TS SET 2014: 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 32 75
This is to certify that, the entries made in the above portion are correctly written and verified.
Candidate’s 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$$ sý ò³¯þø Mìü §æþ ðþÍí³¯èþ Ñ«§æþ V>
Example : A B C D ç³NÇ ^éÍ.
where (C) is the correct response. E§éçßýÆæÿ×ý : A B C D
5. Your responses to the items are to be indicated in theOMR Answer (C) ç Ü Æð ÿ O ¯ è þ {ç ³ ç Ü µ §æ þ ¯è þ AÆÿ$$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
ѧæþÅ
Paper – III
õ³ç³Æÿ – III
1. Match the following aspects related to 1. »o§æþ®Ðèþ$èþ
{ç³M>Ææÿ ѧæþÅMæü$ çÜ º «¨ _ Mìü §æþ ðþÍí³¯èþ
Buddhist Education. A Ôé˯èþ$ fèþç³Ææÿ^èþ yìþ.
a) Ceremony of initial 1. Danda a) {´ëÆæÿ ¿æý ©> EèþÞÐèþ 1. §æþ yæþ
ordination
b) A Ðèþ$ ©> EèþÞÐèþ 2. ÐèþçÜ
b) Ceremony of final 2. Vasa
ordination c) ѧéÅǦ ò³O ÐèþÝë°² 3. AiÐèþ
Eç³Äñý*W ^èþyæþ
c) Upper garment used 3. Ajina
by the student d) ¯éÆæÿø ^óþíܯèþ Mìü ¨ ÐèþçÜ 4. 糺¾f
d) Lower garment 4. Pabbaja 5. Eç³çÜ ç³§æþ
made of fibre a b c d
5. Upasampada
(A) 4 5 3 2
a b c d
(B) 5 4 2 1
(A) 4 5 3 2
(B) 5 4 2 1 (C) 4 3 5 2
(C) 4 3 5 2 (D) 3 4 5 1
(D) 3 4 5 1
2. Ðóþ§éË {ç³M>Ææÿ , çÜíÙt A¯óþ¨
2. As per Vedas, creation is
1. BÆæÿ ¿æý Ìôý°¨
1. Without beginning
2. A èþ Ìôý°¨
2. Without an end
3. Q_eèþÐðþ$O¯èþ BÆæÿ ¿æý E¯èþ²¨
3. Has a definite beginning
4. Q_eèþÐðþ$O¯èþ A èþ E¯èþ²¨
4. Has a definite end
(A) Both ‘1’ and ‘2’ are correct (A) 1, 2 Æðÿ yæþ* çÜÆðÿO¯èþÑ
(B) Both ‘3’ and ‘4’ are correct (B) 3, 4 Æðÿ yæþ* çÜÆðÿO¯èþÑ
(C) ‘1’ is correct and ‘2’ is incorrect (C) 1 çÜÆðÿO¯èþ¨ Ðèþ$ÇÄæý$$ 2 çÜÆðÿO¯èþ¨ M>§æþ$
(D) ‘3’ is correct and ‘4’ is incorrect (D) 3 çÜÆðÿO¯èþ¨ Ðèþ$ÇÄæý$$ 4 çÜÆðÿO¯èþ¨ M>§æþ$
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3. Which of the following is incorrect about 3. èþèþ¢ÓÔéçÜ çÜÓ¿êÐé°Mìü çÜ º «¨ _ Mìü ¨ ÐésìýÌZ çÜÆðÿO¯èþ¨
the nature of philosophy ? M>°¨
1. Philosophy makes a man wiser and 1. èþèþ¢ÓÔéçÜ Ðèþ$°íÙ° ÑÐóþMæüÐèþ èþ$yìþV> çÜèþÅÐèþ èþ$yìþV>
truthful
^óþçÜ$¢ ¨.
2. Different philosophers have different
points of view 2. ÑÑ«§æþ èþèþ¢ÓÐóþèþ¢Ë$ ÑÀ¯èþ² §æþMæüµ£é˯èþ$ MæüÍW E sêÆæÿ$
3. Philosophy results in a certain way of 3. èþèþ¢ÓÔéçÜ JMæü °È~èþ iÐèþ¯èþ Ñ«§é¯é°² A ¨çÜ$¢ ¨
life 4. °È~èþ èþèþ¢Ó °ÇªçÙtÐðþ$O¯èþ {ç³ÐèþÆæÿ¢¯èþ¯èþ$ MæüÍW E r$ ¨
4. A certain philosophy has a specific
(A) 1 çÜÆðÿO¯èþ¨
predictable behaviour.
(A) ‘1’ is correct (B) 4 çÜÆðÿO¯èþ¨
(B) ‘4’ is correct (C) 1, 3 çÜÆðÿO¯èþÑ
(C) ‘1’ and ‘3’ are correct (D) 2, 4 çÜÆðÿO¯èþÑ
(D) ‘2’ and ‘4’ are correct
4. D {Mìü ¨ ÐésìýÌZ H¨ Äæý$§éÆæÿ¦ ѧéÅÐóþèþ¢Ë¯èþ¯èþ$çÜÇ _
4. Which of the following is correct about gêq¯éÆæÿj¯èþ {ç³{MìüÄæý$ÌZ A èþMæü$PÐèþ {´ëÐèþ$$QÅèþ Væü˨ ?
realists education that is least important (A) {ç³èþÅæü ç³#¯èþÆæÿÓüÅÐèþïܦMæüÆæÿ×ý
aspect of process of knowing ?
(B) ¿êÐèþ¯é Ý뫧æþ¯èþ
(A) Perceptual reorganization
(B) Concept of attainment (C) A èþÆÿ§æþíÙt ÑM>çÜ
(C) Development of insight (D) çÜÐèþ*^éÆ>°² Mæü uæÿçÜ¢ ^óþÄæý$yæþ
(D) Memorization of information 5. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ.
5. Match the following : ç³sìýtMæü – I ç³sìýtMæü – II
List – I List – II a) Ôé °Móüèþ¯þ 1. hyæþ$z MæüçÙ~Ðèþ$*Ç¢
a) Shantiniketan 1. Jiddu Krishna b) {´ë糨Mæü ѧæþÅ 2. AÆæÿ¼ §ø
Murthy
c) çÜÐèþ*Mæü˯èþ ѧæþÅ 3. M.K. V> «¨
b) Basic education 2. Aurobindo
c) Integral education 3. M.K.Gandhi d) B«§éÅÃMæü ѧæþÅ 4. sêVøÆÿ
d) Spiritual education 4. Tagore 5. ÑÐóþM>¯èþ §æþ
5. Vivekananda a b c d
a b c d
(A) 4 3 2 5
(A) 4 3 2 5
(B) 4 3 2 1
(B) 4 3 2 1
(C) 4 5 3 2
(C) 4 5 3 2
(D) 5 3 4 1 (D) 5 3 4 1
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6. Match the following : 6. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ.
List – I List – II ç³sìýtMæü – I ç³sìýtMæü – II
a) Republic 1. Rousseau a) Çç³¼ÏMü 1. Ææÿ*Ýù
b) Sophy 2. Plato b) Ýùí 2. õ³ÏsZ
c) My pedagogic creed 3. Marx c) Ððþ$O ò³yæþV>WMü {Mîüyþ 3. Ðèþ*ÆÿPüÞ
d) Das capital 4. Spencer d) §éÜ M>í³rÌý 4. òܵ¯èþÞÆÿ
5. Dewey 5. yæþ*ÅÆÿ$*
6. Paulo Frierie 6. ´ëÌZ {ïÈ
a b c d a b c d
(A) 6 2 1 5 (A) 6 2 1 5
(B) 2 1 5 3 (B) 2 1 5 3
(C) 3 2 4 5 (C) 3 2 4 5
(D) 2 3 5 6 (D) 2 3 5 6
7. As per Indian Vedanta philosophy
7. ¿êÆæÿ¡Äæý$ Ðóþ§é èþ èþèþ¢ÓÔéçÜ
{ç³M>Ææÿ
1. There are six vedangas
1. BÆæÿ$ Ðóþ§é V>Ë$ E¯é²Æÿ$$
2. There are four upavedas
2. ¯éË$Væü$ Eç³Ðóþ§éË$ E¯é²Æÿ$$
(A) Neither 1 nor 2 is correct
(A) 1 çÜÆðÿO¯èþ¨ M>§æþ$ 2 Mæü*yé çÜÆðÿO¯èþ¨ M>§æþ$
(B) Only 1 is correct
(B) MóüÐèþË 1 çÜÆðÿO¯èþ¨
(C) Only 2 is correct
(C) MóüÐèþË 2 çÜÆðÿO¯èþ¨
(D) Both 1 and 2 are correct
(D) 1 çÐèþ$ÇÄæý$$ 2 Æðÿ yæþ* çÜÆðÿO¯èþÐóþ
8. Point out one of the following statements
which is not true : 8. Mìü ¨ {ç³Ðèþ^èþ¯èþËÌZ çÜÆðÿO¯èþ¨ M>° §é°² Væü$Ç¢ ^èþ yìþ.
(A) Family is a group defined by social (A) ÝëÐèþ*hMæü çÜ º «§éË^óþ °ÆæÿÓ_ ^èþºyìþ¯èþ çÜÐèþ$*çßýÐóþ$
relationships Mæü$r$ º
(B) Family is a system of relationships (B) è þ ÍÏ § æ þ {yæ þ $Ë$ Ðè þ $ÇÄæ ý $$ í ³ ËÏ Ë Ðè þ $« § æ þ Å E yó þ
existing between parents and children çÜ º «§éË ÐèþÅÐèþõܦ Mæü$r$ º
(C) Family is a biological unit composes (C) ¿æýÆæÿ¢, ¿êÆæÿÅ Ðèþ$ÇÄæý$$ í³ËÏ˯èþ$ MæüÍW E¯èþ² iÐèþ çÜ º «§æþ
of husband, wife and children Ñ¿êVæüÐóþ$ Mæü$r$ º
(D) Family is a group of persons whose (D) ¯èþÐèþ$ÃMæü , ÐéèþÞËÅ ò³O B«§éÆæÿç³yìþ¯èþ çÜ º «§é˯èþ$
relationships are based on faith and MæüÍW E¯èþ² ÐèþÅMæü$¢Ë çÜÐèþ$*çßýÐóþ$ Mæü$r$ º
affection
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9. Which one of the following differences 9. B^éÆæÿ Ðèþ$ÇÄæý$$ AËÐér$Ë Ðèþ$«§æþÅVæüË ¿ôý§éËÌZ çÜÆðÿO¯èþ¨
between customs and habit is not M>°¨
correct ? B^éÆæÿ AËÐér$
Custom Habit
a) B^éÆæÿ A¯óþ¨ ÝëÐèþ*hMæü V> AËÐér$ A¯óþ¨ ÐèþÅMìü¢Væüèþ V>
a) Custom has got great Habit is more of Vöç³µ {´ë«§é¯èþÅèþ¯èþ$ MæüÍW E ¨ {´ë«§é¯èþÅ MæüÍW¯èþ¨
social significance personal importance
b) B^éÆæÿ çÜ ç$ ^óþèþ AËÐér$ çÜ ç$ ^óþèþ
b) Custom is socially Habit is not socially Væü$Ç¢ ^èþºyæþ$èþ$ ¨ Væü$Ç¢ ^èþºyæþ§æþ$
recognized recognised
c) B^éÆæÿ °ÆóÿªÔèýMæüÐðþ$O¯èþ¨ AËÐér$ Mæü*yé
c) Custom is normative Habit is also
°ÆóÿªÔèýMæüÐðþ$O¯èþ¨
normative
d) B^éÆæÿ ÝëÐèþ*hMæü AËÐér$ ÐèþÅMìü¢ç³Ææÿ
d) Custom is social Habit is a individual
§æþWÓçÙÄæý$ §æþWÓçÙÄæý$
phenomenon phenomenon
10. Which one of the following indicates a 10. Mìü ¨ ÐésìýÌZ H¨ çÜ ç*°² (community) çÜ*_çÜ$¢ ¨ ?
‘community’ ?
(A) {sôýyþ Äæý$*°Äæý$¯þ Ðèþ$*ÐþÐðþ$ sý
(A) Trade Union movement
(B) ¿êÆæÿ¡Äæý$ çÜÐèþ*f
(B) The Indian Society
(C) ¿êÆæÿ¡Äæý$ Ðèþ$*ÌêË$ MæüÍW¯èþ {ç³fË$
(C) The people of Indian origin
(D) {V>Ðèþ$ ÌZ° {ç³fË$
(D) People in a village
11. The relationships within the family are 11. Mìü §æþ C_a¯èþ ÐésìýÌZ §óþ° B«§éÆæÿ V> Mæü$r$ º ÌZ°
structured in terms of a set of çÜ º «§éË$ °ÇÃèþÐèþ$Ðèþ#éÆÿ$$ ?
(A) Rules (A) °Äæý$Ðèþ*Ë$
(B) Norms (B) Mæür$t»êr$Ï
(C) Roles (C) ´ë{èþË$
(D) Values (D) ÑË$ÐèþË$
III l 6 A-06-03
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Read the passage and answer the Mìü §æþ C_a¯èþ ´ëuæÿÅ¿êV>°² ^èþ¨Ñ §é° Mìü §æþ C_a¯èþ {ç³Ôèý²ËMæü$
following questions from (12 to 14) (12 -14) çÜÐèþ*«§é¯é˯èþ$ Væü$Ç¢ ^èþ yìþ.
questions :
èþÆæÿVæü Væü ¨ÌZ ѧéÅÆæÿ$¦Ë$ AyìþVóü {ç³Ôèý²Ë°² sìýMìü
A teacher may not have ready answers to
all the questions posed by students in a
E´ë«§éÅÄæý$$° §æþVæüYÆæÿ çÜÐèþ*«§é¯éË$ íܧæþ® V> E yæþMæü´ùÐèþ^èþ$a.
class. On occasions when his/her E´ë«§éÅÄæý$$° ´ë yìþéÅ°Mìü çÜÐéâæý$Ï G§æþ$ÆðÿO¯èþ çÜ §æþÆæÿ ÌZ
scholarship is challenged he/she has to Aèþ¯èþ$ B«¨ç³èþÅ ¿êÐé°² Mæü¯èþºÆæÿ_¯èþ §é° Mæü sôý èþ¯èþ
graciously accept his/her inability rather
AÔèýMæü¢èþ¯èþ$ E§éÆæÿ V> A XMæüÇ ^èþyæþ çÜÆðÿO¯èþ¨. Ar$Ðèþ sìý
than attempting to put on a facade of
superiority. Students feel satisfied with E´ë« § éÅÄæ ý $$° {ç ³ Ðè þ Ææ ÿ ¢ ¯ è þ ø ѧéÅÆæ ÿ $¦ Ë $ ç Ü è þ í ³ ¢
their teacher’s behaviour. ^ðþ §æþ$éÆæÿ$.
12. What is the most important trait required 12. E´ë«§éÅÄæý$$°Mìü E yæþÐèþËíܯèþ AèþÅ èþ {糫§é¯èþÐðþ$O¯èþ Ëæü×ý
for a teacher ? H¨ ?
(A) Genuineness (A) çÜÓ^èþeèþ
(B) Exhibition of genuineness (B) çÜÓ^èþeèþ¯èþ$ {糧æþÇØ ^èþyæþ
(C) Concern (C) ç³sìýt ^èþ$MøÐèþyæþ
(D) Exhibition of concern (D) ç³sìýt ^èþ$Mö r$¯èþ²r$Ï {糧æþÇØ ^èþyæþ
13. What is the role played by the teacher 13. E´ë«§éÅÄæý$$yæþ$ ´ùíÙ _¯èþ ´ë{èþ H¨ ?
here ?
(A) AÐèþÆø«§æþMæü$yæþ$
(A) Inhibitor
(B) A¯èþ$Ðé§æþMæü$yæþ$
(B) Translator
(C) ÝûË¿æýÅMæü$yæþ$
(C) Facilitator
(D) ç³ÇÐèþÆæÿ¢Mæü$yæþ$
(D) Transformer
14. Students feeling about their teacher is that 14. E´ë«§éÅÄæý$$° Væü$Ç _ ѧéÅÆæÿ$¦Ë$ A¯èþ$¿æý* ^ðþ ¨¯èþ¨.
of
(A) Ðèþ$¿æýÅò³sôýt {ç³ÐèþÆæÿ¢¯èþ
(A) Camaflonged behaviour
(B) Ýë¯èþ$¿æý*ø Mæü*yìþ¯èþ {ç³ÐèþÆæÿ¢¯èþ
(B) Sympathetic behaviour
(C) Masked behaviour (C) Mæüç³r {ç³ÐèþÆæÿ¢¯èþ
(D) Frank behaviour (D) §éç³ÇMæü Ìôý° {ç³ÐèþÆæÿ¢¯èþ
III l 7 A-06-03
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15. Match the following with reference to the
15. ÆøÚëMü íÜÆ> Ðèþ$ÆæÿMæüË ç³ÈæüMæü$ çÜ º «¨ _ Mìü ¨ Ðésìý°
Rorschach’s Inkblot test :
fèþç³Ææÿ^èþ yìþ
a) Location 1. Response,
a) Ý릯èþÐèþ$$ 1. {ç³çܵ §æþ¯èþ,
reasonable
interpretations çÜõßýèþ$Mæü ÐéÅRêůéË$
b) Determinants 2. Human, animal, b) °Æ>®ÇéË$ 2. Ðèþ*¯èþÐèþ, ç³Ôèý$Ðèþ# ,
geography etc.
¿oVøãMæü Ððþ$$§æþÌñýO¯èþÑ
c) Content 3. Part of the
c) ÑçÙÄæý$ 3. Ðèþ$ÆæÿMæüÌZ° ¿êVæü
blot – the
selected area
G í³Mæü ^óþíܯèþ {糧óþÔèý
d) Populars and 4. Shape, colour, d) ÐéÅí³¢ÌZ E¯èþ² Ðèþ$ÇÄæý$$ 4. BM>Ææÿ , Ææÿ Væü$, béÄæý*
originals shading ÐèþÍMæüÐðþ$O¯èþ _à²Ë$
impression a b c d
a b c d
(A) 3 4 2 1
(A) 3 4 2 1
(B) 4 3 2 1
(B) 4 3 2 1
(C) 3 4 1 2 (C) 3 4 1 2
(D) 2 4 3 1 (D) 2 4 3 1
16. The first psychologist who collected 16. MúÐèþ*Ææÿ§æþÔèýò³O ÑÐèþÆæÿ×êèþÃMæü çÜÐèþ*^éÆ>°² õÜMæüÇ _¯èþ Ððþ$$§æþsìý
detailed data on adolescence was Ðèþ$¯øÐðþOgêq°Mæü ÔéçÜÐóþèþ¢
(A) Watson (A) ÐérÞ¯þ
(B) Galton (B) V>Ët¯þ
(C) Stanley Hall (C) Ýët±Ï àÌý
(D) Binet (D) ¼¯ðþ
III l 8 A-06-03
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17. Which of the following is correct ? 17. Mìü ¨ ÐésìýÌZ H¨ çÜÆðÿO¯èþ¨ ?
Statement – I : Sanguine type of {ç³Ðèþ^èþ¯èþ – I : LéÞíßýMæü ÆæÿMæüÐðþ$O¯èþ Ðèþ$*Ç¢Ðèþ$èþÓ «§ðþOÆæÿÅ
personality is marked by
BÔéÐé§æþ , çÜ øçÙ Ðèþ sìý Ëæü×ê˯èþ$
characteristics like light-
heartedness, optimism, MæüÍW E r$ ¨.
happiness etc.
{ç³Ðèþ^èþ¯èþ – II : Ë ºMæüÔèýM>Äæý$èþ ÆæÿMæüÐðþ$O¯èþ Ðèþ$*Ç¢Ðèþ$èþÓ
Statement – II : Ectomorphic type of
BèþðÔèýaÄæý$ , {ç³Ðèþ*§é°² {õ³Ñ$ ^óþ,
personality is characterized
by self-assertiveness, ÝëçßýçÜÐèþ èþÐðþ$O¯èþ Ëæü×ê˯èþ$ MæüÍW
loves risk and adventure. E r$ ¨
(A) Statements I and II are incorrect (A) {ç³Ðèþ^èþ¯éË$ I Ðèþ$ÇÄæý$$ II çÜÆðÿO¯èþÑ M>Ðèþ#
(B) Statements I and II are correct
(B) {ç³Ðèþ^èþ¯éË$ I Ðèþ$ÇÄæý$$ II çÜÆðÿO¯èþÑ
(C) Statements I is correct and II is
incorrect (C) {ç³Ðèþ^èþ¯èþ I çÜÆðÿO¯èþ¨, {ç³Ðèþ^èþ¯èþ II çÜÆðÿO¯èþ¨ M>§æþ$
(D) Statements I is incorrect and II is (D) {ç³Ðèþ^èþ¯èþ I çÜÆðÿO¯èþ¨ M>§æþ$, {ç³Ðèþ^èþ¯èþ II çÜÆðÿO¯èþ¨
correct
18. {Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ.
18. Match the following :
a) Drive 1. The cat recognized the a) Eèþ$ÞMæüèþ 1. VæüyìþÄæý$¯èþ$ Eç³Äñý*W ^óþ çÜÆðÿO¯èþ
correct way to Ðèþ*Æ>Y°² í³ÍÏ Væü$Ç¢ ^èþyæþ
manipulate the latch
b) VæüÐèþ$Å 2. èþË$ç³# Ðèþ$*íܯèþ ò³sñýtÌZ í³ÍÏ
b) Goal 2. The cat was confined in
the box with a closed º «¨ ^èþºyæþr
door
c) {糺 «§æþMæü 3. BMæüÍø E¯èþ² í³ÍÏ BàÆ>°²
c) Block 3. The cat was hungry and
^èþ*yæþr ø Ðèþ$Ç èþ BMæüÍVö¯èþyæþ
was intensified by the
sight of food d) G í³Mæü 4. ò³sñýt ºÄæý$rMæü$ Ðèþ_a BàÆ>°²
d) Selection 4. To obtain food by getting ´÷ §æþr
out of the box a b c d
a b c d
(A) 3 2 1 4
(A) 3 2 1 4
(B) 3 4 2 1
(B) 3 4 2 1
(C) 3 4 1 2
(C) 3 4 1 2
(D) 2 3 1 4 (D) 2 3 1 4
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19. Arrange the processes of classical 19. ÔéïÜÄæý$ °º «§æþ¯èþ {ç³{MìüÄæý$¯èþ$ ÐèþÆæÿ$çÜ{MæüÐèþ$ ÌZ AÐèþ$Ææÿa yìþ.
conditioning in a sequential manner. Ýù´ë¯èþ 1 : °Ç²º «¨èþ E©ªç³¯èþ °Ç²º «¨èþ
Step 1 : Unconditioned stimulus emits {ç³çܵ §æþ¯èþ¯èþ$ E§æþYÑ$ ç³ gôýÄæý$yæþ
unconditioned response Ýù´ë¯èþ 2 : °º «¨èþ E©®ç³¯èþ °º «¨èþ
Step 2 : Conditioned stimulus emits {ç³çܵ §æþ¯èþ¯èþ$ E§æþYÑ$ ç³gôýÄæý$yæþ
conditioned response Ýù´ë¯èþ 3 : °º «¨èþ E©®ç³¯èþ èþÆæÿ$Ðéèþ °Ç²º «¨èþ
Step 3 : Conditioned stimulus followed E©® ç ³ ¯è þ °Ç²º « ¨ è þ {ç ³ ç Ü µ §æ þ ¯è þ ¯è þ $
by unconditioning stimulus
E§æþYÑ$ ç³gôýÄæý$yæþ
emits unconditioned response (A) Ýù´ë¯èþ 1, Ýù´ë¯èþ 2, Ýù´ë¯èþ 3
(A) Step 1, Setp 2, Step 3 (B) Ýù´ë¯èþ 2, Ýù´ë¯èþ 3, Ýù´ë¯èþ 1
(B) Step 2, Step 3, Step 1 (C) Ýù´ë¯èþ 1, Ýù´ë¯èþ 3, Ýù´ë¯èþ 2
(C) Step 1, Step 3, Step 2
(D) Ýù´ë¯èþ 3, Ýù´ë¯èþ 2, Ýù´ë¯èþ 1
(D) Step 3, Step 2, Step 1
20. çßýÌýÞ {ç³M>Ææÿ A¿æýÅçܯé ÑÔóýÏçÙ×ýÌZ° Ððþ$$§æþsìý §æþÔèý MæüÍW
20. The first stage of Hull’s analysis of learning
E yóþ¨.
includes
1) gZMæüÅ ^èþÆæÿÆ>Ôèý$Ë$
1) The intervening variables
2) ç³Æ>«©¯èþ ^èþÆæÿÆ>Ôèý$Ë$
2) The dependent variables
3) The independent variables 3) çÜÓèþ {èþ ^èþÆæÿÆ>Ôèý$Ë$
(A) 1 is correct (A) 1 çÜÆðÿO¯èþ¨
(B) 1 and 2 are correct (B) 1 Ðèþ$ÇÄæý$$ 2 çÜÆðÿO¯èþÑ
(C) 3 is correct (C) 3 çÜÆðÿO¯èþ¨
(D) 2 and 3 are correct (D) 2 Ðèþ$ÇÄæý$$ 3 çÜÆðÿO¯èþÑ
III l 10 A-06-03
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21. Hull’s postulate on reaction potential has 21. çßýÌýÞ {ç³´ë¨ _¯èþ {ç³^èþÆ>ÅèþÃMæü ÝëÐèþ$Ææÿ¦üÅ (reaction
the following factors : potential) MæüÍW E yóþ¨
I. Habit strength I. AËÐér$ ºË
II. Strength of the drive II. Eèþ$ÞMæüèþ ºË
III. Stimulus intensity III. E©ªç³¯èþ ¡{Ðèþèþ
IV. Incentive IV. {´ùéÞçßýMæü
(A) I, II (A) I, II
(B) I, II, III (B) I, II, III
(C) I, II, III, IV (C) I, II, III, IV
(D) I, IV (D) I, IV
22. In forward conditioning, the CS 22. ¿æýÑçÙÅM>ÍMæü °º «§æþ¯èþ ÌZ °º «¨èþ E©ªç³¯èþ (CS) A¯óþ¨
(A) Precedes US (A) °Ç²º « ¨ è þ E©® ç ³ ¯è þ (US) Mæ ü $ Ðè þ $$ §æ þ $V>
çÜ ¿æýÑçÜ$¢ ¨
(B) Comes after the US
(B) °Ç²º «¨èþ E©®ç³¯èþ (US) Mæü$ èþÆæÿ$Ðéèþ ÐèþçÜ$¢ ¨
(C) Coincides with the US
(C) °Ç²º «¨èþ E©®ç³¯èþ (US) ø HMæüM>Ë ÌZ ÐèþçÜ$¢ ¨
(D) No role for US
(D) °Ç²º «¨èþ E©®ç³¯èþ (US) Mæü$ H ´ë{èþ Ìôý§æþ$
23. Which one of the following will be called
23. Mìü ¨ ÐésìýÌZ §óþ°° ÐèþÅÆóÿMæü ç³#¯èþÆæÿ¾Ë¯èþ ç³ÇçܦV> í³Ë$Ýë¢Ææÿ$ ?
a negative reinforcement situation ?
I. The mother gives milk to the child to I. ÕÔèý$Ðèþ# HyæþÓyé°² èþí³µ ^èþyé°Mìü èþÍÏ´ëË$ CçÜ$¢ ¨
avoid her crying
II. èþÍϯèþ$ yìþ ´ëË$ ´÷ §æþsê°Mìü ÕÔèý$Ðèþ# Hyæþ$çÜ$¢ ¨
II. The child cries to get the milk from her
mother III. ÕÔèý$Ðèþ# HyìþõÜ¢ èþÍÏ èþ {yìþ^óþ Ðèþ$ §æþÍ ^èþºyæþ$èþ$ ¨
III. The child cries and the mother gets
(A) III çÜÆðÿO¯èþ¨
the reprimand from her father
(A) III is correct (B) I, III çÜÆðÿO¯èþÑ
(B) I, III are correct
(C) I, II çÜÆðÿO¯èþÑ
(C) I, II are correct
(D) I is correct (D) I çÜÆðÿO¯èþ¨
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24. Motivation does not imply 24. {õ³Ææÿ×ý §óþ°° çÜ*_ ^èþ§æþ$ ?
(A) Energy change (A) ÔèýMìü¢ Ðèþ*Ææÿ$µ
(B) Arousal of feeling state (B) A¯èþ$¿æý* íܦ° {õ³Æóÿí³ ^èþ$r
(C) Making of responses which may lead (C) VæüÐèþ*Å°Mìü §éÇ¡õÜ {ç³çܵ §æþ¯èþ˯èþ$ ^óþÄæý$yæþ
to a goal
(D) {ç³çܵ §æþ¯èþÌZ Ðèþ*Ææÿ$µ
(D) Change in response
25. {Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ.
25. Match the following :
Psychologist Concept of Motive
Ðèþ$¯ø Ñgêq¯èþ ÔéçÜÐóþèþ¢ {õ³Ææÿ×ý ¿êÐèþ¯èþ
a) Sherif and 1. Achievement
a) òÙÇ Ðèþ$ÇÄæý$$ M> {sìýÌý 1. Ý뫧æþ¯é {õ³Ææÿ×ý
Cantril Motive
b) McClelland 2. Central Motive b) Ððþ$Mü MðüÏÌê yþ 2. Móü {§æþMæü {õ³Ææÿ×ý íܦ
State c) Ððþ*Æ>Y¯þ 3. Açßý &çÜ º§æþ®èþ
c) Morgan 3. Ego-involvement d) Ðèþ$${Æðÿ 4. Ðèþ$¯øf°èþ
d) Murray 4. Psychogenic AÐèþçÜÆ>Ë$
needs
5. A èþÆæÿYèþ Eèþ$ÞMæüèþË$
5. Intrinsic drives
a b c d
a b c d
(A) 4 1 2 3
(A) 4 1 2 3
(B) 3 4 2 5 (B) 3 4 2 5
(C) 3 1 2 4 (C) 3 1 2 4
(D) 3 2 1 4 (D) 3 2 1 4
26. The trial and error method of learning 26. £éÆÿ²yðþOMü {ç³´ë¨ _¯èþ Äæý$èþ²§øçÙ A¿æýÅçܯèþ íÜ§é® èþ ¯èþ$
according to Thorndike could be classified Æÿ$$Ìê ÐèþÈYMæüÇ ^èþÐèþ^èþ$a
under
(A) ´ëìüMæü MæüèþÅ çÜ*{èþ
(A) The principle of partial activity
(B) A¿æýÅçÜ¯é °Äæý$Ðèþ$
(B) The law of exercise
(C) The principle of multiple response (C) ºçßý$âæý {ç³çܵ §æþ¯èþË çÜ*{èþ
(D) The principle of associative learning (D) çÜ çÜÆæÿY A¿æýÅçܯèþ çÜ*{èþ
III l 12 A-06-03
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27. Which of the following is not a kind of 27. D Mìü ¨ Ðé°ÌZ çÜÐèþ$*çßý Ðèþ*ÆæÿY §æþÆæÿØMæüèþÓ Ððþ$âæýMæü$ÐèþMæü$
conference of group guidance technique ?
çÜ º «¨ _¯èþ çܧæþçÜ$Þ M>°¨ H¨ ?
(A) Case conference
(A) MóüÜ çܧæþçÜ$Þ
(B) Course conference
(B) MøÆæÿ$Þ çܧæþçÜ$Þ
(C) Job conference
(C) E§øÅVæü çܧæþçÜ$Þ
(D) Career conference
(D) MðüÈÆÿ çܧæþçÜ$Þ
28. Dolls and Puppets are used in the 28. Mìü ¨ ðþÍí³¯èþ H Ýë í$MæüÑ$ 糧æþ®ÌZ »Ðèþ$ÃË$, øË$
following sociometric method :
»Ðèþ$ÃË$ Eç³Äñý*WÝë¢Ææÿ$ ?
(A) Socio grams (A) ÝùíÙÄñý* {V>Ðþ$Þ
(B) Guess who technique (B) GÐèþÆø A° A ^èþ¯é ÐóþõÜ Ððþ$âæýMæü$Ðèþ
(C) Socio-drama (C) ÝùíÙÄñý* {yéÐèþ*
(D) Play techniques (D) {Mîüyé Ððþ$âæýMæü$ÐèþË$
29. Which of the following statements are 29. {Mìü §æþ ðþÍí³¯èþ ÐésìýÌZ çÜÆðÿO¯èþ {ç³Ðèþ^èþ¯éË$ HÑ ?
correct ?
{ç³Ðèþ^èþ¯èþ I : _èþ¢{¿æýÐèþ$ÌZ CèþÆæÿ ÐèþÅMæü$¢Ë {õ³ÆæÿM>Ë ç³rÏ
Statement I : Paranoia is marked by
extreme suspiciousness ¡{ÐèþÐðþ$O¯èþ A¯èþ$Ðèþ*¯èþ MæüÍW E yìþ Mö èþ
of other people’s motives, Ðè þ $ ¨ Ðè þ ÅMæ ü $¢ Ë $ è þ ¯è þ ç ³ rÏ Mæ ü ${rË$
frequently resulting in 糯èþ$²èþ$¯é²Ææÿ¯óþ ¯èþÐèþ$ÃM>˯èþ$ èþÆæÿ^èþ$V> ç
elaborate beliefs that
certain people are plotting
çÜíÙt ^èþ$MøÐèþyæþ E r$ ¨
against one. {ç³Ðèþ^èþ¯èþ II : Ðèþ$¯øÐðþOMæüËÅ Ñ^èþ˯èþ ÌZ çܵçÙtÐðþ$O¯èþ M>Ææÿ×ý
Statement II : Psychopathetic deviation ÌôýMæü$ yé¯óþ EÌêÏçÜç³yæþr , Eóþ¢fç³yæþr
is marked by mild elation
and excitement without
E r$ ¨
any clear reason. (A) I, II çÜÆðÿO¯èþÑ M>Ðèþ#
(A) I, II are incorrect
(B) I, II çÜÆðÿO¯èþÑ
(B) I, II are correct
(C) I çÜÆðÿO¯èþ¨
(C) I is correct
(D) II is correct (D) II çÜÆðÿO¯èþ¨
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30. If one variable is in interval scale and the 30. JMæü ^èþÆæÿÆ>Õ ÑÆ>Ðèþ$ Ðèþ*糯èþ ÌZ E yìþ C MöMæü ^èþÆæÿÆ>Õ
other variable is dichotomous, the ¨Ó¿êf¯èþ V> E sôý ÐésìýMìü çÜÆðÿO¯èþ çÜçßý çÜ º «§æþ Væü$×ýMæü
appropriate correlation coefficient is H¨ ?
(A) Biserial (A) »ñýO ïÜÇÄæý$Ìý
(B) Point Biserial (B) ´ëÆÿ$$ sý »ñýOïÜÇÄæý$Ìý
(C) Product moment (C) {´ëyæþMüt Ðèþ$*Ððþ$ sý
(D) Rank correlation (D) Æ> Mü MöÇÌôýçÙ¯þ
31. Which of the following statement is not 31. {Mìü ¨ {ç³Ðèþ^èþ¯éËÌZ H¨ çÜÆðÿO¯èþ¨ M>§æþ$ ?
correct ? (A) JMæü ç³ÈæüMæü$ ÑÔèýÓçܱÄæý$èþ ÌôýMæü$ sôý çÜ{ç³Ðèþ*×ýÐðþ$O¯èþ¨
(A) A test cannot be valid without being M>Ìôý§æþ$
reliable (B) JMæü ç³Èæü Mæü$ çÜ{ç³Ðèþ*×ýèþ ÌôýMæü$¯é² ÑÔèýÓçܱÄæý$èþ MæüÍW
(B) A test can be reliable without being E r$ ¨
valid (C) JMæü ç³ÈæüMæü$ çÜ{ç³Ðèþ*×ýÐðþ$O¯èþ¨ Ðèþ$ÇÄæý$$ ÑÔèýÓçܱÄæý$èþ
(C) A test can be both valid and reliable MæüÍW¯èþ§ðþO E yæþÐèþ^èþ$a
(D) A test can be valid without being (D) JMæü ç³ÈæüMæü$ ÑÔèýÓçܱÄæý$èþ ÌôýMæü$¯é² çÜ{ç³Ðèþ*×ýèþ MæüÍW
reliable E yæþÐèþ^èþ$a
32. ©° MöÆæÿMæü$ {ç³Ðèþ*×îýMæüÇ ^èþºyìþ¯èþ ç³Èæü˯èþ$ G ^èþ$Mæü$ sêÆæÿ$ ?
32. Stadardised tests are preferred for
1. °Äæý*Ðèþ$Mæü °Ææÿ~Äæý*˯èþ$ ¡çÜ$MøÐèþyé°Mìü
1) Taking placement decisions
2. Ðè þ *Ææ ÿ Y § æ þ Ææ ÿ دè þ , Ðè þ $ {è þ ×ý ËMæ ü $ ç Ü º « ¨ _¯è þ
2) Taking guidance and counseling
°Ææÿ~Äæý*Ë$ ¡çÜ$MøÐèþyé°Mìü
decisions
3. ѧéÅÆæ ÿ $¦ Ë ¯è þ $ Ðè þ ÈY M æ ü Ç ^è þ yé°Mì ü °Ææ ÿ ~ Ä æ ý *Ë$
3) Taking decisions for grading of ¡çÜ$MøÐèþyé°Mìü
students
4. ѧéÅ {ç³×êãMæü Ðèþ$ÇÄæý$$ Ñ«§é¯èþ °Ææÿ~Äæý*˯èþ$
4) Taking curriculum and policy decisions ¡çÜ$MøÐèþyé°Mìü
The correct option(s) is / are : ò³O ÐésìýÌZ çÜÆðÿO¯èþ I_eMæü H¨ ?
(A) 3 only (A) 3 Ðèþ*{èþÐóþ$
(B) 1 and 2 (B) 1 Ðèþ$ÇÄæý$$ 2
(C) 1, 2 Ðèþ$ÇÄæý$$ 3
(C) 1, 2 and 3
(D) 1, 2, 3 Ðèþ$ÇÄæý$$ 4
(D) 1, 2, 3 and 4
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33. Match the list – I and List – II : 33. ç³sìýtMæü – I ¯èþ$ ç³sìýtMæü – II fèþç³Ææÿ^èþ yìþ.
List – I List – II ç³sìýtMæü – I ç³sìýtMæü – II
1. Panel study a) Studies the sub- 1. fr$t A«§æþÅÄæý$¯èþ a) Mö èþM>Ë ´ër$
population with
ÝëÐèþ*¯èþÅ V> °ÆæÿÓ_ _¯èþ
common defined
{´ë°«§æþÅ f¯é¿ê
characteristic
Ëæü×ê°² A«§æþÅÄæý$¯èþ
over time
^óþçÜ$¢ ¨
2. Cohert study b) Collects data from
a sample at one 2. º §æþ A«§æþÅÄæý$¯èþ b) JMæü °Ç®çÙtM>Ë Ðèþ§æþª JMæü
point of time {ç³^èþÄæý$¯èþ ¯èþ$ yìþ
3. Trend study c) Examines the
çÜÐèþ*^éÆ>°² õÜMæüÇçÜ$¢ ¨
same people 3. «§øÆæÿ×ìý A«§æþÅÄæý$¯èþ c) Mö èþ M>Ë ´ër$ JMóü
overtime f¯é¿ê¯èþ$ ç³ÈìüçÜ$¢ ¨
4. Cross-sectional d) Examining the 4. çÜ MîüÆæÿ~ ÐèþÆæÿY A«§æþÅÄæý$¯èþ d) JMóü f¯é¿êÌZ Mö èþM>Ë
study changes within
´ër$ ^ør$ ^óþçÜ$Mö¯èþ²
the population
Ðèþ*Ææÿ$µË¯èþ$ ç³Èìü ^èþyæþ
overtime
1 2 3 4
1 2 3 4
(A) a c b a
(A) a c b a
(B) b a c d (B) b a c d
(C) c a d b (C) c a d b
(D) d c a d (D) d c a d
34. Which of the following measurement does 34. Mìü ¨ ÐésìýÌZ° H Ðèþ*糯èþ ç³ÇÖ˯è Ë çÜÐèþ*àÆ>°² çÜÐèþ*¯èþ
not divide a set of observations into equal ¿êV>Ë$V> Ñ¿æýh ^èþ§æþ$ ?
parts ?
(A) Ðèþ$«§æþÅVæüèþÐèþ$$
(A) Median
(B) ^èþèþ$Æ>ª ÔéË$
(B) Quartiles
(C) {´ëÐèþ*×ìýMæü Ñ^èþ˯èþÐèþ$$
(C) Standard deviation
(D) §æþÔèýÐèþ* ÔéË$
(D) Deciles
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35. If a distribution is abnormally tall and 35. JMæ ü Ñ¿æ ý f¯è þ AÝë« § éÆæ ÿ ×ý V>ü Gè þ $¢ V > Ðè þ $ÇÄæ ý $$
peaked then the distribution is ÕQÆæÿÄæý$$èþ V> E sôý B Ñ¿æýf¯èþ _______ MæüÍW E ¨
(A) Leptokurtic (A) Eèþ$¢ Væü MæüMæü$§æþèþ
(B) Pyrokurtic (B) Eé¢ç³ MæüMæü$§æþèþ
(C) Platykurtic (C) çÜÐèþ$èþË MæüMæü$§æþèþ
(D) Mesokurtic (D) Ðèþ$«§æþÅÐèþ$ MæüMæü$§æþèþ
36. Sampling frame means 36. {ç³^èþÄæý$¯èþ ^èþ{r A sôý
(A) Defining the population (A) f¯é¿ê¯èþ$ °ÆæÿÓ_ ^èþyæþ
(B) Listing the population (B) f¯é¿ê¯èþ$ gê¼é^óþÄæý$$
(C) Selecting representative sample (C) {´ë°«§æþÅ {ç³^èþÄæý$¯é°² G í³Mæü ^óþÄæý$yæþ
(D) Selecting adequate sample (D) çÜÇç³yæþ$ {ç³^èþÄæý$¯é°² G í³Mæü ^óþÄæý$yæþ
37. Parametric : Non parametric is as : 37. íܦ ç³Æ>Ñ$¡Äæý$ : Aç³Æ>Ñ$¡Äæý$¯èþ$ ´ùͯèþ¨ Mìü ¨ ÐésìýÌZ
H¨ ?
(A) Interval data : Ordinal data
(A) ÑÆ>Ðèþ$ §æþé¢ Ôèý : {MæüÐèþ$çÜ*_Mæü §æþé¢ Ôèý
(B) Nominal data : Ratio data
(B) ¯éÐèþ$MæüÆæÿ×ýÄæý$$èþ §æþé¢ Ôèý : ¯ðþOçÙµ¢Mæü §æþé¢ Ôèý
(C) t-test : ANOVA
(C) t ç³Èæü : ANOVA
(D) Chi square test : Median test
(D) MðüO õÜPüÓÆÿ ç³Èæü : Ðèþ$«§æþÅVæüèþ ç³Èæü
38. Match the following :
38. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ.
1. Ethnography a) Intact groups
1. ¯èþÆæÿÐèþÆæÿY ÔéçÜ a) Ððþ$$èþ¢ çÜÐèþ$*àË$
2. Rotational b) Theoretical (Intact groups)
designs sampling
2. BÐèþÆæÿ¢¯èþ ¯èþÐèþ$*¯éË$ b) òÜO§é® Mæü {ç³^èþÄæý$¯èþ
3. Grounded c) The approach 3. {Vú yðþyþ ¤Äæý$Ç c) iÑçÜ*¢ ´÷ ¨¯èþ
theory to understand A¯èþ$¿æýÐèþ §éÓÆ>
lived in experience AÐèþV>çßý¯èþ ^óþçÜ$Mö¯óþ
4. Phenomenology d) Anthropological Eç³VæüÐèþ$
approach in 4. §æþWÓçÙÄæý$ ÔéçÜ d) ç³ÇÔZ«§æþ¯èþÌZ Ðèþ*¯èþÐèþÔéçÜ
research Eç³VæüÐèþ$
1 2 3 4 1 2 3 4
(A) a c b d (A) a c b d
(B) b a c d (B) b a c d
(C) d a b c (C) d a b c
(D) a b d c (D) a b d c
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39. Which of the following statements are 39. Mìü §æþ C_a¯èþ {ç³Ðèþ^èþ¯éËÌZ çÜÆðÿO¯èþÑ HÑ ?
correct ?
1. Ðèþ*糯èþ Ðèþ$*ÌêÅ Mæü¯èþ Ò$§æþ B«§éÆæÿç³yìþ E r$ ¨
1. Measurement depends upon
evaluation 2. Ðèþ$*ÌêÅ Mæü¯èþ A¯óþ¨ °Ææÿ~Äæý$ ^óþÄæý$yé°Mìü Eç³MæüÇ ^óþ
2. Evaluation is an act or a process that JMæü ^èþÆæÿÅ Ìôý§é {ç³{MìüÄæý$
allows one to make a judgement
3. ç³sìýçÙtÐðþ$O¯èþ Ðèþ$*ÌêÅ Mæü¯èþ Q_eèþÐðþ$O¯èþ Ðèþ$ÇÄæý$$
3. Sound evaluation is based upon the çÜ VæüèþÐðþ$O¯èþ Ðèþ*糯èþ çÍéËò³O B«§éÆæÿç³yìþ E r$ ¨.
results of accurate and relevant
measurement (A) 1 Ðèþ$ÇÄæý$$ 2 {ç³Ðèþ^èþ¯éË$ çÜÆðÿO¯èþÑ
(A) Statements 1 and 2 are correct (B) 2 Ðèþ$ÇÄæý$$ 3 {ç³Ðèþ^èþ¯éË$ çÜÆðÿO¯èþÑ
(B) Statements 2 and 3 are correct (C) 3 Ðèþ$ÇÄæý$$ 1 {ç³Ðèþ^èþ¯éË$ çÜÆðÿO¯èþÑ
(C) Statements 3 and 1 are correct
(D) 1, 2 Ðèþ$ÇÄæý$$ 3 {ç³Ðèþ^èþ¯éË$ çÜÆðÿO¯èþÑ
(D) 1, 2 and 3 are correct
40. Ðèþ$*ÌêÅ Mæü¯èþ {ç³Ôèý²Ë¯èþ$ çßýÇÄæý$sý sêÌýÐóþ$gý C_a¯èþ
40. Match the following questions of
evaluation with the interpretation given by
ÐéÅRêůéËø fèþç³Ææÿ^èþ yìþ
Harriet Talmage : a) ѧéÅ {ç³×êãMæü Äñý$$MæüP 1. ¿êÐèþ¯éç³Ææÿ ÑË$Ðèþ
a) Goodness or 1. Ideational
Äñý*VæüÅé ÌôýMæü çÜÐèþ$$_èþèþÓ
appropriateness value
b) {ÔZèþË çÜÐèþ$*à°Mìü 2. èþ$˯éèþÃMæü ÑË$Ðèþ
of the curriculum
çÜ VæüèþÐðþ$O¯èþ
b) Relevant to 2. Comparative
audience group value c) {ç³çÜ$¢èþ ѧéÅ{ç³×êãMæü ø 3. Ý뫧æþMæü ÑË$Ðèþ
c) Is it better to 3. Instrumental
´ùÍõÜ¢Æÿ$$¨ Eèþ¢Ðèþ$Ððþ$O¯èþ§é ?
existing curriculum ? value d) M>ÆæÿÅ{MæüÐèþ$ Eèþ¢Ðèþ$Ðèþ*Æ>YË$ 4. °Ææÿ~Æÿ$$Mæü ÑË$Ðèþ
d) Best ways or ideals 4. Decision Ìôý§é B§æþÆ>ØË$
of the program value
5. A èþÆæÿYèþ ÑË$Ðèþ
5. Intrinsic value
a b c d
a b c d
(A) 4 3 1 2
(A) 4 3 1 2
(B) 5 3 2 1
(B) 5 3 2 1
(C) 3 4 2 1
(C) 3 4 2 1
(D) 4 3 2 1
(D) 4 3 2 1
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41. Identify the correct statement from the 41. Mìü §æþ C_a¯èþ ÐésìýÌZ çÜÆðÿO¯èþ {ç³Ðèþ^èþ¯é°² Væü$Ç¢ ^èþ yìþ.
following :
1. ÔéïÜÄæý$ ¯èþÐèþ$*¯éË$ & sêº, sôýËÆÿ, õÜËÆÿ
1. Scientific models – Taba, Tyler, Saylor
2. AÔéïÜÄæý$ ¯èþÐèþ$*¯éË$ – AÌñýV>j yæþÆÿ, V>Ï£øÆÿ²
2. Non-scientific models – Alexander,
Glathorn (A) 1 Ðèþ$ÇÄæý$$ 2 çÜÆðÿO¯èþ¨
(A) Both 1 and 2 are correct (B) 1 çÜÆðÿO¯èþ¨ 2 çÜÆðÿO¯èþ¨ M>§æþ$
(B) 1 is correct 2 is incorrect (C) 2 çÜÆðÿO¯èþ¨ 1 çÜÆðÿO¯èþ¨ M>§æþ$
(C) 2 is correct 1 is incorrect
(D) 1 Ðèþ$ÇÄæý$$ 2 çÜÆðÿO¯èþÑ M>Ðèþ#
(D) Both 1 and 2 are incorrect
42. Mìü §æþ C_a¯èþ H Ðèþ$*ÌêÅ Mæü¯èþ {ç³{MìüÄæý$ø M>ÆæÿÅ{MæüÐèþ*°²
42. It is not possible to improve the program Ððþ$Ææÿ$Væü$ ç³Ææÿ^èþyæþ Ý뫧æþÅ M>§æþ$ ?
with this evaluation process
(A) Ææÿ*ç³×ý
(A) Formative
(B) Summative (B) çÜ MæüÍèþ
(C) Formative and summative (C) Ææÿ*ç³×ý Ðèþ$ÇÄæý$$ çÜ MæüÍèþ
(D) Neither formative nor summative (D) Ææÿ*ç³×ý, çÜ MæüÍèþ Æðÿ yæþ* M>§æþ$
43. Arrange the steps of evaluation in a 43. Ðèþ$*ÌêÅ Mæü¯èþ ÌZ° Ýù´ë¯é˯èþ$ çÜÆðÿO¯èþ ÐèþÆæÿ$çÜ{MæüÐèþ$ ÌZ
correct sequence AÐèþ$Ææÿa yìþ.
1) Creating appropriate learning 1) ѧéÅ MæüéÅË §éÓÆ> çÜÆðÿO¯èþ A¿æýÅçܯé A¯èþ$¿æýÐé˯èþ$
experiences through educational
çÜíÙt ^èþyæþ
activities
2) ѧéÅ Ë>üÅ˯èþ$ °ÆæÿÓ_ _ Ææÿ*´÷ ¨ ^èþyæþ
2) Formulation and definition of
Educational objectives 3) {ç³ÐèþÆæÿ¢¯é Ðèþ*Ææÿ$µË B«§éÆæÿ V> Ðèþ$*ÌêÅ Mæü¯èþ ^óþÄæý$yæþ
3) Evaluating on the basis of behavioral (A) 3, 2, 1 (B) 2, 1, 3
changes
(C) 1, 2, 3 (D) 3, 1, 2
(A) 3, 2, 1 (B) 2, 1, 3
(C) 1, 2, 3 (D) 3, 1, 2 44. gê¡Äæý$ E´ë«§éÅÄæý$ ѧéÅ {ç³×êãMæü ^èþ{r (2009)
44. The National curriculum frame work for ©°° èþÄæý*Ææÿ$ ^óþÄæý$yé°Mìü Móü {©MæüÇ ^èþºyìþ ¨
Teacher Education (2009) focuses on
(A) ÝëÐèþ$Ææÿ¦üÅ , ¯ðþOç³#×êÅË$ MæüË E´ë«§éÅÄæý$$Ë$
preparing
(A) Competent and skillful teachers (B) {糿êÐèþÖË, A Mìüèþ ¿êÐèþ VæüË E´ë«§éÅÄæý$$Ë$
(B) Effective and dedicated teachers (C) ÑfÄæ ý $Ðè þ è þ Ðð þ $O ¯ è þ , ç Ü Ðè þ $Ææ ÿ µ×ý ¿êÐè þ Væ ü Ë
(C) Successful and committed teachers E´ë«§éÅÄæý$$Ë$
(D) Professional and humane teachers (D) Ðèþ¢¯ðþOç³#×ýÅ, Ðèþ*¯èþÒÄæý$ E´ë«§éÅÄæý$$Ë$
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45. Which of the following technique and tools 45. Mìü ¨ ÐésìýÌZ Ððþ$âæýMæü$Ðèþ, Eç³MæüÆæÿ×êËMæü$ çÜ º «¨ _ H
combination is correct ? MæüËÆÿ$$Mæü çÜÆðÿO¯èþ¨ ?
(A) Sociometric techniques – Sociogram, (A) Ýë í$MæüÑ$ Ððþ$âæýMæü$ÐèþË$&Ýë í$MæüÑ$, °Æ>®Ææÿ×ý
rating, scale, social distance scales Ðèþ*ç³°, Ýë í$Mæü §æþ*Ææÿ Ðèþ*糯èþ$Ë$
(B) Self-reporting techniques – Interview, (B) ïÜÓÄæý$ °Ðóþ§æþ¯èþ Ððþ$âæýMæü$ÐèþË$&ç³Çç³^èþe, ÔZ«¨MæüË$,
inventories, questionnaires {ç³Ôé²Ðèþâæý$Ë$
(C) Observational techniques – Check (C) ç³ÇÖ˯éèþÃMæü Ððþ$âæýMæü$ÐèþË$&èþ°T çÜ*_MæüË$, °Æ>®Ææÿ×ý
lists, rating, scales, Doll play Ðèþ*糯èþ$Ë$, »Ðèþ$ÃÌêr
(D) Projective techniques – Ink blots, (D) {ç³óüç³Mæü Ððþ$âæýMæü$ÐèþË$&íÜÆ>Ðèþ$ÆæÿMæüË$, CAT, TAT,
CAT, TAT, Personal interview ÐèþÅMìü¢Væüèþ ç³Çç³^èþe
46. Match the following : 46. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ.
a) How well our test 1. Concurrent a) {ç³Ðèþ*×ýMæü {ç³ÐèþÆæÿ¢¯èþMæü$ 1. EÐèþ$Ãyì þ
samples represents validity ççÜ º «¨ _ Ððþ$$èþ¢ f¯é¿êMæü$ çÜ{ç³Ðèþ*×ýèþ
the universe of criterion ç³È> {ç³^èþÄæý$¯èþ G èþ
behavior ? ÐèþÆæÿMæü$ {´ë°«§æþÅ ÐèþíßýçÜ$¢ ¨
b) How closely test scores 2. Content b) {ç³çÜ$¢èþ {ç³Ðèþ*×ýMæü {ç³ÐèþÆæÿ¢¯èþø 2. ÑçÙÄæý$
are correlated with validity ç³È> Væü×ý¯èþË$ G èþ §æþVæüYÆæÿV> çÜ{ç³Ðèþ*×ýèþ
present criterion çÜçßýçÜ º «§æþ MæüÍW E¯é²Æÿ$$
behavior ?
c) ¿æýÑçÙÅþ {ç³Ðèþ*×ýMæü {ç³ÐèþÆæÿ¢¯èþ¯èþ$ 3. °ÇÃ
c) How well test scores 3. Construct ç³È> Væü×ý¯èþË$ G èþ ÐèþÆæÿMæü$ çÜ{ç³Ðèþ*×ýèþ
predict future criterion validity A ^èþ¯é ÐóþÝë¢Æÿ$$ ?
behavior ?
d) ç³ÇMæü͵Mæü Ëæü×ê°² ç³Èæü 4. ¿æýÑèþÐèþÅ
d) How well our test 4. Predictive Ðèþ*糯èþ ^óþçÜ$¢¯èþ²r$Ï G èþ çÜ{ç³Ðèþ*×ýèþ
seems to measure a validity
ÐèþÆæÿMæü$ Mæü°í³Ýë¢Æÿ$$ ?
hypothesized trait ?
5. Ðèþ$$Q
5. Face
validity
çÜ{ç³Ðèþ*×ýèþ
a b c d
a b c d
(A) 5 2 1 3
(A) 5 2 1 3
(B) 2 1 4 3
(B) 2 1 4 3
(C) 4 3 2 1
(C) 4 3 2 1
(D) 5 2 3 1
(D) 5 2 3 1
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47. Which of the following refers to criterion 47. Mìü ¨ ÐésìýÌZ HÑ {ç³Ðèþ*×ý çÜ*_Mæü ç³Èæü˯èþ$ çÜ*_Ýë¢Æÿ$$ ?
referenced tests ?
1. AÑ ^éÌê çÜË¿æýÐðþ$O¯èþ ^éÌê Mæüv¯èþÐðþ$O¯èþ A Ôé˯èþ$
1. They omit very easy and very hard items Ðèþ¨ÍÐóþÝë¢Æÿ$$.
2. Student performance is shown through 2. ѧéÅǦ °Ú뵧æ þ ¯è þ ¯è þ $ {Ôó ý ×ì ý Ìô ý §é Væ ü ×ý¯è þ §éÓÆ>
a grade or score ðþÍÄæý$gôýÝë¢Æÿ$$
3. It goes with a description of what 3. ÐèþÅMìü¢ Q_eèþ V> H ^óþÄæý*Í Ìôý§é H 糯èþ$Ë$
exactly the individual has to do or ^óþÄæý*˯óþ §é°° ÑÐèþÇÝë¢Æÿ$$
perform tasks
4. çܵçÙt V> °ÆæÿÓ_ ^èþºyìþ¯èþ Ý뫧æþ¯éÆæÿ V>°² AÐèþçÜÆæÿ V>
4. It requires a clearly defined MæüÍW E sêÆÿ$$
achievement domain
(A) 1, 2 {ç³Ðèþ^èþ¯éË$
(A) Statements 1 and 2
(B) 1, 3 {ç³Ðèþ^èþ¯éË$
(B) Statements 1 and 3
(C) 2, 4 {ç³Ðèþ^èþ¯éË$
(C) Statements 2 and 4
(D 3, 4 {ç³Ðèþ^èþ¯éË$
(D) Statements 3 and 4
48. Æ>Ððþ¯þÞ {ç³Ðèþ*×ìýMæü {´ù{VðüíÜÐþ Ðèþ*{sìýòÜܯèþ$ Mìü ¨ ÐésìýÌZ ÒsìýMìü
48. Raven’s standard progressive matrices
Eç³Äñý*W ^èþÐèþ^èþ$a
can be used for
1. ^èþ§æþÐèþyæþ Æ>Äæý$yæþ Æ>° ÐéÇMìü Mæü*yé
1. Even for those who cannot read and
2. ¿êçÙ×ý ÌZç³ (Aphasia) VæüË ÐèþÅMæü$¢Ë$
write
3. Ðèþ$íÜ¢çÙP ç³æüÐéèþ Ìôý§é Ñ°MìüyìþÌZç³ VæüË ÐèþÅMæü$¢Ë$
2. Those people with Aphasia
4 . 16 çÜ ÐèþèþÞÆ>Ë ¯èþ$ yìþ 60 çÜ ÐèþèþÞÆ>Ë ÐèþÄæý$çÜ$Þ
3. People with cerebral palsy or deafness
VæüËÐéÇMìü
4. For all those between 16-60 years age
(A) 1, 2, 3, 4 Ë$ çÜÆðÿO¯èþÑ
(A) 1, 2, 3, 4 are correct
(B) 1, 2, 3 çÜÆðÿO¯èþÑ
(B) 1, 2, 3 are correct
(C) 1, 3, 4 çÜÆðÿO¯èþÑ
(C) 1, 3, 4 are correct
(D) 2, 3, 4 çÜÆðÿO¯èþÑ
(D) 2, 3, 4 are correct
III l 20 A-06-03
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49. Among different types of objective test 49. ÑÑ«§æþ ÆæÿM>Ë ÑçÙÄæý$ °çÙt ç³È> A ÔéËÌZ "G í³Mæü ÆæÿMæü '
items, if ‘selection type’ items test A ÔéË$ Væü$Ç¢ ^óþ ÝëÐèþ$Æ>¦üÅ°² ç³ÈìüõÜ¢ "çÜÆæÿçÆ> ÆæÿMæü '
recognizing ability, then ‘supply type’ items
A ÔéË$ ©°° ç³ÈìüÝë¢Æÿ$$
tests
(A) Understanding ability (A) AÐèþV>çßý¯é ÝëÐèþ$Ææÿ¦üÅ
(B) Recalling ability (B) ç³#¯èþ@çÜÃÆæÿ×ý ÝëÐèþ$Ææÿ¦üÅ
(C) Reasoning ability (C) éÇPMæü ÝëÐèþ$Ææÿ¦üÅ
(D) Analytical ability (D) ÑÔóýÏçÙ×ê ÝëÐèþ$Ææÿ¦üÅ
50. Match the following :
50. Mìü ¨ Ðésìý¯èþ fèþç³Ææÿ^èþ yìþ :
1) Article 29 a) Rights of
education 1) BÇtMæüÌý 29 a) A˵çÜ RêÅMæü$Ë Ñ§éÅ
of minorities çßýMæü$PË$
2) Article 30 b) Instruction in 2) BÇtMæüÌý 30 b) Ðèþ*èþ¿êçÙÌZ »Z«§æþ¯èþ
mother tongue
3) BÇtMæüÌý 45 c) èþÐèþ$ ïÜÓÄæý$ ¿êçÙ¯èþ$
3) Article 45 c) Right to conserve
çÜ Ææÿìü ^èþ$Mö¯óþ çßýMæü$P
their own language
4) Article 350 d) Compulsory 4) BÇtMæüÌý 350 d) °Ææÿ §æþ ѧæþÅ
education 1 2 3 4
1 2 3 4
(A) c a d b
(A) c a d b
(B) a b c d
(B) a b c d
(C) b c d a
(C) b c d a
(D) d a b c (D) d a b c
51. The important functions of Local Education 51. USA ÌZ° Ý린Mæü ѧéÅ çÜÑ$èþ$Ë {糫§é¯èþ Ñ«¨
Board in USA is
(A) Ý린Mæü ѧéÅ ÔéËò³O çܧæþçÜ$Þ˯èþ$ °ÆæÿÓíßý ^èþyæþ
(A) Organizing conferences related to
local education issues (B) ´ëuæÿÔéËËMæü$ çÜËàõÜÐèþ˯èþ$ A ¨ ^èþyæþ
(B) Providing consultancy to schools (C) ѧéÅ Ñ«§é¯é˯èþ$ Ææÿ*´ù ¨ ^èþyæþ , ѧéÅÆæÿ$¦Ë
(C) Formulate education policy, {ç ³ Væ ü ° ç ³ Èì ü ^è þ yæ þ Ðè þ $ÇÄæ ý $$ ÐéÇ ç ³ °°
examining progress of the students and Ðèþ$*ÌêÅ Mæü¯èþ ^óþÄæý$yæþ
evaluate their work
(D) ´ëuæÿÔéËË$, A¿êÅçÜMæü$˯èþ$ Ðèþ$¨ ç³# ^óþÄæý$yé°Mìü
(D) Fixing norms and standards for
assessment of schools and learners. {ç³Ðèþ*×ê˯èþ$, °Äæý$Ðèþ*˯èþ$ °Ææÿ~Æÿ$$ ^èþyæþ
III l 21 A-06-03
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52. Which of the following is not the 52. Ðèþ¢ ѧæþÅMæü$ çÜ º «¨ _ Mìü ¨ ÐésìýÌZ §óþ°° Möu>È
recommendation of Kothari Commission MæüÒ$çÙ¯þ íܸëÆæÿçÜ$ ^óþÄæý$Ìôý§æþ$ ?
related to vocational education ?
(A) ѧéÅ çÜ çܦËÌZ° ѧæþůèþ$ Eèþµ¢Mìü A¯èþ$ çÜ «§é¯èþ
(A) Linking education given in the
^óþÄæý$yæþ
institution with production
(B) çÜÐèþ*f ÌZ° Ðèþ¢ç³Ææÿ AÐèþçÜÆ>ËMæü$ A¯èþ$Væü$×ý V>
(B) Re-change the pattern of education as
per the vocational needs of the society ѧéÅÑ«§é¯é°² Ðèþ$äÏ Ðèþ*Ææÿayæþ
(C) Providing opportunity for education of (C) ѧéÅç ³ Ææ ÿ V> {ç ³ Mæ ü *Ëè þ Mæ ü ÍW¯è þ í ³ ËÏ Ë Mæ ü $
disadvantaged children ѧéÅÐèþM>Ôé˯èþ$ A ¨ ^èþyæþ
(D) Providing pre-vocational nature of (D) Ý뫧éÆæÿ×ý ѧæþÅø ´ër$ ç³NÆæÿÓ L§øÅWMæü çÜÓ¿êÐèþ MæüË
education along with general
ѧæþůèþ$ A ¨ ^èþyæþ
education
53. Select the correct sequence of basic steps 53. PERT ÌZ° ÐèþÍMæü Ýù´ë¯éË çÜÆðÿO¯èþ ÐèþÆæÿçÜ{MæüÐèþ*°² G í³Mæü
in PERT ^óþÄæý$ yìþ.
1. Defining the objectives 1. Ë>Å˯èþ$ °ÆæÿÓ_ ^èþyæþ
2. Network Design 2. çÜÐèþ*àÆæÿ ¯èþÐèþ$*¯é
3. Making time estimator 3. M>Ìê°² A ^èþ¯éÐóþÄæý$yæþ
4. Preparing a work breakdown 4. M>ÆæÿÅ Ý뫧æþ¯èþ¯èþ$ èþÄæý*Ææÿ$^óþÄæý$yæþ
(A) 1, 2, 3, 4 (A) 1, 2, 3, 4
(B) 1, 4, 2, 3
(B) 1, 4, 2, 3
(C) 1, 3, 2, 4
(C) 1, 3, 2, 4
(D) 1, 4, 3, 2
(D) 1, 4, 3, 2
III l 22 A-06-03
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54. Match the following : 54. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ :
List – I List – II
ç³sìýtMæü – I ç³sìýtMæü – II
a) Objective 1) A stage that an
a) ËæüüÅ 1) JMæü çÜ çܦ Ý뫨 ^èþyé°Mìü
organization is
trying to achieve {ç³Äæý$²çÜ$¢¯èþ² §æþÔèý
b) Goal 2) Big issues in the b) VæüÐèþ$Å 2) ©Ææÿ M>Ë ÌZ° ò³§æþª
long time
B ÔéË$
c) Mission 3) A defined
measurable c) M>Æ>Å^èþÆæÿ×ý 3) °ÇªçÙt çÜÐèþ$Äæý$ ÌZ
result to be
Mission Ý뫨 ^óþ MöËÐèþ§æþW¯èþ
achieved
within a çÍèþ
stated time
d) ÐèþNÅçßý 4) JMæü çÜ çܦ ^óþç³rtÐèþËíܯèþ
d) Strategy 4) A broad view of what
the organization
ÑçÜ$èþ §æþMæüµ£æþ
ought to be MøyþÞ :
Codes :
a b c d
a b c d
(A) 1 3 2 4 (A) 1 3 2 4
(B) 2 4 1 3 (B) 2 4 1 3
(C) 3 1 4 2
(C) 3 1 4 2
(D) 4 3 2 1
(D) 4 3 2 1
55. The purpose of operation black board is 55. ¯èþËÏ ºËÏ ç³£æþMæü E§óþªÔèýÅ :
(A) Providing school building (A) ´ëuæÿÔéË ¿æýÐèþ¯é°² A ¨ ^èþyæþ
(B) Providing adequate teachers (B) çÜÇç³yæþ$ E´ë«§éÅÄæý$$˯èþ$ A ¨ ^èþyæþ
(C) Providing minimum essential (C) {´ë£æþÑ$Mæü ´ëuæÿÔéËËMæü$ AÐèþÔèýÅMæüÐðþ$O¯èþ Mæü±çÜ ÐèþçÜèþ$˯èþ$
facilities for primary schools A ¨ ^èþyæþ
(D) Providing blackboard to all schools (D) A°² ´ëuæÿÔéËËMæü$ ¯èþËϺËϯèþ$ A ¨ ^èþyæþ
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56. A leader with which style of leadership is 56. H Ææ ÿ Mæ ü Ðð þ $O ¯ è þ ¯éÄæ ý $Mæ ü è þ Ó ÌZ ¯éÄæ ý $Mæ ü $yæ þ $ è þ ¯è þ
more likely to inspire trust, respect and A¯èþ$Äæý*Äæý$$ËÌZ ¯èþÐèþ$ÃM>°², VúÆæÿÐé°² {õ³Æóÿí³ _
measurable positive effects among
MöËÐèþ§æþW¯èþ A¯èþ$Mæü*Ë {糿êÐé˯èþ$ MæüÍW ^èþVæüËyæþ$
subordinates
(A) °Ææÿ Mæü$Ôèý ¯éÄæý$MæüèþÓ ÔðýOÍ
(A) Autocratic leadership style
(B) Laissez faire leadership (B) õÜÓ^éeÄæý$$èþ ¯éÄæý$MæüèþÓ
(C) Participative style leadership (C) ¿êVæüÝëÓÐèþ$ÅÄæý$$èþ ¯éÄæý$MæüèþÓ ÔðýOÍ
(D) Transformational leadership style (D) ç³ÇÐèþÆæÿ¢¯éÄæý$$èþ ¯éÄæý$MæüèþÓ ÔðýOÍ
57. Which of the following is not the function 57. Mìü ¨ Ðé°ÌZ H¨ ´ëuæÿÔéË °ÆæÿÓçßý×ý MæüÑ$sìý (SMC)
of a School Management Committee Äñý$$MæüP Ñ«§æþ$ËÌZ Ìôý§æþ$ ?
(SMC) ?
(A) ´ëuæÿÔéË MæüéÅË ç³ÆæÿÅÐóþæü×ý
(A) Monitoring school activities
(B) èþÍϧæþ {yæþ$Ë$&E´ë«§éÅÄæý$$Ë çÜ ç$ çÜÐèþ*ÐóþÔèý
(B) Conducting Parents – Teachers
°ÆæÿÓçßý×ý
Association Meeting
(C) ´ëuæÿÔéË MæüéÅËMæü$ Ðèþ$§æþªèþ$±Äæý$yæþ
(C) Supporting school activities
(D) Maintaining teachers attendance (D) E´ë«§éÅÄæý$$Ë àfÆæÿ$¯èþ$ °ÆæÿÓíßý ^èþyæþ
58. IGNOU launched an educational channel 58. 2000 Ðèþ çÜ ÐèþèþÞÆæÿ ÌZ IGNOU {´ëÆæÿ À _¯èþ ѧéÅ
in the year 2000 is bé¯ðþÌý
(A) Ekalavya (A) HMæüËÐèþÅ
(B) Mana TV (B) çÐèþ$¯èþ sîý.Ñ
(C) Bruhaspathi (C) ºçßýçܵ
(D) Gyandarshan (D) gêq¯èþ§æþÆæÿدþ
59. The latest curriculum framework for school 59. çÜ Äæý$$Mæü¢ B {«§æþ{糧óþÔýÌZ CsîýÐè Í M>Ë ÌZ ѧéÅ {ç³×êãM>
education in composite Andhra Pradesh
^èþ{sê°² H çÜ ÐèþèþÞÆæÿ ÌZ {´ëÆæÿ À ^éÆæÿ$ ?
was initiated in
(A) 2005
(A) 2005
(B) 2009 (B) 2009
(C) 2014 (C) 2014
(D) 2011 (D) 2011
III l 24 A-06-03
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60. Match the following : 60. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ :
List – 1 List – 2 ç³sìýtMæü – 1 ç³sìýtMæü – 2
a) Richard i) Non directive
a) Ç^èþÆÿz çÜ$MüÐèþ$¯þ i) A°ÆóÿªÕèþ ¯èþÐèþ$*¯èþ
Suchman model
b) M>ÆÿÏ ÆøfÆÿÞ ii) ÔZ«§æþ¯èþ Õæü×ê ¯èþÐèþ$*¯èþ
b) Carl Rogers ii) Inquiry training
model c) ïßýÌêz sêº iii) Ýë í$Mæü Ñ$£éÅ {ç³Ææÿ*ç³
c) Hilda Taba iii) Social simulation ¯èþÐèþ$*¯èþ
model
d) çÜȯþ »ÆöMü iv) BVæüÐèþ$¯èþ BÌZ^èþ¯é
d) Serene Borck iv) Inductive thinking
model
¯èþÐèþ$*¯èþ
Codes : MøyþÞ :
a b c d a b c d
(A) (i) (iii) (ii) (iv) (A) (i) (iii) (ii) (iv)
(B) (ii) (i) (iv) (iii) (B) (ii) (i) (iv) (iii)
(C) (iii) (iv) (ii) (i) (C) (iii) (iv) (ii) (i)
(D) (iv) (iii) (i) (ii) (D) (iv) (iii) (i) (ii)
61. Which statement about electronic 61. Mìü ¨ ÐésìýÌZ ѧæþ$Åþ ðþËϺËÏMæü$ çÜ º «¨ _ H¨ AçÜèþÅ ?
whiteboard is not true ?
(A) Mæ ü ç ³ NÅrÆ ÿ ø Mæ ü Íí ³ ѧæ þ $Å þ ð þ ËÏ º ËÏ ¯ è þ $
(A) To use an electronic whiteboard with
a computer you need a projector
Eç³Äñý*W ^éË sôý JMæü {´÷gñýMæütÆÿ AÐèþçÜÆæÿ
(B) You don’t need to use the included (B) çÜ ç$sìýèþ ò³¯èþ$²¯èþ$ Eç³Äñý*W ^èþ¯èþÐèþçÜÆæÿ ÌôýMæü$ yé¯óþ
pen, if you wish, you can write on the ^óþ ÐóþÍø Mæü*yé »ZÆæÿ$zò³O Æ>Äæý$Ðèþ^èþ$a
board with your fingers
(C) ѧéÅÆæÿ$¦Ë$ MóüÐèþË ^èþ*yæþsê°MøçÜ ^óþø éMæüÌôý¯èþ èþ
(C) Electronic whiteboard should be
Gèþ$¢ÌZ ѧæþ$Åþ ðþËϺËϯèþ$ AÐèþ$Æ>aÍ
mounted as high as possible so that
students can only see not touch them (D) ѧæþ$Åþ ðþËϺËÏË$ {糧æþÆæÿدèþËMæü$ AÐèþçÜÆæÿÐèþ$Äôý$Å
(D) Electronic whiteboards come with ÝëtÐóþÆÿ ø Æ>Ðèþyæþ ÐèþËÏ E´ë«§éÅÄæý$$Ë$ Ðésìý° ç³NÇ¢
presentations. Software that enables ÝëÐèþ$Ææÿ¦Å ø Eç³Äñý*W ^èþÐèþ^èþ$a
teachers to use their full functionality
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62. Find the odd man out : 62. Mìü ¨ ÐésìýÌZ Ñ$Væüé Ðésìýø çÜ º «§æþ Ìôý° §é°²
(A) Social inquiry model
Mæü¯èþ$MøP yìþ
(A) Ýë í$Mæü ÔZ«§æþ¯èþ ¯èþÐèþ$*¯èþ
(B) Jurisprudential model
(B) ¯éÅÄæý$ç³Ææÿ ¯èþÐèþ$*¯èþ
(C) Classroom meeting model (C) èþÆæÿVæüVæü¨ çÜÐèþ*ÐóþÔèý ¯èþÐèþ$*¯èþ
(D) Synectics model (D) íܯðþMìütMüÞ ¯èþÐèþ$*¯èþ
63. Which of the following statements about 63. çÜ*Mæü »Z«§æþ¯èþMæü$ çÜ º «¨ _ Mìü ¨ ÐésìýÌZ H¨ AçÜèþÅ ?
‘Microteaching’ is false ?
(A) ѧéÅÆæÿ$¦ËMæü$ »Z«¨ ^èþyé°Mìü A¨ JMæü ¯èþÒ¯èþ 糧æþ®
(A) It is an innovative method to teach
students (B) H¨ »Z«¨ ^é˯óþ¨ M>Mæü$ yé GÌê »Z«¨ ^é˯óþ
§é°ò³O {´ë«§é¯èþÅèþ MæüÍW E r$ ¨
(B) The emphasis is on “how” to teach and
not “what” to teach (C) ¯ðþOç³#×êÅ˯èþ$ çÜÐèþ$ÐèþÄæý$çÜ$PË$ ç³ÇÖÍ ^èþÐèþËíÜ
(C) It requires peers to observe skills E r$ ¨
(D) Specific areas of teaching skills can (D) çÜ*Mæü »Z«§æþ¯èþ¯èþ$ Eç³Äñý*W _ »Z«§æþ¯é ¯ðþOç³#×êÅËÌZ
be assessed using microteaching °Ç®çÙtÐðþ$O¯èþ Ðésìý° Ðèþ$¨ ç³# ^óþÄæý$Ðèþ^èþ$a
64. Which item is not an accurate statement 64. Mæü ç³NÅrÆÿ B«§éÇèþ ç³ÈæüMæü$ çÜ º «¨ _ Mìü ¨ ÐésìýÌZ
about computer – based testing ?
H¨ Q_eèþÐðþ$O¯èþ {ç³Ðèþ^èþ¯èþ M>§æþ$ ?
(A) Students are able to immediately see
(A) ѧéÅÆæÿ$¦Ë$ èþÐèþ$ çÍé˯èþ$ Ððþ r¯óþ ^èþ*çÜ$MøÐèþ^èþ$a
their results
(B) Mæü ç³NÅrÆÿ ç³ÈæüË$ Ððþ*çÜ ^óþÄæý$yé°² öËWÝë¢Æÿ$$
(B) Computer tests eliminate the
possibility of cheating (C) ÐéÅçÜÆæÿ*ç³ {ç³Ôèý²Ë¯èþ$ Ñ$¯èþàÆÿ$$ _ ç³Èæü Væü×ý¯èþ˯èþ$
(C) Except for essay questions, the Mæü ç³NÅrÆæÿ$Ï ^óþÝë¢Æÿ$$
computers can score the test
(D) ç³Èæü M>ï³Ë¯èþ$ ^óþÄæý$¯èþÐèþçÜÆæÿ ÌôýMæü´ùÐèþyæþ ÐèþËÏ M>Ìê°²,
(D) Teachers save time and environment
ç³Æ>ÅÐèþÆæÿ×ê°² M>´ëyæþÐèþ^èþ$a
by not making paper copies of a test
III l 26 A-06-03
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65. Match the following : 65. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ.
List – 1 List – 2 ç³sìýtMæü – 1 ç³sìýtMæü – 2
a) Micro teaching 1) Media integrated a) çÜ*Mæü »Z«§æþ¯èþ 1) Ðèþ*«§æþÅÐèþ$ çÜÐèþ*Mæü˯èþ »Z«§æþ¯èþ
teaching
b) E糯éÅçÜ 2) _¯èþ² çÜÐèþ$*çßý »Z«§æþ¯èþ
b) Lecture 2) Small group
teaching c) r$ÅsZÇÄæý$Ìý 3) ¯ðþOç³#×êÅ Õæü×ê
c) Tutorial 3) Skill training d) ç³ÐèþÆÿ ´ëÆÿ$$ sý 4) ò³§æþª çÜÐèþ$*çßý »Z«§æþ¯èþ
d) Power Point 4) Large group
MøyþÞ :
teaching
Codes : a b c d
a b c d (A) 1 4 2 3
(A) 1 4 2 3 (B) 1 2 3 4
(B) 1 2 3 4
(C) 3 4 2 1
(C) 3 4 2 1
(D) 3 2 4 1
(D) 3 2 4 1
66. Match the following : 66. Mìü ¨ Ðésìý° fèþç³Ææÿ^èþ yìþ.
List – 1 List – 2 ç³sìýtMæü – 1 ç³sìýtMæü – 2
a) SCERT 1) Primary level teacher a) SCERT 1) {´ë£æþÑ$Mæü Ýë¦Æÿ$$
education E´ë«§éÅÄæý$ ѧæþÅ
b) SIEMAT 2) Secondary level b) SIEMAT 2) òÜMæü yæþÈ Ýë¦Æÿ$$
teacher education E´ë«§éÅÄæý$ ѧæþÅ
c) DIET 3) School Education c) DIET 3) ´ëuæÿÔéË Ñ§æþÅ
d) CTE 4) Educational d) CTE 4) ѧéÅ ç³Ç´ë˯èþ
Administration
MøyþÞ :
Codes :
a b c d
a b c d
(A) 1 2 3 4
(A) 1 2 3 4
(B) 2 3 4 1
(B) 2 3 4 1
(C) 3 4 1 2
(C) 3 4 1 2
(D) 4 1 2 3
(D) 4 1 2 3
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67. Which of the following statements is 67. Mìü ¨ ÐésìýÌZ H {ç³Ðèþ^èþ¯èþ çÜÆðÿO¯èþ¨
correct ?
Statement – I : Paraplegia indicates a
{ç³Ðèþ^èþ¯èþ – I : ´ëÆ>õ³ÏhÄæý$ MóüÐèþË M>âæýÏMæü$
motor impairment of the
çÜ º «¨ _¯èþ ^èþ˯èþ ÌZ´ë°²
legs only
çÜ*_çÜ$¢ ¨
Statement – II :Hemiplegia refers to a
{ç³Ðèþ^èþ¯èþ – II : òßýÑ$õ³Ï f Äæ ý $ GMæ ü $PÐè þ V> M>âæ ý Ï M æ ü $
major involvement of the
çÜ º «¨ _¯èþ§ðþO E yìþ Ððþ*^óþèþ$ËMæü$
legs, with less severe
èþMæü$PÐèþ ¡{Ðèþèþ MæüÍW E r$ ¨
involvement of the arms (A) {ç³Ðèþ^èþ¯éË$ I, II çÜÆðÿO¯èþÑ M>§æþ$
(A) Statements I and II are incorrect (B) {ç³Ðèþ^èþ¯èþ I çÜÆðÿO¯èþ¨ II çÜÆðÿO¯èþ¨ M>§æþ$
(C) {ç³Ðèþ^èþ¯èþ I çÜÆðÿO¯èþ¨ M>§æþ$ II çÜÆðÿO¯èþ¨
(B) Statement I is correct and II is incorrect
(D) {ç³Ðèþ^èþ¯èþ I, II çÜÆðÿO¯èþ¨
(C) Statement I is incorrect and II is correct
(D) Statements I and II are correct 68. Mìü §æþ C_a¯èþ çÜÐèþ*Mæü˯鰲 §é° AÆ>¦°Mìü çÜ º «¨ _¯èþ
Ðésìýø fèþç³Ææÿ^èþ yìþ :
68. Match the following integration and the a) ´ëuæÿÔéË ¿æýÐèþ¯éËÌZ {MæüÐèþ$Ððþ$O¯èþ 1) Ýë í$Mæü
meaning related to it : M>ÆæÿÅ{MæüÐèþ$ ø {ç³óþÅMæü çÜÐèþ*Mæü˯èþ
a) Planning for locating 1) Social M>ÆæÿÅ{MæüÐèþ*˯èþ$ Ý릯èþ °Æóÿ®Ôèý
the special programmes integration
in school buildings
^óþÄæý$yæþ
with regular program. b) A VæüÐðþOMæüËÅ Ìôý° Ðèþ$ÇÄæý$$ 2) ÝëÐèþ*hMæü
A VæüÐðþOMæüËÅ E¯èþ²ÐéÇ Ðèþ$«§æþÅ çÜÐèþ*Mæü˯èþ
b) Personal interaction 2) Societal
between students with integration
ÐèþÅMìü¢Væüèþ ^èþÆæÿÅ, {ç³^èþÆæÿÅ
and without handicap c) A VæüÐðþOMæüËÅ MæüËÐéÆæÿ$ 3) ¿oMæü
A VæüÐðþOMæüËÅ Ìôý°ÐéÆæÿ$ HMæü çÜÐèþ*Mæü˯èþ
c) Using school resources 3) Physical
simultaneous by both integration
M>Ë ÌZ ´ëuæÿÔéË Ðèþ¯èþÆæÿ$˯èþ$
Eç³Äñý*W ^èþyæþ
handicapped and
without handicapped d) A VæüÐðþOMæüËÅ MæüËÐéÆæÿ$ 4) ѧéÅèþÃMæü
d) Planning to make 4) Academic
A VæüÐðþOMæüËÅ Ìôý° ÐéÇø MæüÍíÜ çÜÐèþ*Mæü˯èþ
handicapped to work, live, integration
ç³°^óþÄæý$yæþ , iÑ ^èþyæþ , ¡ÇMæü
and spend leisure time çÜÐèþ$Äæý*°² Ððþ_a ^èþyæþ
with non-handicapped 5) ¿êÐø§óþÓVæü
5) Emotional çÜÐèþ*Mæü˯èþ
integration a b c d
a b c d (A) 1 3 5 4
(A) 1 3 5 4
(B) 3 1 4 2
(B) 3 1 4 2
(C) 4 3 2 5 (C) 4 3 2 5
(D) 3 2 1 5 (D) 3 2 1 5
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69. Which of the following statements are 69. {Mìü ¨ ÐésìýÌZ H {ç³Ðèþ^èþ¯éË$ çÜÆðÿO¯èþÑ ?
correct ?
{ç³Ðèþ^èþ¯èþ – I : Ððþ$OÌZÐðþ$° VøïÜÌý A¯óþ¨ Ððþ¯ðþ²Ðèþ$$Mæü ÐèþÆæÿ$çÜ
Statement – I : Myelomeningocele refers Ðð þ ¯è þ $²ç ³ Nç Ü , ¯éyî þ « § éè þ $Ðè þ #Ë$
to protrusion of spinal
´÷yæþ$^èþ$Mö° Æ>Ðèþyé°² çÜ*_çÜ$¢ ¨
lining, spinal cord, and
nerve roots. {ç³Ðèþ^èþ¯èþ – II : A£ðþsêÆÿ$$yþ Ðèþ$íÜ¢çÙP ç³æüÐéèþ ¼Wíܯèþ,
Statement – II : Athetoid cerebral palsy
ç Ü Mø_ _¯è þ Mæ ü yæ þ Æ>˯è þ $ Mæ ü ÍW
have tense and contracted E r$ ¨
muscles. (A) {ç³Ðèþ^èþ¯èþ I çÜÆðÿO¯èþ¨ II çÜÆðÿO¯èþ¨ M>§æþ$
(A) Statement I is correct and II is incorrect (B) {ç³Ðèþ^èþ¯èþ I çÜÆðÿO¯èþ¨ M>§æþ$ II çÜÆðÿO¯èþ¨
(B) Statement I is incorrect and II is correct
(C) {ç³Ðèþ^èþ¯èþ I, II çÜÆðÿO¯èþÑ
(C) Statements I and II are correct
(D) {ç³Ðèþ^èþ¯èþ I, II çÜÆðÿO¯èþÑ M>Ðèþ#
(D) Statements I and II are incorrect.
70. ѧéÅç³Ææÿ V> VæüÍVóü Ðèþ*¯èþíÜMæü ÐðþOMæüÌêÅ°Mìü ^ðþ ¨¯èþ {ç³gêq¯èþ˼ª
70. The range of intelligence quotient (IQ) for
(IQ)
Educable Mentally Retarded is:
(A) 30-59
(A) 30-59
(B) Below 30 (B) 30 Mìü ¨Væü$ÐèþV>
(C) 60-85 (C) 60-85
(D) 40-54 (D) 40-54
71. The supervisor “Wants to use all the 71. ""ç³ÆæÿÅÐóþæü Mæü $yæþ$ Ððþ$$èþ¢ »Z«§é¯é íܺ¾ ¨ {ç³fq¯èþ$
intelligence of all the faculty members. He Eç³Äñý*W _ »Z«§æþ¯é íܺ¾ ¨ °Çð Ýë¦í³ _ çÜÐèþ$çÜÅË
will apply it to the establishment of faculty
ç ³ ÇÚëPÆ>ËMæ ü $ Ñ°Äñ ý *W ^é˯è þ $Mö¯é²yæ þ $''
structure as well as to the solution of
problems” – is an example of this principle
{ç³gêÝëÓÐèþ$ÅÄæý$$èþ ÐèþÅÐèþÝë¦ç³¯èþ ÌZ° D çÜ*{èþ §óþ°Mìü
of democratic organization. E§éçßýÆæÿ×ý
(A) Cooperation (A) çÜçßýM>Ææÿ
(B) Coordination (B) çÜÐèþ$°Óèþ
(C) Participation (C) ¿êVæüÝëÓÐèþ$Å
(D) Leadership (D) ¯éÄæý$MæüèþÓ
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72. In the process of organizational change 72. MæüÆÿt Ìñýѯþ íÜ§é® èþ {ç³M>Ææÿ çÜ Ýë¦Væüèþ Ðèþ*Ææÿ$µ {ç³{MìüÄæý$ÌZ
Kurt Lewin’s theory described a 3-stage
Ðèþ$*yæþ$ §æþÔèýË$ Mìü ¨ ÐésìýÌZ Ðé°° Væü$Ç¢ ^èþ yìþ.
process of change identify from the
following : (A) ç³#¯èþÆæÿ¾Ë¯èþ , Äæý$$Mæü¢Ððþ$O¯èþ Ðésìý° Mæü¯èþ$MøPÐèþr ,
(A) Reinforcing, finding fits, maintaining Äæý$$Mæü¢Ððþ$O¯èþ Ðésìý° °ÆæÿÓíßý ^èþr
fits
(B) çÜ¢ ¿æý¯èþË öËW ç³#, Mæü§æþËr , ç³#¯èþ@çÜ¢ ¿æý¯èþ
(B) Unfreezing, moving and refreezing
(C) M>ÆæÿÅ , °ÇÃ, Ýë MóüMæüèþ
(C) Task, structure and technology
(D) Reinforcing, moving and Refreezing (D) ç³#¯èþÆæÿ¾Ë¯èþ , Mæü§æþËr , ç³#¯èþ@çÜ¢ ¿æý¯èþ
73. Choose the correct statement about 73. DPEP Mæü$ çÜ º «¨ _ çÜÆðÿO¯èþ {ç³Ðèþ^èþ¯é°² G í³Mæü
DPEP :
^óþÄæý$ yìþ
1) The program aims at providing
educational access to all and attain 1) ѧæþůèþ$ A §æþÇMîü A §æþ$»êr$ÌZMìü ðþ_a 100%
100% retention. °Ë$ç³#§æþ˯èþ$ Ý뫨 ^èþyé°Mìü E§óþªÕ _ ¨
2) DPEP selected state as a basic unit of
2) Æ>Úë°² JMæü Äæý$*°sýV> DPEP G í³Mæü ^óþíÜ ¨
program
3) Making Educationally backward 3) Ðèþ$íßýâê AæüÆ>çÜÅèþÌZ ѧéÅç³Ææÿ V> Ððþ¯èþ$Mæüºyìþ¯èþ
districts in female literacy on par with hÌêÏ˯èþ$ gê¡Äæý$ çÜVæür$ Ýë¦Æÿ$$Mìü óþÐèþyæþ
national average as one of the criteria.
(A) 1, 2, 3 çÜÆðÿO¯èþÑ M>Ðèþ#
(A) Statements 1, 2, 3 are incorrect
(B) Only 1 is correct (B) MóüÐèþË 1 çÜÆðÿO¯èþ¨
(C) Only 3 is incorrect (C) MóüÐèþË 3 çÜÆðÿO¯èþ¨ M>§æþ$
(D) Only 2 is correct
(D) MóüÐèþË 2 çÜÆðÿO¯èþ¨
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74. Match the following : 74. fèþç³Ææÿ^èþ yìþ :
Type Area of Brain Lesion ÆæÿMæü Ððþ$§æþyæþ$ÌZ ¯èþçÙt´ùÆÿ$$¯èþ {´ë èþ
a) Ataxia 1) Basal ganglia and
a) AsêMìüÞÄæý* 1) »ôýçÜÌý V> WÏÄæý$, GMüÞ{sê
extra pyramidical
í³ÆæÿÑ$yìþMæüÌý {sêMütüÞ
tracts
b) A£ðþsZíÜÜ 2) »ôýçÜÌý V> WÏÄæý$
b) Athetosis 2) Basal ganglia
c) ÝëµíÜtíÜsìý 3) çÜ»ý M>ÇtMæüÌý, òÜÇ»ñýËÏ
c) Spasticity 3) Subcortical, cerebellum
d) {sñýÐèþ$Æÿ 4) Ððþ*sêÆÿ M>ÆðÿtMüÞ, í³ÆæÿÑ$yìþMæüÌý
d) Tremor 4) Motor cortex and
pyramidical tracts
{sêMütüÞ
5) Diffuse 5) yìþçNÅgý
a b c d a b c d
(A) 3 1 4 5 (A) 3 1 4 5
(B) 3 5 4 2 (B) 3 5 4 2
(C) 3 1 4 2 (C) 3 1 4 2
(D) 4 2 1 3 (D) 4 2 1 3
75. Some children can visualize all the objects 75. Mìü §æþ C_a¯èþ H §æþíÙtÌZç³ ÐèþËÏ Mö §æþÆæÿ$ í³ËÏË$ A°²
either black or white due to this visual ÐèþçÜ$¢Ðèþ#˯èþ$ ¯èþË$ç³# Ìôý§é ðþË$ç³# ÐèþçÜ$¢Ðèþ#Ë$V> ^èþ*Ýë¢Ææÿ$ ?
impairment.
(A) AíÜtV>ÃsìýfÐþ$
(A) Astigmatism
(B) çÜ ç³NÆæÿ~ ÐèþÆæÿ~ A «§æþèþÓ
(B) Complete colour blindness
(C) ´ëìüMæü ÐèþÆæÿ~ A «§æþèþÓ
(C) Partial colour blindness
(D) {çßýçÜÓ §æþíÙt
(D) Short sightedness.
_____________
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Space for Rough Work
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Source: Telangana State Eligibility Test. Question paper published by Telangana State Eligibility Test.