü ѧæþÅ
1. Basic Education
2. SUPW
2. SUPW
3. ç³° A¯èþ¿æýÐèþÐèþ$$
3. Work Experience
4. ºçßý$âêÆæÿ®Mæü ѧæþÅ
4. Multipurpose Education
(A) 1, 4, 3, 2
(A) 1, 4, 3, 2
(B) 2, 1, 4, 3
(B) 2, 1, 4, 3
(C) 4, 1, 3, 2
(C) 4, 1, 3, 2
(D) 3, 2, 1, 4
(D) 3, 2, 1, 4
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41. Give the expanded form APPEP 41. APPEP ¯èþ$ ÑçÜ¢èþç³Ææÿ^èþ yìþ
(A) Andhra Pradesh Pupils’ Education (A) B {«§æþ{糧óþÔý ç³#Åí³ÌýÞ Gyæþ$ÅMóüçÙ¯þ ´ëËïÜ
Policy
(B) B {«§æþ{糧óþÔý ï³ç³#ÌýÞ G ´ëÏÄý$Ððþ$ sý ´ëËïÜ
(B) Andhra Pradesh People’s
Employment Policy (C) B {«§æþ{糧óþÔý {ò³Ðèþ$È Gyæþ$ÅMóüçÙ¯þ {´ù{V>Ðþ$
(C) Andhra Pradesh Primary Education (D) B {«§æþ{糧óþÔý {ò³Ðèþ$È Gyæþ$ÅMóüçÙ¯þ {´ëgñýMüt
Programme
42. LEP E§óþªÔèýÅÐèþ$$
(D) Andhra Pradesh Primary Education
Project (A) Ìê VóüÓgý G¯þà¯þÞÐðþ$ sý ´ëËïÜ
42. The aim of LEP is (B) Ìê VóüÓgý G¯þÇ^þ Ððþ$ sý {´ù{V>Ðþ$
(A) Language Enhancement Policy (C) ËDz Vü G¯þà¯þÞÐðþ$ sý ´ëËïÜ
(B) Language Enrichment Programme (D) ËDz Vü G¯þà¯þÞ Ððþ$ sý ´ù{V>Ðþ$
(C) Learning Enhancement Policy
43. ECCE §óþ°Mìü çÜ º «¨ _ ¨ ?
(D) Learning Enhancement Programme
(A) Ðèþ$*ÌêÅ Mæü¯èþ
43. ECCE is related to
(B) ѧéÅ{ç³×êãMæü
(A) Evaluation
(C) ´ëuæÿÔéË Ñ§æþÅ
(B) Curriculum
(C) School Education (D) ç³NÆæÿÓ&´ëuæÿÔéË Ñ§æþÅ
(D) Pre-school Education
44. Mìü ¨ ÐésìýÌZ H ÆæÿMæüÐðþ$O¯èþ ѧéÅ {ç³×êãMæü °Æ>Ã×ý ÌZ
44. In this method of curriculum construction "ç³#¯èþÆæÿ$Mìü¢' (Repetition) A°ÐéÆæÿÅÐðþ$O¯èþ¨ ?
repetition is inevitable
(A) ´ëuæÿÅQ yæþ Eç³VæüÐèþ$Ðèþ$$
(A) Unit approach
(B) A Ôèý Eç³VæüÐèþ$Ðèþ$$
(B) Topical approach
(C) ÐèþÆæÿ$¢Ë Eç³VæüÐèþ$Ðèþ$$
(C) Spiral approach
(D) ò³O§óþ©M>§æþ$
(D) None of the above
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45. Concentric approach is best suited for the 45. HMæüMóü {§æþMæü Eç³VæüÐèþ$Ðèþ$$ H Ýë¦Æÿ$$ ѧéÅ {ç³×êãM>
curriculum construction of °Æ>Ã×ê°Mìü çÜÇ´ùèþ$ ¨ ?
(A) Secondary level (A) òÜMæü yæþÈ Ýë¦Æÿ$$
(B) Primary level
(B) {´ë£æþÑ$Mæü Ýë¦Æÿ$$
(C) UG level
(C) ¨Væü$Ðèþ ç³rt¿æý{§æþ Ýë¦Æÿ$$
(D) PG level
(D) GVæü$Ðèþ ç³rt¿æý{§æþ Ýë¦Æÿ$$
46. The major components of any curriculum
are 46. H§óþ° ѧéÅ {ç³×êãMæüÌZ° {糫§é¯èþ ¿êV>Ë$
(A) Tests, examinations and results (A) °MæüçÙË$, ç³ÈæüË$ Ðèþ$ÇÄæý$$ çÍéË$
(B) Objectives, contents, learning
(B) Ë>ÅË$, ÑçÙÄæý$ , A¿æýÅçܯé A¯èþ$¿æýÐéË$ Ðèþ$ÇÄæý$$
experiences and evaluation
Ðèþ$*ÌêÅ Mæü¯èþ
(C) Students, teachers, parents and
administrators (C) ѧéÅÆæ ÿ $¦ Ë $, E´ë« § éÅÄæ ý $$Ë$, è þ ÍÏ § æ þ {yæ þ $Ë$
(D) Sequence, integration and Ðèþ$ÇÄæý$$ ç³Ç´ë˯èþ
organisation (D) {MæüÐèþ*Ë$, çÜÐèþ$¯èþÓÄæý$ Ðèþ$ÇÄæý$$ ÐèþÅÐèþÝë¦ç³¯èþ
47. The most popular approach of educational
47. ¿êÆæÿèþ§óþÔèý ÌZ »êV> {´ë^èþ$ÆæÿÅ ´÷ ¨¯èþ ѧéÅ ÑçÙÆÿ$$Mæü
planning in India is
{ç³×êãMæü
(A) Man-Power approach
(A) Ðèþ$¯èþ$çÙÅÔèýMìü¢ Eç³VæüÐèþ$
(B) Social-demand approach
(C) Rate of returns approach (B) Ýë í$Mæü yìþÐèþ* yþ Eç³VæüÐèþ$
(D) Structural approach (C) {ç³çÌêË çÜ*` Eç³VæüÐèþ$
48. Institutional planning mainly aims at (D) °Æ>Ã×êèþÃMæü Eç³VæüÐèþ$
1. needs of the institution 48. ѧéÅ çÜ Ýë¦ç³Ææÿ {ç³×êãMæü {糫§é¯èþ V> §óþ°Mìü E§óþªÕ _ ¨ ?
2. optimum utilization of available
1. ѧéÅ çÜ çܦ AÐèþçÜÆ>Ë$
resource
3. involvement of all categories of stake 2. A §æþ$»êr$ÌZ E¯èþ² Ðèþ¯èþÆæÿ$Ë AÀËçÙ±Äæý$ ÐéyæþMæü
holders 3. A°² ÐèþÆ>YË Ë¼ª§éÆæÿ$˯èþ$ MæüË$ç³#MøÐèþyæþ
4 . fulfilling the aspirations of all the
4. §óþÔèý ÌZ° {ç³fË §æþÇ BM> æü˯èþ$ ç³NÇ¢ ^óþÄæý$yæþ
people of a country
(A) 1, 3, 4 (B) 2, 3, 4
(A) 1, 3, 4 (B) 2, 3, 4
(C) 3, 4, 1 (D) 1, 2, 3
(C) 3, 4, 1 (D) 1, 2, 3
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49. The following are the elements of 49. ѧéÅÑçÙÆÿ$$Mæü ÐèþÅÐèþÝë¦ç³¯èþ ÌZ° Ðèþ$*ËM> ÔéË$
educational organisation 1. Ðèþ*¯èþÐèþ Ðèþ¯èþÆæÿ$Ë$
1. Human resources 2. ¿oMæü Ðèþ¯èþÆæÿ$Ë$
2. Physical resources 3. BǦMæü Ðèþ¯èþÆæÿ$Ë$
3. Financial resources 4. {ç³Mæü Ðèþ¯èþÆæÿ$Ë$
4. Natural resources (A) 1, 2 Ðèþ$ÇÄæý$$ 3
(A) 1, 2 and 3 (B) 1, 3 Ðèþ$ÇÄæý$$ 4
(B) 1, 3 and 4 (C) 2, 3 Ðèþ$ÇÄæý$$ 4
(C) 2, 3 and 4 (D) ò³O¯èþ ðþÍí³¯èþ ¯éË$Væü*
(D) All the four
50. B«§æþ$°Mæü ç³ÆæÿÅÐóþæü×ýÌZ° «§óþÅÄæý*ÌZÏ JMæüsìý
50. One of the aims of modern supervision is (A) ç³ÆæÿÅÐóþæü Mæü $° Äñý$$Mæü P AÀÆæÿ$^èþ$Ë$ Ðèþ$ÇÄæý$$
(A) imposing the interests and intentions BÌZ^èþ¯èþ˯èþ$ Ææÿ$§æþªyæþ
of the supervisor (B) çÜÐèþ$çÜÅË ç³ÇÚëPÆæÿ ÌZ {糫§é¯ø´ë«§éÅÄæý$$°Mìü
(B) helping the Headmasters and E´ë«§éÅÄæý$$ËMæü$ çÜçßýMæüÇ ^èþyæþ
teachers in solving the problems (C) E´ë« § éÅÄæ ý $$Ë$ ѧéÅÆæ ÿ$¦ Ë $ è þ Ðè þ $ ¿êÐé˯è þ $
(C) encouraging teachers and pupils to A ¨ ^èþyé°² ´ùèþÞíßý ^èþyæþ
contribute their ideas (D) ç³Çíܦèþ$˯èþ$ ÑfÄæý$Ðèþ èþ V> G§æþ$ÆøPÐèþyé°Mìü
(D) helping teachers and the community E´ë«§éÅÄæý$$ËMæü$ çÜÐèþ$$§éÄæý*°Mìü øyæþµyæþyæþ
to meet the situations successfully
51. {ç ³ ¿êÐè þ ç ³ NÇè þ ¯éÄæ ý $Mæ ü è þ Ó ÌZ ç Ü Ðè þ $è þ $ËÅ V>
51. Effective leadership reflects a balance of {ç³¼ ¼ ^óþÑ
1. Traits and skills 1. Ëæü×ê ÔéË$ Ðèþ$ÇÄæý$$ ¯ðþOç³#×êÅË$
2. Behaviours and styles 2. {ç³ÐèþÆæÿ¢¯èþË$ Ðèþ$ÇÄæý$$ Èèþ$Ë$
3. Situations and influences 3. ç³Çíܦèþ$Ë$ Ðèþ$ÇÄæý$$ {´ëºËÅÐèþ$$Ë$
4. Traits and influences 4. Ëæü×ê ÔéË$ Ðèþ$ÇÄæý$$ {´ëºËÅÐèþ$$Ë$
(A) 3 and 4 (B) 1 and 2 (A) 3 Ðèþ$ÇÄæý$$ 4 (B) 1 Ðèþ$ÇÄæý$$ 2
(C) 2 and 3 (D) 1 and 4 (C) 2 Ðèþ$ÇÄæý$$ 3 (D) 1 Ðèþ$ÇÄæý$$ 4
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52. Expand the acronym ‘PERT’ 52. ‘PERT’ ¯èþ$ ÑçÜ¢Ç ^èþ yìþ
(A) Process Evaluation and Review (A) {´ùòÜÜ CÐéË$ÅÄôý$çÙ¯þ A yþ ÇÐèþNÅ sñýMìü²Mü
Technique (B) {´ù{V>Ðþ$ CÐéË$ÅÄôý$çÙ¯þ A yþ ÇÐðþOÜ sñýMìü²Mü
(B) Programme Evaluation and Revise (C) ´ù{V>Ðþ$ CÐéË$ÅÄôý$çÙ¯þ A yþ ÇÐèþNÅ sñýMìü²Mü
Technique
(D) {´ùòÜÜ CÐéË$ÅÄôý$çÙ¯þ A yþ ÇÐðþOÜ sñýMìü²Mü
(C) Programme Evaluation and Review
Technique 53. {ç³{MìüÄæý*èþÃMæü °Ææÿ~Äæý*Ë$ ¡çÜ$Mö¯óþÐéÆæÿ$ ÐéÇÄñý$$MæüP
(D) Process Evaluation and Revise
°Ææÿ~Äæý$ ¯ðþOç³#×êÅ˯èþ$ GÌê Ððþ$Ææÿ$Væü$ç³Ææÿ^èþ$MøVæüËÆæÿ$ ?
Technique (A) ^éÌê GMæü$PÐèþ çÜÐèþ$Äæý$ ¡çÜ$MøÐèþyæþ Ðèþ$ÇÄæý$$
ÝëVæü©Äæý$yæþ §éÓÆ>
53. A reflexive decision maker can improve
(B) ç Ü Ðè þ *^éÆ>°² õÜMæ ü Ç ^è þ yæ þ Ðè þ $ÇÄæ ý $$
his/her decision making skills by
{ç³éÅÐèþ*²Äæý*Ëò³O GMæü$PÐèþ çÜÐèþ$Äæý*°² Ððþ_a _
(A) Procrastinating and taking plenty of °§é° ^èþyæþ §éÓÆ>
time
(C) °Ææÿ~Äæý$ {ç³{MìüÄæý$¯èþ$ ÐóþVæüÐèþ èþ ^óþÄæý$yæþ §éÓÆ>
(B) Slowing down and spending more (D) çÜ èþ$íÙtò³O Móü {©MæüÇ ^èþyæþ
time on gathering information and
analysing alternatives 54. T Væü×ý¯èþË ç³ ç³Mæü ÌZ
(C) Speeding up the decision making (A) A Mæ ü Ðè þ $« § æ þ ÅÐè þ $ GËÏ ç ³ yæ þ * 50 Ðè þ $ÇÄæ ý $$
process {MæüÐèþ$Ñ^èþ˯èþ 10
(D) Focussing on ‘satisfying’ (B) A Mæ ü Ðè þ $« § æ þ ÅÐè þ $ GËÏ ç ³ yæ þ * 50 Ðè þ $ÇÄæ ý $$
{MæüÐèþ$Ñ^èþ˯èþ 5
54. In a distribution of T scores
(C) A Mæ ü Ðè þ $« § æ þ ÅÐè þ $ GËÏ ç ³ yæ þ * 10 Ðè þ $ÇÄæ ý $$
(A) mean is always 50 and SD is 10 {MæüÐèþ$Ñ^èþ˯èþ 5
(B) mean is always 50 and SD is 5 (D) A Mæ ü Ðè þ $« § æ þ ÅÐè þ $ GËÏ ç ³ yæ þ * 10 Ðè þ $ÇÄæ ý $$
(C) mean is always 10 and SD is 5 {MæüÐèþ$Ñ^èþ˯èþ 10
(D) mean is always 10 and SD is also 10 55. ѧæþÅ Ðèþ$ÇÄæý$$ Ðèþ$¯øÑgêq¯èþÔéçÜ ÌZ H °MæüÚë ç³Çç³NÆæÿ~
M>§æþ$. G §æþ$Mæü¯èþV>
55. No test in education and psychology is
perfectly valid because of 1. {ç³ÐèþÆæÿ¢¯èþË$ AÐéÅç³¢ (overlapping) AÐèþ#éÆÿ$$
Mæü¯èþ$Mæü
1. overlapping of behaviours
2. Ëæü×ê ÔéË èþ$¨ °ÆæÿÓ^èþ¯èþ MæüçÙt Mæü¯èþ$Mæü
2. final definition of traits is difficult
3. Ðèþ*糯èþ Äñý$$MæüP ç³ÆøæüèþÓÐèþ$$ (indirectness)
3. indirectness of measurement ÐèþËÏ
(A) 1 only (B) 2 only (A) 1 Ðèþ*{èþÐóþ$ (B) 2 Ðèþ*{èþÐóþ$
(C) 3 only (D) All the above (C) 3 Ðèþ*{èþÐóþ$ (D) ò³OÐèþ±²
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56. If a researcher obtains scores from a 56. JMæü ç³ÇÔZ«§æþMæü$yæþ$ ÑÑ«§æþ M>Ë ÐèþÅÐèþ«§æþ$ÌZÏ {ç³^èþÄæý$¯èþ
sample of subjects on a test at different
(Sample) Äñý$$MæüP Væü×ý¯èþË$ ´÷ ¨óþ Aèþ¯èþ$ §óþ°°
time points, then he/she is estimating a
measure of A ^èþ¯é ÐóþçÜ$¢¯èþ²r$Ï ?
(A) stability (A) íܦÆæÿèþÓ
(B) equivalence (B) çÜÐèþ$èþ$ËÅèþ
(C) stability and equivalence (C) íܦÆæÿèþÓ Ðèþ$ÇÄæý$$ çÜÐèþ$èþ$ËÅèþ
(D) internal consistency (D) A èþÆæÿYèþ çÜ VæüèþèþÓ (Consistency)
57. Which of the following does not refer to 57. Mìü ¨ ÐésìýÌZ HÑ ÑÔèýÓçܱÄæý$èþ¯èþ$ {糿êÑèþ ^óþõÜ
the external factors affecting reliability ? »êçßýÅM>ÆæÿM>Ë$ M>Ðèþ# ?
(A) environmental conditions, scope of (A) ç³ÇçÜÆæÿ ç³Çíܦèþ$Ë$, Fà ç³Ç«¨, ç³Èìüèþ$° Äñý$$MæüP
guessing, momentary fluctuations in
the examinees
æü×ìýMæüÐðþ$O¯èþ ^é ^èþÌêÅË$
(B) length of the test, range of total scores, (B) ç³Èæü ÑçÜ$, Ððþ$$èþ¢ Væü×ý¯èþË ÐéÅí³¢, çÜ*^èþ¯èþË çܵçÙtèþ
clarity of instructions (C) Fà ç³Ç«¨, ç³Èæü ÑçÜ$, çÜ*^èþ¯èþË çܵçÙtèþ
(C) Scope of guessing, length of the test, (D) æü×ìýMæüÐðþ$O¯èþ ^é ^èþÌêÅË$, Ððþ$$èþ¢ Væü×ý¯èþË ÐéÅí³¢,
clarity of instructions Fàç³Ç«¨
(D) momentary fluctuations, range of total
scores, scope of guessing 58. M>v¯èþÅÝë¦Æÿ$$ 0.20 ¯èþ$ yìþ 0.30 ÐèþÆæÿMæü$ VæüË A Ôé˯èþ$
(Items) H Ñ«§æþ V> ¿êÑÝë¢Ææÿ$ ?
58. Items with difficulty value of 0.20 to 0.30
are considered as (A) ^éÌê çÜ$Ë¿æýÐðþ$O¯èþ A ÔéË$
(A) most easy items (B) çÜ$Ë¿æýÐðþ$O¯èþ A ÔéË$
(B) easy items (C) Mæüv¯èþÐðþ$O¯èþ A ÔéË$
(C) difficult items (D) ^éÌê Mæüv¯èþÐðþ$O¯èþ A ÔéË$
(D) most difficult items
59. çÜ*Mæü»Z«§æþ¯èþMæü$ çÜ º «¨ _ Mìü §æþ ðþÍí³¯èþ Ýù´ë¯éË
59. Arrange the following steps of Äñý$$MæüP {MæüÐèþ*°² ðþË$ç³ yìþ
microteaching in a sequence
1. ç³#¯èþ@ç³#íÙt
1. Feedback
2. ç³#¯èþ@»Z«§æþ¯èþ
2. Reteach
3. ç³£æþMæü
3. Plan
4. »Z«§æþ¯èþ
4. Teach
5. ç³#¯èþ@ç³£æþMæü
5. Replan
(A) 3, 5, 4, 2, 1 (B) 3, 4, 1, 5, 2 (A) 3, 5, 4, 2, 1 (B) 3, 4, 1, 5, 2
(C) 2, 3, 1, 5, 4 (D) 1, 2, 5, 4, 3 (C) 2, 3, 1, 5, 4 (D) 1, 2, 5, 4, 3
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60. The characteristic features of an 60. {ç³çܵ §æþ¯éÄæý$$èþ (interactive) ðþËÏ ºËÏ Äñý$$MæüP
interactive white board is Ëæü×ý Ææÿ*ç³#ÆóÿQË$
(A) A teacher can write and save (A) E´ë«§éÅÄæý$$yæþ$ Æ>Äæý$VæüËyæþ$ Ðèþ$ÇÄæý$$ °ìüç³¢
(Save) ^óþÄæý$VæüËyæþ$
(B) A teacher can display what appears
(B) Mæü ç³NÅrÆÿ ðþÆæÿò³O AVæü$í³ ^óþ Ðésìý° E´ë«§éÅÄæý$$yæþ$
on a computer screen
{糧æþÇØ ^èþVæüËyæþ$
(C) A teacher can use it to demonstrate (C) E´ë«§éÅÄæý$$yæþ$ »Z«§æþ¯é {Mîüyæþ˯èþ$ {糧æþÇØ ^èþyé°Mìü
instructional games Eç³Äñý*W ^èþVæüËyæþ$
(D) All of the above (D) ò³OÐèþ±²
61. The family of models of teaching that 61. ÐèþÅMæü¢ èþÆæÿ çÜ º «§éË ÝëÐèþ$Æ>¦üÅ˯èþ$ AÀÐèþ¨ª^óþÄæý$yé°²
emphasises the development of E§ésìý ^óþ »Z«§æþ¯é ¯èþÐèþ$*¯éË Mæü$r º Mìü ¨ ÐésìýÌZ
capabilities for interpersonal relationships
H¨ ?
is (A) çÜÐèþ*^éÆæÿ ÑÔóýÏçÙ×ý
(B) Ýë í$Mæü
(A) Information processing
(C) ÐèþÅMìü¢Væüèþ
(B) Social
(D) {ç³ÐèþÆæÿ¢¯é ç³ÇÐèþÆæÿ¢¯èþ
(C) Personal
62. ç Ü §ó þ Ôé°² ( message) ç ³ í ³ ^ó þ Ðè þ $$ §æ þ $
(D) Behaviour modification
A¯èþ$çÜÇ ^éÍÞ¯èþ {ç³{MìüÄæý$ H¨ ?
62. What is the process followed before (A) çÜ Móüèþ bóþ§æþ¯èþ (Decoding)
sending a message ? (B) çÜÐèþ*^éÆæÿ çÜ Móüèþ (Data coding)
(A) decoding (C) ¯èþÐðþ*§æþ$ ^óþÄæý$yæþ
(B) data coding (D) çÜ Móüèþ¯èþ (Encoding)
(C) recording 63. A èþÆ>jËMæü (Internet) A¯óþ¨ JMæü
(D) encoding (A) A Væü$âêÅ èþÆæÿgêË ç³#rË çÜÐèþ*àÆæÿ (Network
of web pages)
63. The Internet is nothing but a
(B) ç Ü Ðè þ *àÆ>Ë ç Ü Ðè þ *àÆæ ÿ (Network of
(A) network of web pages networks)
(B) network of networks (C) AÔè ý Æÿ$$è þ Ðè þ ÅÐè þ àÆæ ÿ Q yì þ Mæ ü Ë ç Ü Ðè þ *àÆæ ÿ
(Network of hypertexts)
(C) network of hypertexts
(D) Væü×ý¯èþ Äæý$ {éË çÜÐèþ*àÆæÿ (Network of
(D) network of computers computers)
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64. Percentage of reservation given to 64. {糿æý$èþÓ E§øÅV>ÌZÏ {ÔèýÐèþ×ý ÐðþOMæüËÅ MæüÍW¯èþ ÐèþÅMæü$¢ËMæü$ C_a¯èþ
persons with hearing impairment in Govt.
{ç³óþÅMæü MóüsêÆÿ$$ ç³#Ë (Reservation) Ôéèþ G èþ ?
Jobs is
(A) 1 Ôéèþ (B) 2 Ôéèþ
(A) 1% (B) 2%
(C) 3% (D) 5% (C) 3 Ôéèþ (D) 5 Ôéèþ
65. Dyslexia means 65. "Açç³ÌôýQ±Äæý$èþ' (Dyslexia) A¯èþV>
(A) partial inability to read
(A) ^èþ§æþÐèþyæþ ´ëìüMæü AçÜÐèþ$Ææÿ¦èþ
(B) partial inability to write
(B) Æ>Äæý$yæþ ÌZ ´ëìüMæü AçÜÐèþ$Ææÿ¦èþ
(C) partial inability to calculate
(C) Væü×ìý ^èþyæþ ÌZ ´ëìüMæü AçÜÐèþ$Ææÿ¦èþ
(D) partial inability to concentrate
(D) HM>{VæüèþÌZ ´ëìüMæü AçÜÐèþ$Ææÿ¦èþ
66. IEP in special education stands for
(A) Integrated Education Programme 66. {ç³óþÅMæü ѧæþÅÌZ IEP Mìü ¨ ÐésìýÌZ §óþ°° çÜ*_çÜ$¢ ¨ ?
(B) Inclusive Education Programme (A) C sìý{Vóüsñýyþ Gyæþ$ÅMóüçÙ¯þ {´ù{V>Ðþ$
(C) Integrated Education Plan
(B) C Mæü*ÏíÜÐþ Gyæþ$ÅMóüçÙ¯þ {´ù{V>Ðþ$
(D) Individual Education Plan
(C) C sìý{Vóüsñýyþ Gyæþ$ÅMóüçÙ¯þ ´ëϯþ
67. Sequential teaching facilitates learning
among disabled. Identify the correct order. (D) C yìþÑyæþ$ÅÐèþÌý Gyæþ$ÅMóüçÙ¯þ ´ëϯþ
(A) Naming, identification, matching, 67. {MæüÐèþ$º§æþ® »Z«§æþ¯èþ AÔèýMæü$¢ÌZÏ (Disabled) A¿æýÅçܯèþ¯èþ$
sorting
ÝûË¿æýÅ ^óþçÜ$¢ ¨. §é°Äñý$$MæüP çÜÆðÿO¯èþ {MæüÐèþ*°² Væü$Ç¢ ^èþ yìþ
(B) Matching, sorting, identification,
naming (A) õ³ÆöP¯èþ$r, Væü$Ç¢ ^èþ$r, fèþç³Ææÿ^èþ$r, ÐóþÆæÿ$^óþÄæý$$r
(C) Matching, sorting, naming, (B) fèþç³Ææÿ^èþ$r, ÐóþÆæÿ$^óþÄæý$$r, Væü$Ç¢ ^èþ$r, õ³ÆöP¯èþ$r
identification
(C) fèþç³Ææÿ^èþ$r, ÐóþÆæÿ$^óþÄæý$$r, õ³ÆöP¯èþ$r, Væü$Ç¢ ^èþ$r
(D) Identification, naming, sorting,
matching (D) Væü$Ç¢ ^èþ$r, õ³ÆöP¯èþ$r, ÐóþÆæÿ$^óþÄæý$$r, fèþç³Ææÿ^èþ$r
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68. Arrange the following categories of 68. ÐéÇ ÐéÇ ÝëÐèþ$Æ>¦üÅË B«§éÆæÿ V> Ðóþ$«§øç³Ææÿ çÜÐéâæý$ÏMæüÍW¯èþ
intellectually challenged on the basis of (Intellectually challenged) ÐèþÆ>Y˯èþ$ GMæü$PÐèþ
their ability from highest to lowest ¯èþ$ yìþ èþMæü$PÐèþMæü$ ÐèþÆæÿ$çÜÌZ AÐèþ$Ææÿa yìþ
1. Custodial care 1. çÜ Ææÿæü$° Ææÿæü×ý AÐèþçÜÆæÿÐðþ$O¯èþ ÐéÆæÿ$
2. Minimal care 2. Mæü°çÙt Ææÿæü×ý AÐèþçÜÆæÿÐðþ$O¯èþ ÐéÆæÿ$
3. Trainable 3. Õæü×ý ´÷ §æþVæüÍW¯èþ ÐéÆæÿ$
4. Educable 4. ѧæþůèþ$ ´÷ §æþVæüÍW¯èþ ÐéÆæÿ$
(A) 1, 2, 4, 3 (B) 2, 3, 4, 1 (A) 1, 2, 4, 3 (B) 2, 3, 4, 1
(C) 4, 3, 2, 1 (D) 3, 4, 2, 1 (C) 4, 3, 2, 1 (D) 3, 4, 2, 1
69. IEDSS scheme is meant for 69. IEDSS ç³£æþMæü Mìü ¨ ÐésìýÌZ §óþ°Mìü çÜ º «¨ _ ¨ ?
(A) Primary (B) Secondary (A) {´ë£æþÑ$Mæü (B) òÜMæü yæþÈ
(C) Higher (D) Vocational (C) E¯èþ²èþ (D) E´ë«¨
70. Which of the following Commissions
70. Mìü ¨ ÐésìýÌZ H ѧéÅMæüÒ$çÙ¯þ "Væü$×êèþÃMæü ѧæþůèþ$
made the statement, ‘A sound programme
of professional education of teachers is
ò³ ´÷ ¨ ^èþyé°Mìü E´ë«§éÅÄæý$$ËMæü$ JMæü ç³sìýçÙtÐðþ$O¯èþ
essential for the qualitative improvement
Ðèþ¢ çÜ º «§æþ ѧéÅ M>ÆæÿÅ{MæüÐèþ$Ðèþ$$ èþç³µ°çÜÇ' A°
of education’ ?
õ³ÆöP ¨
(A) Secondary Education Commission (A) òÜMæü yæþÈ Ñ§éÅ MæüÒ$çÙ¯þ
(B) Indian Education Commission (B) ¿êÆæÿ¡Äæý$ ѧéÅ MæüÒ$çÙ¯þ
(C) University Education Commission (C) ÑÔèýÅѧéÅËÄæý$ ѧéÅ MæüÒ$çÙ¯þ
(D) Teacher Education Commission (D) E´ë«§éÅÄæý$ ѧéÅ MæüÒ$çÙ¯þ
71. The prime roles of teachers’ organization 71. E´ë«§éÅÄæý$$Ë çÜ ç$ Äñý$$MæüP {糫§é¯èþ ´ë{èþË$ Mìü ¨
focus on ÐésìýÌZ Ðóþsìýò³O Móü {©MæüèþÐèþ$Ðèþ#éÆÿ$$
1. Service matters 1. E§øÅVæü çÜ º «§æþ ÑçÙÄæý*Ë$
2. Parent teacher relationship 2. èþÍϧæþ {yæþ$Ë$ E´ë«§éÅÄæý$$Ë çÜ º «§æþ
3. Professional development of teachers 3. E´ë«§éÅÄæý$$Ë Ðèþ¢ç³Ææÿ ÑM>çÜ
4. School- community relationships 4. ´ëuæÿÔéË&çÜÐèþ$$§éÄæý$ Ë çÜ º «§éË$
(A) 1 and 2 (A) 1 Ðèþ$ÇÄæý$$ 2
(B) 2 and 4 (B) 2 Ðèþ$ÇÄæý$$ 4
(C) 3 and 4 (C) 3 Ðèþ$ÇÄæý$$ 4
(D) 1 and 3 (D) 1 Ðèþ$ÇÄæý$$ 3
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72. At what level of teacher education 72. E´ë«§éÅÄæý$ ѧæþÅÌZ° H Ýë¦Æÿ$$ÌZ ¯èþÒMæüÆæÿ×ý Ðèþ$$QÅ¿êVæü V>
innovation should be an integral part ? E yéÍ ?
(A) Elementary level (A) GÍÐðþ$ rÈ Ýë¦Æÿ$$
(B) College level (B) MæüâêÔéË Ýë¦Æÿ$$
(C) Secondary level (C) òÜMæü yæþÈ Ýë¦Æÿ$$
(D) At all levels (D) ò³O A°² Ýë¦Æÿ$$ÌZÏ
73. Match the method required for preparing 73. ÑÑ«§æþ {ç³óþÅMæü ´ëuæÿÔéËË »êËË MöÆæÿMæü$ E´ë«§éÅÄæý$$˯èþ$
teachers for different special schools èþÄæý*Ææÿ$^óþÄæý$yé°Mìü AÐèþçÜÆæÿÐèþ$Äôý$Š糧æþ®èþ$˯èþ$
children. fèþç³Ææÿ^èþ yìþ
a) Mentally retarded 1. Braille a) Ðèþ*¯èþíÜMæü ÐðþOMæüËÅ MæüËÐéÇMìü 1. {»ñýÆÿ$$Î
b) Hearing impaired 2. Deficit oriented b) {ÔèýÐèþ×ý ÐðþOMæüËÅ MæüËÐéÇMìü 2. ÌZç³ B«§éÇèþ Eç³VæüÐèþ$
approach
c) §æþíÙt ÐðþOMæüËÅ MæüËÐéÇMìü 3. M>ÆæÿÅ ÑÔóýÏçÙ×ý
c) Visual impaired 3. Task analysis
d) A¿æýÅçܯé AÔèýMæü¢èþ MæüËÐéÇMìü 4. çÜ gêq ¿êçÙ
d) Learning disabled 4. Sign language
a b c d
a b c d
(A) 3 4 1 2
(A) 3 4 1 2
(B) 1 3 2 4
(B) 1 3 2 4
(C) 4 2 1 3
(C) 4 2 1 3
(D) 2 1 4 3
(D) 2 1 4 3
74. »Z«§æþ¯èþÌZ° A ÔéË ÐèþÆæÿ$çܯèþ$ Væü$Ç¢ ^èþ yìþ
74. The components of teaching in a sequence
is arranged as (A) {ç³{MìüÄæý$ – çÍèþ – Ðèþ$$ §æþ$^èþ*ç³#
(A) process – product – presage (B) Ðèþ$$ §æþ$^èþ*ç³# – çÍèþ – {ç³{MìüÄæý$
(B) presage – product – process (C) çÍèþ – Ðèþ$$ §æþ$^èþ*ç³# – {ç³{MìüÄæý$
(C) product – presage – process (D) Ðèþ$$ §æþ$^èþ*ç³# – {ç³{MìüÄæý$ – çÍèþ
(D) presage – process – product
75. ÐèþèþÅ èþÆæÿ E´ë«§éÅÄæý$ ѧéÅ M>ÆæÿÅ{MæüÐèþ$ {´ë«§é¯èþÅ V>
75. What is the sequence of emphasis in MæüÍW E yéÍÞ¯èþ {MæüÐèþ$Ðèþ$$ Mìü ¨ ÐésìýÌZ H¨ ?
inservice teacher education programme ? (A) ÐéÅRêůèþ , ç³#¯èþ@çÜÃÆæÿ×ý Ðèþ$ÇÄæý$$ A¯èþ$ÐèþÆæÿ¢¯èþ
(A) interpretation, recall and application (B) ç³#¯èþ@çÜÃÆæÿ×ý, A¯èþ$ÐèþÆæÿ¢¯èþ Ðèþ$ÇÄæý$$ ÐéÅRêůèþ
(B) recall, application and interpretation (C) Væü$Ç¢ ^èþ$r, ç³#¯èþ@çÜÃÆæÿ×ý Ðèþ$ÇÄæý$$ A¯èþ$ÐèþÆæÿ¢¯èþ
(C) recognition, recall and application (D) ç³#¯èþ@çÜÃÆæÿ×ý, ÐéÅRêůèþ Ðèþ$ÇÄæý$$ A¯èþ$ÐèþÆæÿ¢¯èþ
(D) recall, interpretation and application
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Source: Telangana State Eligibility Test. Question paper published by Telangana State Eligibility Test.