TS SET 2018: Paper II, Education
Text of page 1
Subject Code Subject
Question Booklet Number
A-06-18 Education
hALL tICKET number PaPER
ii
OMR Sheet Number nUMBER OF qUESTIONS
100
dURATION mAXIMUM mARKS nUMBER OF pAGES
2 hOUrs 200 32
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¿æýÅǦMìü çÜ*^èþ¯èþË$
1. Write your Hall Ticket Number in the space provided on the top
D ç³#r ò³O ¿êVæü…ÌZ CÐèþÓºyìþ¯èþ çܦ˅ÌZ Ò$ àÌŒýsìýMðüsŒý ¯èþ…ºÆæÿ$ Æ>Äæý$…yìþ.
1.
of this page. D {ç³Ôèý² ç³{™èþÐèþ$$ Ðèþ…§æþ (100) ºçßý$âñýO_eMæü {ç³Ôèý²Ë¯èþ$ MæüÍW E…¨.
2.
2. This paper consists of hundred multiple-choice type of questions.
ç³È„æü {´ëÆæÿ…¿æýÐèþ$$¯èþ D {ç³Ô>²ç³{™èþÐèþ$$ Ò$Mæü$ CÐèþÓºyæþ$™èþ$…¨ Ððþ$$§æþsìý I§æþ$
3. At the commencement of examination, the question booklet will
3.
°Ñ$çÙÐèþ$$ËÌZ D {ç³Ô>²ç³{™èþÐèþ$$¯èþ$ ™ðþÇ_ Mìü…§æþ ™ðþÍí³¯èþ A…Ô>˯èþ$ ™èþç³µ°çÜÇV>
be given to you. In the first 5 minutes, you are requested to open
the booklet and compulsorily examine it as below : çÜÇ^èþ*çÜ$Mø…yìþ.
(i) D {ç³Ôèý² ç³{™èþÐèþ$$¯èþ$ ^èþ*yæþyé°Mìü MæüÐèþÆŠÿ õ³h A…^èþ$¯èþ E¯èþ² M>W™èþç³# ïÜË$¯èþ$
(i) To have access to the Question Booklet, tear off the paper
seal on the edge of this cover page. Do not accept a booklet _…^èþ…yìþ. M>W™èþç³# ïÜË$Ìôý° Ðèþ$ÇÄæý$$ C¨ÐèþÆæÿMóü ™ðþÇ_ E¯èþ² {ç³Ô>²ç³{™èþÐèþ$$¯èþ$
without sticker-seal and do not accept an open booklet. Ò$Ææÿ$ A…XMæüÇ…^èþÐèþ§æþ$ª.
(ii) Tally the number of pages and number of questions (ii) MæüÐèþÆæÿ$ õ³h ò³O Ðèþ$${¨…_¯èþ çÜÐèþ*^éÆæÿ… {ç³M>Ææÿ… D {ç³Ôèý² ç³{™èþÐèþ$$ÌZ° õ³iË
in the booklet with the information printed on the çÜ…Qůèþ$ Ðèþ$ÇÄæý$$ {ç³Ôèý²Ë çÜ…Qůèþ$ çÜÇ^èþ*çÜ$Mø…yìþ.õ³iË çÜ…QÅMæü$ çÜ…º…«¨…_
cover page. Faulty booklets due to pages/questions V>± Ìôý§é çÜ*_…_¯èþ çÜ…QÅÌZ {ç³Ôèý²Ë$ ÌôýMæü´ùÐèþ#r Ìôý§é °f{糆 M>Mæü´ùÐèþ#r
missing or duplicate or not in serial order or any other Ìôý§é {ç³Ôèý²Ë$ {MæüÐèþ$糧æþ®†ÌZ ÌôýMæü´ùÐèþ#r Ìôý§é HÐðþO¯é ™óþyéË$…yæþ$r Ðèþ…
discrepancy should be got replaced immediately by a sìý §øçÙç³NÇ™èþÐðþ$O¯èþ {ç³Ôèý² ç³{™é°² Ððþ…r¯óþ Ððþ$$§æþsìý I§æþ$ °Ñ$ÚëÌZÏ ç³È„>
correct booklet from the invigilator within the period ç³ÆæÿÅÐóþ„æüMæü$°Mìü †ÇW C_aÐóþíÜ §é°Mìü º§æþ$Ë$V> çÜÇV>Y E¯èþ² {ç³Ôèý²ç³{™é°²
of 5 minutes. Afterwards, neither the Question Booklet ¡çÜ$Mø…yìþ. ™èþ§æþ¯èþ…™èþÆæÿ… {ç³Ôèý²ç³{™èþÐèþ$$ Ðèþ*Ææÿaºyæþ§æþ$ A§æþ¯èþç³# çÜÐèþ$Äæý$…
will be replaced nor any extra time will be given. CÐèþÓºyæþ§æþ$.
(iii) After this verification is over, the Test Booklet Number
(iii) ò³O Ñ«§æþ…V> çÜÇ^èþ*çÜ$Mö¯èþ² ™èþÆ>Ó™èþ {ç³Ô>²ç³{™èþ… çÜ…Qůèþ$ OMR ç³{™èþÐèþ$$ ò³O
should be entered in the OMR Sheet and the OMR Sheet
Number should be entered on this Test Booklet.
A§óþÑ«§æþ…V> OMR ç³{™èþÐèþ$$ çÜ…Qůèþ$ D {ç³Ô>²ç³{™èþÐèþ$$ ò³O °Ç®çÙt çܦ˅ÌZ
4. Each item has four alternative responses marked (A), (B), (C)
Æ>Äæý$ÐèþÌñý¯èþ$.
4. {糆 {ç³Ôèý²Mæü$ ¯éË$Væü$ {ç³™éÅÐèþ*²Äæý$Ë$ (A), (B), (C) Ðèþ$ÇÄæý$$ (D) Ë$V>
and (D). You have to darken the circle as indicated below on the
correct response against each item. CÐèþÓºyézÆÿ$$. {糆 {ç³Ôèý²Mæü$ çÜÆðÿO¯èþ fÐéº$¯èþ$ G¯èþ$²Mö° OMR ç³{™èþÐèþ$$ÌZ {糆 {ç³Ô>²
Example : A B C D çÜ…QÅMæü$ CÐèþÓºyìþ¯èþ ¯éË$Væü$ Ðèþ–™é¢ÌZÏ çÜÆðÿO¯èþ fÐéº$ çÜ*_…^óþ Ðèþ–™é¢°² »êÌŒý ´ëÆÿ$$…
sŒý ò³¯Œþ™ø Mìü…§æþ ™ðþÍí³¯èþ Ñ«§æþ…V> ç³NÇ…^éÍ
where (C) is the correct response.
E§éçßýÆæÿ×ý : A B C D
5. Your responses to the items are to be indicated in the OMR Answer
Sheet given to you. If you mark at any place other than in the (C) ç Ü Æð ÿ O ¯ è þ {ç ³ †ç Ü µ…§æ þ ¯è þ AÆÿ$$™ó þ .
circle or half circle or semi circle in the Answer Sheet, it will not 5. {ç³Ôèý²ËMæü$ fÐéº$¯èþ$ D {ç³Ôèý²ç³{™èþÐèþ$$™ø CÐèþÓºyìþ¯èþ OMR ç³{™èþÐèþ$$ ò³O¯èþ CÐèþÓºyìþ¯èþ
be evaluated. Ðèþ–™é¢ÌZϯóþ ç³NÇ…_ Væü$Ç¢…^éÍ. AÌêM>Mæü çÜÐèþ*«§é¯èþ ç³{™èþ… ò³O ÐóþÆöMæü ^ør Væü$Ç¢…_¯èþ
6. Read instructions given inside carefully. ÌôýMæü çÜVæü Ðèþ–™èþ¢… Ìôý§é AçÜ…ç³NÆæÿ~ Ðèþ–™é¢°² °…í³¯èþ Ò$ fÐéº$ Ðèþ$*ÌêÅ…Mæü¯èþ…
7. Rough Work is to be done in the end of this booklet. ^óþÄæý$ºyæþ§æþ$.
8. If you write your name or put any mark on any part of the OMR 6. {ç³Ôèý² ç³{™èþÐèþ$$ ÌZç³Ë C_a¯èþ çÜ*^èþ¯èþ˯èþ$ gê{Væü™èþ¢V> ^èþ§æþÐèþ…yìþ.
Answer Sheet, except for the space allotted for the relevant 7. _™èþ$¢ç³°° {ç³Ôèý²ç³{™èþÐèþ$$ _ÐèþÆæÿ C_a¯èþ Rêä çܦËÐèþ$$ÌZ ^óþÄæý*Í.
entries, which may disclose your identity, you will render yourself
8. OMRç³{™èþÐèþ$$ ò³O °È~™èþ çܦ˅ÌZ çÜ*_…^èþÐèþËíܯèþ ÑÐèþÆ>Ë$ ™èþí³µ…_ C™èþÆæÿ çܦ˅
liable to disqualification.
9. The candidate must handover the OMR Answer Sheet to ÌZ Ò$ Væü$Ç¢…ç³#¯èþ$ ™ðþÍõ³ Ñ«§æþ…V> Ò$ õ³Ææÿ$ Æ>Äæý$yæþ… V>± Ìôý§é C™èþÆæÿ _à²Ë¯èþ$
the invigilators at the end of the examination compulsorily ò³rtyæþ… V>± ^óþíܯèþrÏÆÿ$$™óþ Ò$ A¯èþÆæÿá™èþMæü$ Ò$Æóÿ »ê«§æþ$ÅËÐèþ#™éÆæÿ$.
and must not carry it with you outside the Examination Hall. 9. ç³È„æü ç³NÆæÿ¢Æÿ$$¯èþ ™èþÆ>Ó™èþ OMR ç³{™é°² ™èþç³µ°çÜÇV> ç³È„æü ç³ÆæÿÅÐóþ„æüMæü$yìþMìü CÐéÓÍ.
The candidate is allowed to take away the carbon copy of Ðésìý° ç³È„æü Væü¨ ºÄæý$rMæü$ ¡çÜ$Mæü$ÐðþâæýåMæü*yæþ§æþ$. ç³È„æü ç³NÆæÿ¢Æÿ$$¯èþ ™èþÆæÿ$Ðé™èþ
OMR Sheet and used Question paper booklet at the end of the A¿æýÅÆæÿ$¦Ë$ {ç³Ôèý² ç³{™é°² OMR ç³{™èþ… Äñý$$MæüP M>Ææÿ¾¯Œþ M>ï³° ¡çÜ$Mæü$ÐðþâæýåÐèþ^èþ$a
examination. 10. ±Í/¯èþËÏ Ææÿ…Væü$ »êÌŒý ´ëÆÿ$$…sŒý ò³¯Œþ Ðèþ*{™èþÐóþ$ Eç³Äñý*W…^éÍ.
10. Use only Blue/Black Ball point pen. 11. ÌêVæüÇ£æþÐŒþ$ sôýº$ÌŒýÞ, M>ÅÍMæü$ÅÌôýrÆŠÿË$, GË[M>t°MŠü ç³ÇMæüÆ>Ë$ Ððþ$$§æþËVæü$¯èþÑ ç³È„æü
11. Use of any calculator or log table etc., is prohibited.
12. There is no negative marks for incorrect answers.
Væü¨ÌZ Eç³Äñý*W…^èþyæþ… °õÙ«§æþ….
12. ™èþ糚 çÜÐèþ*«§é¯éËMæü$ Ðèþ*Ææÿ$PË ™èþWY…ç³# Ìôý§æþ$.
II 1 A-06-18
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Education
GkMóüçÙ¯Œþ
Paper – II
õ³ç³ÆŠÿ – II
1. Plurality of selves is admitted by 1. ºçßý$ B™èþÃ˯èþ$ A…XMæüÇ…_¯èþ¨
i) Sankhya i) Ýë…QÅ
ii) Nyaya ii) ¯éÅÄæý$Äæý$
RE iii) Vaisesika
(A) i, ii only
(C) i, ii, iii
(B) ii, iii only
(D) i, iii only
iii) ÐðþOÔóýíÙMæü
(A) i, ii Ðèþ*{™èþÐóþ$ (B) ii, iii Ðèþ*{™èþÐóþ$
(C) i, ii, iii (D) i, iii Ðèþ*{™èþÐóþ$
HE 2. The concept of nirguna brahman as the
ultimate reality with the implied belief in
2. "Ðèþ*Äæý*' íܧ鮅™é°² A…™èþDzíßý™èþ…V> ÑÔèýÓíÜçÜ*¢
°Ææÿ$Y×ý {ºçßýïèþ$ A…†Ðèþ$ Äæý$«§éÆæÿ¦Ðèþ$°
the maya doctrine is proposed by {糆´ë¨…_¯èþÐéÆæÿ$
(A) Ramanuja (B) Madhva (A) Æ>Ðèþ*¯èþ$kyæþ$ (B) Ðèþ$«§æþ$Óyæþ$
ITE (C) Sankara (D) Nimbarka
3. Match the following Buddhist literature
(C) Ôèý…MæüÆæÿ$yæþ$ (D) °…»êÆæÿ$Pyæþ$
3. Mìü…§æþ C_a¯èþ »o§æþ® Ýëíßý™éÅ°² f™èþç³Ææÿ^èþ$Ðèþ$$.
List – I List – II ç³sìýtMæü – I ç³sìýtMæü – II
WR a) Vinaya Pitaka 1) Contains the
doctrine taught
a) ѯèþÄæý$ í³rMæüÐèþ$$
b) çÜ$™èþ¢ í³rMæüÐèþ$$
1) º$§æþ$®° »Z«§æþ¯èþË$
2) »o§æþ® çܯéÅçÜ$Ë$
by Buddha
A¯èþ$çÜÇ…^èþÐèþËíܯèþ
b) Sutta Pitaka 2) Contians rules °Äæý$Ðèþ*Ë$
T for the monks
c) AÀ§æþÐèþ$Ãí³rMæüÐèþ$$ 3) AÀÐèþ–¨® ç³Ææÿ_¯èþ
c) Abhidhamma 3) Contains ¿Z§æþ¯èþË$
NO Pitaka advanced
doctrines
d) gê™èþMæü 4) »o§æþ®Ðèþ$™éͲ
A¯èþ$çÜÇ…^óþ ÐèþÅMæü$¢Ë$
d) Jataka 4) Contians code A¯èþ$çÜÇ…^èþ
of conduct of ÐèþËíܯèþ °Äæý$Ðèþ*Ë$
DO followers of
Buddha
5) Contains
f¯èþÃËMæü$
çÜ…º…«¨…_¯èþ
5) º$§æþ$®° Væü™èþ
account of ÑÐèþÆ>Ë$
previous births
a b c d
of Buddha
a b c d (A) 2 1 3 5
(A) 2 1 3 5 (B) 2 4 1 5
(B) 2 4 1 5 (C) 5 3 1 2
(C) 5 3 1 2 (D) 1 2 3 4
(D) 1 2 3 4
II 2 A-06-18 II 3 A-06-18
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4. The sects of Jainism are 4. gñýO¯èþÐèþ$™èþ…ÌZ° ÐèþÆ>YË$ 8. The famous saying of John Locke “ the 8. gꯌþ ÌêMŠü {糆´ë¨…_¯èþ “Ðèþ$¯èþçÜ$Þ ™èþº$Ë ÆæÿçÜ
i) Digambaras i) ¨Væü…ºÆæÿ$Ë$ mind is a tabula rasa and the reality is Ðèþ…sìý¨ Äæý$§éÆæÿ¦… Ðèþ$¯èþçÜ$ÞMæü$ ÐðþË$ç³Ë E¯èþ²¨” A¯óþ
ii) Swetambaras outside the mind” belongs to {ç³íܧæþ® ÐéMæüÅ… §óþ°Mìü çÜ…º…«¨…_¯èþ¨ ?
ii) Ôóýә酺Ææÿ$Ë$
iii) Sthanakavasis (A) Realism (B) Idealism (A) Äæý$§éÆæÿ¦Ðé§æþÐèþ$$ (B) ¿êÐèþÐé§æþÐèþ$$
iii) Ý린MæüÐéçÜ$Ë$
(A) i, ii only (B) i, iii only (C) Pragmatism (D) Existentialism (C) ÐéÅÐèþàÇMæü çÜ™é¢Ðé§æþÐèþ$$(D) AíÜ¢™èþÓÐé§æþÐèþ$$
(A) i, ii Ðèþ*{™èþÐóþ$ (B) i, iii Ðèþ*{™èþÐóþ$
(C) ii, iii only (D) i, ii, iii
(C) ii, iii Ðèþ*{™èþÐóþ$ (D) i, ii, iii 9. Paidocentric attitude in education is 9. ѧæþÅÌZ ÕÔèý$ Móü…{¨™èþ ÐðþOQÇ° {糆´ë¨…_¯èþ¨
5. “Education is drawing out of the best in proposed by (A) AíÜ¢™èþÓÐé§æþÐèþ$$ (B) {ç³Mæü–†Ðé§æþÐèþ$$
child and man-body, mind and spirit” is 5. “ÐèþÅMìü¢ ÔèýÈÆæÿ…, Ðèþ$¯èþçÜ$Þ B™èþÃË ¯èþ$…yìþ E™èþ¢Ðèþ$Ððþ$O¯èþ (A) Existentialism (B) Naturalism (C) ÐéÅÐèþàÇMæü çÜ™é¢Ðé§æþÐèþ$$(D) Ðèþ*ÆŠÿPüÞÐé§æþÐèþ$$
said by §é°° ÐðþÍMìü¡õܧóþ ѧæþÅ” A° õ³ÆöP¯èþ²ÐéÆæÿ$ (C) Pragmatism (D) Marxism
(A) Swamy Vivekananda 10. ‘Äæý$§éÆæÿ¦… íܦÆæÿÐðþ$O¯èþ {ç³Ðéçßý… Ðèþ…sìý¨’ A¯óþ ¿êÐèþ¯èþ¯èþ$
(A) ÝëÓÑ$ ÑÐóþM>¯èþ…§æþ
10. ‘Reality is in a constant flux’ is proposed {糆´ë¨…_¯èþ¨
(B) Rabindranath Tagore
(B) ÆæÿÒ…{§æþ¯é£Šþ sêVøÆŠÿ by
(C) Aurobindo Ghosh (A) ¿êÐèþÐé§æþÐèþ$$ (B) Ðèþ*ÆŠÿPüÞÐé§æþÐèþ$$
(C) AÆæÿ¼…§øòœ*‹Ù (A) Idealism (B) Marxism (C) ÐèþÅÐèþàÇMæü çÜ™é¢Ðé§æþÐèþ$$(D) {ç³Mæü–†Ðé§æþÐèþ$$
‘ (D) Mahatma Gandhi
‘ (D) Ðèþ$à™éà V>…«¨ (C) Pragmatism (D) Naturalism
6. The concept of ‘Integral Education’ is 11. ‘Gyæþ$ÅMóüçÙ¯Œþ A…yŠþ ÝùçÙÌŒý bóþ…gŒý’ ç³#çÜ¢Mæü… Æ>íܯèþ¨
6. ‘çÜÐèþ*MæüÍ™èþ ѧæþÅ’ ¿êÐèþ¯èþ¯èþ$ C_a¯èþÐéÆæÿ$ 11. The book ‘Education and Social change’
given by
is written by (A) çÜÆŠÿ {òœyŠþ M>ÏÆŠÿP
(A) Rabindranath Tagore (A) ÆæÿÒ…{§æþ¯é£Šþ sêVøÆŠÿ
(A) Sir Fred Clarke (B) gêÇj C. õ³¯óþ
(B) Aurobindo Ghosh (B) AÆæÿ¼…§ø òœ*‹Ù
(B) George E. Payne (C) GÐðþ$OÌŒý yæþ$ÆŠÿPòßýOÐŒþ$
(C) Swamy Vivekananda (C) ÝëÓÑ$ ÑÐóþM>¯èþ…§æþ (C) Emile Durkheim
(D) Mahatma Gandhi (D) gꯌþ yæþ*ÅÆÿ$*
(D) Ðèþ$à™éà V>…«¨ (D) John Dewey
7. A fundamental duty inserted by the 12. Ðèþ$ÇÄæý$¯Œþ ÌñýÒ {ç³M>Ææÿ…, H§ðþO¯é çÜÐèþ$*çßý… çÜÐèþ*f…V>
7. Æ>gêÅ…V>°Mìü, 2002 Ðèþ çÜ…Ðèþ™èþÞÆæÿ…ÌZ ^óþíܯèþ 86 Ðèþ 12. According to Marrion Levy, the criteria to
constitution (Eighty-sixth Amendment) ç³ÇVæü×ìý…^èþºyéË…sôý ´ësìý…^èþÐèþËíܯèþ {ç³Ðèþ*×êË$.
çÜÐèþÆæÿ×ý §éÓÆ> ^óþÇa¯èþ {´ë£æþÑ$Mæü Ñ«¨ be fulfilled before any group considered
Act, 2002 is i) JMæü ÐèþÅMìü¢ iÑ™èþM>Ë… Mæü…sôý GMæü$PÐèþ çÜÐèþ$Äæý$… B
as constituting a society.
(A) To promote the spirit of common (A) ¿êÆæÿ™èþ§óþÔèý {ç³fË…§æþÇÌZ Ýù§æþÆæÿ¿êÐé°²
i) The group must be existing longer çÜÐèþ$*çßý… AíÜ¢™èþÓ… E…yéÍ
brotherhood amongst all the people ò³…´÷…¨…^èþyæþ… than the life-span of the individual ii) B çÜÐèþ$*çßý… ´ë„ìüMæü…V>¯ðþO¯é Mö™èþ¢ çÜ¿æý$Å˯èþ$
of India (B) çÜçßýf ç³Æ>ÅÐèþÆæÿ×ê°² Ææÿ„ìü…^èþyæþ…, ii) The group must recruit its new ÌñýO…WMæü ç³#¯èþÆæÿ$™èþµ†¢ §éÓÆ> ^óþÆæÿ$aMøÐéÍ
(B) To protect and improve the natural Ððþ$Ææÿ$Væü$ç³Ææÿ^èþyæþ… members, at least in part, by means
iii) ÝëÐèþ*¯èþÅ çÜÐèþ$$§éÄæý$…, Ý뫧éÆæÿ×ý ^èþÆ>Å ÐèþÅÐèþçܦ
environment of sexual reproduction
(C) {糿æý$™èþÓ BçÜ$¢Ë¯èþ$ ç³ÇÆæÿ„ìü…^èþyæþ… ç³rÏ ÑÔ>ÓçÜ… {ç³Mæüsìý…^èþyé°Mìü B çÜÐèþ$*çßý…
(C) To safeguard public property iii) The group must be united in giving
(D) BÆæÿ$ ¯èþ$…yìþ 糧é²Ë$Væü$ çÜ…Ðèþ™èþÞÆ>Ë ÐèþÄæý$çÜ$ÞVæüË IMæüÐèþ$™èþÅ…V> E…yéÍ
‘ (D) Who is a parent or guardian to provide allegiance to a common complex,
opportunities for education to his child »êËË$ Ìôý§óþ çÜ…Ææÿ„ìü™èþ$ËMæü$ ÐéÇ ™èþÍϧæþ…{yæþ$Ë$ Ìôý§é general system of action (A) i, iii Ðèþ*{™èþÐóþ$ (B) i, ii Ðèþ*{™èþÐóþ$
or as the case may be ward between çÜ…Ææÿ„æüMæü$Ë$ ѧéÅÐèþM>Ô>˯èþ$ Mæü͵…^èþyæþ… (A) i, iii only (B) i, ii only (C) ii, iii Ðèþ*{™èþÐóþ$ (D) i, ii, iii
age of six and fourteen years (C) ii, iii only (D) i, ii, iii
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13. The factors of social change are 13. ÝëÐèþ*hMæü Ðèþ*Ææÿ$µ M>ÆæÿM>Ë$ 18. What is meant by ‘Growth’ in the strict 18. Ðèþ$¯øÑgêq¯èþ Ô>ç܈ç³ÆæÿÐðþ$O¯èþ Q_a™èþ ¿êÐèþ¯èþÌZ ‘ò³Ææÿ$Væü$§æþË’
i) Changing size and average age of
i) f¯é¿ê ç³ÇÐèþ*×ýÐèþ$$, çÜÆ>çÜÇ ÐèþÄæý$çÜ$Þ sense in Psychology ? AÆæÿ¦…
population
ii) Environment and ecological ii) ç³Æ>ÅÐèþÆæÿ×ý…, iÐéÐèþÆæÿ×ý Ðèþ*Ææÿ$µË$ 1) It is mental growth of the child 1) A¨ »êË$° Ðèþ*¯èþíÜMæü ò³Ææÿ$Væü$§æþË
modifications iii) º$$™èþ$Ðèþ#ËÌZ Ðèþ*Ææÿ$µË$ 2) It is moral growth of the child
2) A¨ »êË$° ¯ðþO†Mæü ò³Ææÿ$Væü§æþË
iii) Seasonal changes 3) It is increase in size, weight and
(A) i, iii Ðèþ*{™èþÐóþ$ (B) ii, iii Ðèþ*{™èþÐóþ$ 3) A¨ ç³ÇÐèþ*×ýÐèþ$$, ºÆæÿ$Ðèþ# G™èþ$¢ËMæü$
(A) i, iii only (B) ii, iii only height
(C) i, ii only (D) i, ii, iii (C) i, ii Ðèþ*{™èþÐóþ$ (D) i, ii, iii 4) It is functional development of the
çÜ…º…«¨…_¯èþ Ðèþ–¨®
organs 4) A¨ AÐèþÄæý$ÐéË °Æ>ÓçßýMæü ÑM>çÜ…
14. Primary socialization of the children is 14. »êËÌZÏ {´ë£æþÑ$Mæü Ýë…íœ$MîüMæüÆæÿ×ý ^óþõܨ
done by (A) Both ‘1’ and ‘2’ correct (A) ‘1’ , ‘2’ çÜÆðÿO¯èþÑ
(A) ´ëuæÿÔ>Ë
(A) School
(B) Væü–çßý… (B) Both ‘1’ and ‘3’ correct (B) ‘1’ Ðèþ$ÇÄæý$$ ‘3’ çÜÆðÿO¯èþÑ
(B) Home
(C) çÜÐèþ$ÐèþÄæý$çÜ$PË çÜÐèþ$*çßý… (C) Only ‘3’ is correct (C) MóüÐèþË… ‘3’ çÜÆðÿO¯èþ¨
(C) Peer group
(D) f¯èþÐèþ*«§æþÅÐèþ*Ë$
(D) Media (D) Only ‘4’ is correct (D) MóüÐèþË… ‘4’ çÜÆðÿO¯èþ¨
15. A sense of self-that develops as the 15. ™èþÍϧæþ…{yæþ$Ë$, Mæü$r$…º… ¯èþ$…yìþ ¿ôý§æþç³Ææÿ^èþ$MøÐèþyæþ…
child differentiates from parents and ÐèþËÏ AÀÐèþ–¨® ^ðþ…§óþ B™èþÿêÐèþ¯èþ çÜÐèþ*f…ÌZ JMæü 19. Match the following
19. Mìü…§æþ C_a¯èþ Ðésìý° f™èþç³Ææÿ^èþ$Ðèþ$$
family and takes a place in society is Ý릯鰲 ¡çÜ$MøÐèþyé°² ________ A…sêÆæÿ$ Psychologist Theories
known as Ðèþ$¯øÑgêq¯èþÐóþ™èþ¢ íܧ鮅™éË$
(A) B™èþÃVúÆæÿÐèþ… (B) Açßý… a) Jerome Bruner 1) Moral
(A) Self respect (B) Ego
development a) gñýÆöÐŒþ$ {º*¯èþÆŠÿ 1) ¯ðþO†Mæü ÑM>çÜ…
(C) Super Ego (D) Identity (C) B§æþÅçßý… (D) Væü$Ç¢…ç³#
b) Erik Erikson 2) Cognitive
development b) GÇMŠü GÇMŠüçܯŒþ 2) gêq¯é™èþÃMæü ÑM>çÜ…
16. ‘Collective conscience’ means 16. ‘çÜÑ$íÙt A…™èþÆ>™èþÃ’ A¯óþ¨
(A) ç Ü Ðè þ *f…ÌZ ç ³ …^è þ $Mæ ü $¯ó þ ¯ð þ O † Mæ ü ÑÔ>ÓÝëË$, c) Sigmund Freud 3) Theory of c) íÜVæüÃ…yŠþ {¸ëÆÿ$$yŠþ 3) Ðèþ$¯ø ÝëÐèþ*hMæü
(A) Shared moral beliefs and values of a
Psycho-social ÑM>çÜ íܧ鮅™èþ…
society ÑË$ÐèþË$ development
(B) {ç³fË Ðèþ$«§æþÅ E…yóþ çÜ…ïœ$¿êÐèþ… d) ÌêÆðÿ¯ŒþÞ MöòßýÌŒýºÆŠÿY 4) Ðèþ$¯øÑÔóýÏçÙ×ý
(B) A sense of solidarity of people d) Lawrence 4) Psycho analysis
(C) {ç³™óþÅMæü ´ë{™èþ˯èþ$ A¯èþ$çÜÇ…^óþ ÐèþÅMæü$¢Ë$ Kohlberg a b c d
(C) Individuals carrying specialized roles
(D) A«¨Mæü ÐèþÅMìü¢Ðé§æþÐèþ$$ a b c d (A) 3 2 1 4
(D) Excessive individualism (A) 3 2 1 4 (B) 2 1 4 3
17. »Z«§æþ¯èþ A¿æýÅçܯèþ {ç³{MìüÄæý$ A¯óþ¨ MóüÐèþË… gêq¯é™èþÃMæü (B) 2 1 4 3 (C) 1 3 2 4
17. When educational pedagogy recognizes {ç³{MìüÄæý$™ø¯óþ M>Mæü §é°Mìü BÐèþÍ A…Ô>Ë™ø E¯èþ² Ðèþ*¯èþÐèþ (C) 1 3 2 4
çÜ…º…«§éË çœÍ™èþ… A° ѧéÅÑçÙÆÿ$$Mæü Ô>ç܈… (D) 2 3 4 1
that teaching and learning process is (D) 2 3 4 1
Væü$Ç¢…_¯èþrÏÆÿ$$™óþ A¨
actually the result of a human relation to 20. í³Äæý*gôý {糆´ë¨…_¯èþ A¿æýÅçܯé ^èþÆæÿÅÌZ
(A) ѧéÅÑçÙÆÿ$$Mæü ™èþ™èþÓÔ>ç܈… 20. In Piaget’s learning interaction,
beyond a merely cognitive process, it is çÜÐèþ$™úÎÅMæüÆæÿ×ý A¯óþ¨ Ðóþsìý Äñý$$MæüP çÜÐèþ$™èþ$ËÅ
(B) ѧéÅ Ðèþ$¯øÑgêq¯èþ Ô>ç܈… Equilibration is the process of balancing {ç³{MìüÄæý$ ?
(A) Educational Philosophy (A) Assimilation and schema
(C) ѧéÅ çÜÐèþ*f Ô>ç܈… (A) Ýë…ÖMæüÆæÿ×ý…, çÜ*¦Ë {ç³×êãMæü
(B) Educational Psychology (B) Accommodation and schema (B) Ý릯èþMæü˵¯èþ, çÜ*¦Ë {ç³×êãMæü
(D) ѧéÅ ÑçÙÆÿ$$Mæü °ÆæÿÓçßý×ý
(C) Educational Sociology (C) Assimilation and accommodation (C) Ýë…ÖMæüÆæÿ×ý, Ý릯èþMæü˵¯èþ
(D) Educational Management (D) Adjustment and Assimilation (D) çÜÆæÿ$ª»êr$, Ýë…ÖMæüÆæÿ×ý…
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21. Robert M. Gagne proposed a system of 21. Æ>ºÆŠÿt G…. V>Vðü² {糆´ë¨…_¯èþ À¯èþ² ÆæÿM>Ë A¿æýÅçܯèþË 25. The researcher who developed a 25. JMæü ÐèþÅMìü¢ ÌñýO…WMæü «§øÆæÿ×ìý ÑÐèþÇ…^èþyé°Mìü ç³ÇVæü×ý¯èþÌZMìü
classifying different types of learning in list of seven variables needed to be ¡çÜ$MøÐèþËíܯèþ Hyæþ$ ^èþÆæÿÆ>Ôèý$˯èþ$ AÀÐèþ–¨® ç³Ç_ §é°
ÐèþÈYMæüÆæÿ×ý ÐèþÅÐèþçܦ H {ç³{MìüÄæý$Ë çÜ…MìüÏçÙt Ýë¦Æÿ$$¯èþ¯èþ$çÜÇ…_
considered when describing a person’s
terms of the degree of complexity of the ^óþÄæý$yæþ… fÇW…¨. çœÍ™èþ…V> KSOG Ðèþ*糯鰲 AÀÐèþ–¨® ^óþíܯèþ ÐéÆæÿ$
sexual orientation that resulted in the
__________ processes involved. development of KSOG SCALE is (A) MðüÎÏ
(A) ¿êÐø§óþÓVæü
(A) Emotional (A) Kelly (B) Mðü•Ï¯Œþ
(B) Ýë…íœ$Mæü
(B) Social (B) Klein (C) {M>‹œt Ðø¯Œþ G¼…VŠü
(C) {ç³ÐèþÆæÿ¢¯é™èþÃMæü (C) Kraft von Ebbing
(C) Behavioural (D) Ðèþ*çÜtÆŠÿÞ
(D) çÐèþ*¯èþíÜMæü (D) Masters
(D) Mental
26. ´ëuæÿÔ>ËÌZ Ðèþ*ÆæÿY§æþÆæÿØMæü$yæþ$, Ðèþ$…{™èþ×ýMæü$yæþ$
26. The correct sequence of the duties of
22. The term used by Bruner to describe a 22. A¿êÅçÜMæü$yæþ$ {MìüÄæý*ÖËMæü…V> {ç³™éÅÐèþ*²Äæý*Ë °ÆæÿÓÇ¢…^èþÐèþËíܯèþ Ñ«§æþ$Ë ÐèþÆæÿ$çÜ{MæüÐèþ$…
guidance counselor in school is to
A¯óþÓçÙ×ý ^óþíܯèþ çœÍ™èþ…V> fÇW¯èþ A¿æýÅçܯé ÆæÿM>°² a) Evaluate the problematic child a) çÜÐèþ$ÝëÅ™èþÃMæü »êË$°² Ðèþ$*ÌêÅ…Mæü¯èþ… ^óþÄæý$yæþ…
form of learning that results from active
b) Prepare reports on the mental state b) çÜÐèþ$ÝëÅ™èþÃMæü »êË$° Ðèþ*¯èþíÜMæü íܦ†ò³O °Ðóþ¨Mæü
exploration of alternatives on the part of ÑÐèþÇ…^èþyé°Mìü {º*¯èþÆŠÿ Eç³Äñý*W…_¯èþ 糧æþ…
of problem student Ææÿ*´÷…¨…^èþyæþ…
the learner is (A) BÑÚëPÆæÿ A¿æýÅçܯèþ… c) Identify the problem of a problematic c) çÜÐèþ$ÝëÅ™èþÃMæü »êË$° çÜÐèþ$çÜůèþ$ Væü$Ç¢…^èþyæþ…
(A) Discovery learning (B) ºsîýt ç³rtyæþ… child d) çÜÐèþ$ÝëÅ™èþÃMæü »êË$° {ç³ÐèþÆæÿ¢¯èþ¯èþ$ AÆæÿ¦…
d) Provide help to the teacher to ^óþçÜ$MøÐèþyé°Mìü E´ë«§éÅÄæý$$°Mìü çÜàÄæý$…
(B) Rote memorization
(C) °º…«§æþ¯èþ… understand the problematic child’s
(C) Conditioning ^óþÄæý$yæþ…
(D) çÜ…Móü™é¿æýÅçܯèþ… behaviour
e) »êË$° çÜÐèþ$çÜůèþ$ çÜÇ^óþÄæý$yæþ…
(D) Signal learning e) Rectify the problem of the child
(A) c, b, a, d, e (A) c, b, a, d, e
23. A¿æýÅçܯèþ {ç³{MìüÄæý$ÌZ JMæü »êË$yæþ$ A„æüÆ>˯èþ$,
23. The child who tends to reverse letters (B) c, d, a, e, b (B) c, d, a, e, b
çÜ…QÅ˯èþ$ ÐèþņÆóÿMæü…V> AÆæÿ¦… ^óþçÜ$Mæü$…sôý B »êË$° (C) c, a, b, d, e
and numbers in the process of learning, (C) c, a, b, d, e
is said to be affected by
AÔèýMæü¢™èþ¯èþ$ __________ A…sêÆæÿ$. (D) d, c, b, a, e (D) d, c, b, a, e
(A) Auditory processing disorder (A) {ÔèýÐèþ×ý {ç³{MìüÄæý$ AÐèþÅÐèþçܦ
27. Sources of stress that are most likely to 27. ©ÆæÿƒM>ÍMæü {糆Mæü*Ë {糿êÐé˯èþ$ MæüÍW…^óþ J†¢yìþ
(B) Dyslexia (B) yìþ‹ÜÌñýMìüÞÄæý$ create long-term negative effects are Ðèþ$*ÌêË$
(C) Dysgraphia (C) yìþ‹Ü{V>íœÄæý* (A) Crisis situations (A) çÜ…„ø¿æý ç³Çíܦ™èþ$Ë$
(B) AÐéçÜ¢Ðèþ ç³Çíܦ™èþ$Ë$
(D) Dyscalculia (D) yìþ‹ÜM>ÌŒýMæü$ÅÍÄæý* (B) Unrealistic situations
(C) íܦÆæÿÐðþ$O¯èþ §ðþO¯èþ…¨¯èþ çÜÐèþ$çÜÅ
(C) Routine, consistent problem
24. Mirror drawing apparatus is related to 24. §æþÆæÿµ×ý _{™èþÌôýQ¯èþ ç³ÇMæüÆæÿ… §óþ°Mìü çÜ…º…«¨…_¯èþ¨ ? (D) A…™èþÆæÿY™èþ E©ªç³¯èþË ¯èþ$…_ E§æþÆÿ$$…^óþÑ
(D) Those arising from intrinsic stimuli
(A) Conditioning (A) °º…«§æþ¯èþ… 28. Ðèþ*¯èþíÜMæü BÆøVæüÅ…ò³O fÇW¯èþ Ððþ$$§æþsìý A…™èþÆ>j¡Äæý$
28. The first International Congress of Mental
(B) Trial and error (B) Äæý$™èþ²§øçÙ… çÜÐèþ*ÐóþÔèý… fÇW¯èþ {糧óþÔèý…
Hygiene was held in
(C) Span of memory (C) çÜà –† ÑçÜ¢ –† (A) ÐéíÙ…Væüt¯Œþ yìþ.íÜ. (B) Ë…yæþ¯Œþ
(A) Washington, D.C (B) London
(D) Forgetting (D) ÑçÜà –† (C) gñý±Ðé (D) »ñýÇϯŒþ
(C) Geneva (D) Berlin
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29. The method of transforming the instincts 29. AÐé…c™èþ Ë„æü×ê˯èþ$ ò³…´ù…¨…^óþ çÜçßýgê™é˯èþ$ 33. The hierarchical order of Gagne’s 33. V>Æÿ$$¯ðþ {糆´ë¨…_¯èþ A¿æýÅçܯé ÐèþÈYMæüÆæÿ×ý
that develop undesirable characteristics classification of learning is {MæüÐèþ*¯èþ$Væü†
ç³ÇÐèþÆæÿ¢¯èþ ^ðþ…¨…^óþ 糧æþ®†° __________ A…sêÆæÿ$.
is called 1) Ôèý–…QË A¿æýÅçܯèþ…
(A) ç³ÇàÆæÿ… 1) Chain learning
(A) Compensation 2) Verbal associate learning 2) Ô>¼®Mæü çÜ…çÜÆæÿY A¿æýÅçܯèþ…
(B) {糆VæüÐèþ$¯èþ…
(B) Regression 3) Stimulus-response learning 3) E©ªç³¯èþ&{糆çܵ…§æþ¯èþ A¿æýÅçܯèþ…
(C) §æþÐèþ$¯èþ…
(C) Repression 4) Signal learning 4) çÜ…Móü™èþ A¿æýÅçܯèþ…
(D) E§é¡¢MæüÆæÿ×ý…
(D) Sublimation 5) Problem solving 5) çÜÐèþ$ÝëÅ ç³ÇÚëPÆæÿ…
30. Æ>Ððþ¯ŒþÞ {´ù{VðüíÜÞÐŒþ Ðèþ*{†MæüË$ A«¨VæüÑ$…^óþÑ 6) Learning by discrimination 6) ÑÐóþ^èþ¯é™èþÃMæü A¿æýÅçܯèþ…
30. The Raven’s progressive matrices
overcomes 1) ¿êÚë Ayæþz…Mæü$Ë$ 7) Learning by principles 7) çÜ*{™éË A¿æýÅçܯèþ…
1) Language Barrier 2) Ðèþ*¯èþíÜMæü Ayæþz…Mæü$Ë$ 8) Concept learning 8) ¿êÐèþ¯èþË A¿æýÅçܯèþ…
2) Mental Barrier (A) 8, 1, 2, 5, 3, 6, 4, 7 (A) 8, 1, 2, 5, 3, 6, 4, 7
3) Ýë…çÜP–†Mæü Ayæþz…Mæü$Ë$
(B) 3, 6, 4, 2, 8, 5,1, 7 (B) 3, 6, 4, 2, 8, 5,1, 7
3) Culture Barrier 4) ¯ðþO†Mæü Ayæþz…Mæü$Ë$
(C) 2, 3, 1, 7, 6, 4, 8, 5 (C) 2, 3, 1, 7, 6, 4, 8, 5
4) Moral Barrier (A) ‘1’ ‘2’ Ðèþ*{™èþÐóþ$
(D) 4, 3, 1, 2, 6, 8, 7, 5 (D) 4, 3, 1, 2, 6, 8, 7, 5
(A) ‘1’ and ‘2’ only (B) ‘1’ Ðèþ$ÇÄæý$$ ‘3’ Ðèþ*{™èþÐóþ$
(B) ‘1’ and ‘3’ only (C) ‘1’, ‘2’ Ðèþ$ÇÄæý$$ ‘3’ Ðèþ*{™èþÐóþ$ 34. Reinforcement in skinner’s theory is 34. íÜP¯èþ²ÆŠÿ íܧ鮅™èþ…ÌZ° "ç³#¯èþÆæÿ¾Ë¯èþ…' GÐèþÇ íܧ鮅™èþ…
(C) ‘1’, ‘2’ and ‘3’ only (D) ‘1’, ‘2’ Ðèþ$ÇÄæý$$ ‘4’ Ðèþ*{™èþÐóþ$ similar to drive reduction in whose theory ?
ÌZ° E™èþ$ÞMæü™èþ „æüÆÿ$*MæüÆæÿ×ý™ø ´ùͯèþ¨ ?
(A) Hull’s theory
(D) ‘1’, ‘2’ and ‘4’ only
31. GÆðÿ²‹Üt {Mðü^ŒþÐèþ$ÆŠÿ {ç³M>Ææÿ… »Ÿ§æþ$ªV>, ÑÔ>ËÐðþ$O¯èþ bé† (A) çßýÌŒý íܧ鮅™èþ…
(B) Guthrie’s theory
31. The type of personality which is stocky, {ç³íܧæþ® Ðèþ$*Ç¢Ðèþ$™èþÓ… (C) Lewin’s theory (B) Væü${¥ íܧ鮅™èþ…
full chested, popular according to Ernest (A) GòÙÏÇMŠü
(D) Tolman’s theory (C) ÌñýѯŒþ íܧ鮅™èþ…
Kretschmer is called
(B) yðþOíÜÌêíÜtMŠü
(A) Ashleric 35. The four main components of Lewin’s (D) sêÌŒýÐèþ$¯Œþ íܧ鮅™èþ…
(C) GòÜ¢°MŠü
(B) Dysylastic theory are
(D) í³MŠü°MŠü 35. ÌñýѯŒþ íܧ骅™èþ…ÌZ° ¯éË$Væü$ {糫§é¯èþ A…Ô>Ë$
(C) Asthenic (A) Cathexis, Equivalence beliefs, Field
(D) Pyknic expectancy, Field cognition modes (A) M>Å£ðþMìüÞ‹Ü, ™èþ$ËÅ™é ÑÔ>ÓÝëË$, „óü{™èþ {糡„æü., [„óü{™èþ
32. ‘AËÐér$ Ææÿ*ç³Mæü˵¯èþ °Äæý$Ðèþ$’ çÜ*{™é°²
32. ‘Law of Habit formation’ is a postulate {糆´ë¨…_¯èþÐéÆæÿ$ (B) Similarity, Proximity, Continuity, çÜ…gêq¯èþ È™èþ$Ë$
propounded by (A) £éÆæÿ¯ŒþyðþOMŠü Pragananz (B) ÝëÐèþ$Å… ÝëÒ$ç³Å…, °Ææÿ…™èþÆæÿ™èþ, {´ëV>²…gŒý
(A) Thorndike (B) sêÌŒýÐèþ$¯Œþ (C) Life space, Valence, Barrier,
(C) iÑ™èþ {糧óþÔèýÐèþ$$, „æüÐèþ$™èþ, Ayæþz…Mìü, {õ³Ææÿ×ý
(B) Tolman Motivation
(C) çßýÌŒý
(C) Hull (D) Ðèþ*¯èþíÜMæü °Õa†, ºçßý$âæý {糆çܵ…§æþ¯èþ, Ýë§æþ–Ôèý…,
(D) Mental set, multiple response,
(D) Væü${¥
(D) Guthrie analogy, associative shifting çÜ…çÜÆæÿY º§æþÌêÆÿ$$…ç³#
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36. Critically judge the following. 36. {Mìü…§æþ C_a¯èþ Ðésìý° ÑÐèþ$Ææÿدé™èþÃMæü…V> °Ææÿ~Äæý$… 39. Which of the following are characteristics 39. Mìü…§æþ C_a¯èþ ÐésìýÌZ HÑ ^èþÆ>Å™èþÃMæü ç³ÇÔZ«§æþ¯èþ
Assertion (A) : Broken family hampers ^óþÄæý$$Ðèþ$$ of action research ? Ë„æü×êË$ ?
the development of the I) Focuses on problem (s) in a particular I) JMæü °ÇªçÙt ç³Çíܦ†ÌZ° çÜÐèþ$çÜÅ(Ë) ò³O
°ÔèýaÄæý$ ÐéMæüÅ… (A) : Ñ_e¯èþ² Mæü$r$…º… »êË$°
child as wholesome setting Móü…{©MæüÇçÜ$¢…¨
çÜ…ç³NÆæÿ~ Ðèþ$*Ç¢Ðèþ$™èþÓ
personality. II) Attempts to apply the steps in scientific II) Ô>ï܈Äæý$ 糧æþ®†ÌZ° Ýù´ë¯é˯èþ$ A¯èþ$ÐèþÇ¢…^óþ
ÑM>Ýë°Mìü AÐèþÆø«§æþ… {ç³Äæý$™èþ… ^óþçÜ$¢…¨
method
Reason (R) : Broken family is the MæüÍWçÜ$¢…¨.
III) Findings are generalisable III) çœÍ™é˯èþ$ Ý뫧éÆæÿ×îýMæüÇ…^èþÐèþ^èþ$a
only cause that hampers õßý™èþ$Ðèþ# (R) : »êË$° çÜ…ç³NÆæÿ~ Ðèþ$*Ç¢Ðèþ$™èþÓ IV) Not based on any theory IV) H íܧ鮅™èþ…ò³O B«§éÆæÿç³yìþ¯èþ¨ M>§æþ$
the development of the
ÑM>Ýë°Mìü Ñ_e¯èþ² Mæü$r$…º… (A) I and II only (A) I, II Ðèþ*{™èþÐóþ$
child as wholesome
Ðèþ*{™èþÐóþ$ AÐèþÆø«§æþ MæüÍWçÜ$¢…¨. (B) III and IV only (B) III, IV Ðèþ*{™èþÐóþ$
personality.
(A) (A), (R) Æðÿ…yæþ* çÜ™èþÅ… (C) I, II and III (C) I, II, III
(A) Both (A) and (R) are true
(B) (A), (R) Æðÿ…yæþ* AçÜ™èþÅ… (D) I, II and IV (D) I, II, IV
(B) Both (A) and (R) are false
(C) Only (A) is true but (R) is false (C) (A) Ðèþ*{™èþÐóþ$ çÜ™èþÅ… (R) AçÜ™èþÅ… 40. Mìü…§æþ C_a¯èþ °MæüçÙ ÑÔèýÓçܱÄæý$™èþ ÆæÿM>˯èþ$
40. Match each type of test reliability in
(D) Only (R) is true (D) MóüÐèþË… (R) çÜ™èþÅ… Lists – I with the method of establishing ÑÔèýÓçܱÄæý$™èþ¯èþ$ ¯ðþËMöÌôýµ 糧æþ®™èþ$Ë™ø f™èþç³Ææÿ^èþ$Ðèþ$$.
the reliability in List – II.
37. The post test only design with non- ç³sìýtMæü – I ç³sìýtMæü – II
37. A…™èþÆæÿY™èþ çÜ{ç³Ðèþ*×ý™èþMæü$ çÜ…º…«¨…_ Mìü…§æþ C_a¯èþ List – I List – II
equivalent groups is likely to control for ÐésìýÌZ H »ñý§æþ$Ææÿ$¯èþ$ AçÜÐèþ$™èþ$ËÅ çÜÐèþ$*àË™ø (°MæüçÙ ÑÔèýÓçܱÄæý$™èþ ÆæÿM>Ë$) (糧æþ®™èþ$Ë$)
(Type of test (Method)
which of the following threats to internal Mæü*yìþ¯èþ A¯èþ…™èþÆæÿ ç³È„> ç³£æþMæü… °Äæý$…{†çÜ$¢…¨. reliability)
I) M>Ë ç³ÆæÿÐðþ$O¯èþ íܦÆæÿ™èþÓ… 1) çÜÐèþ$™èþ$ËÅ Ææÿ*´ëË$
validity ?
(A) ^èþÇ{™èþ I) Stability of test 1) Equivalent
(A) History overtime forms II) M>Ëç³ÆæÿÐðþ$O¯èþ 2) Mæü*yæþÆŠÿ&Ç^èþÆŠÿzçܯŒþ
(B) ¿ôý§é™èþÃMæü G…í³Mæü
(B) Differential selection II) Stability of test 2) The Kuder- {糆^èþÄæý$¯èþ íܦÆæÿ™èþÓ… çÜ*{™èþÐèþ$$
(C) çÜ…MæüÍ™èþ {糿êÐèþ… over term sample Richardson
(C) Additive effect
formula III) °MæüçÙ Äñý$$MæüP 3) °MæüçÙ&ç³#¯èþ@°MæüçÙ
(D) Differential attrition D) ¿ôý§é™èþÃMæü §æþÐèþ$¯èþ…
III) Internal consistency 3) Test retest A…™èþÆæÿY™èþ çÜ…Væü™èþ™èþÓ…
of test
38. Which of the following are quantitative 38. Mìü…§æþ C_a¯èþ ÐésìýÌZ HÑ ç³ÇÐèþ*×ê™èþÃMæü ^èþÆæÿÆ>Ôèý$Ë$ ?
IV) Coefficient of 4) Spearman IV) çÜ…Væü™èþ™èþÓ Væü$×ýMæü… 4) íܵÄæý$ÆŠÿÐèþ*¯Œþ&{»o¯Œþ
variables ? I) ÐèþÄæý$çÜ$Þ
consistency -Brown {ç³Ðèþ^èþ¯èþ çÜ*{™èþ…
I) Age II) Mæü$r$…º ç³ÇÐèþ*×ýÐèþ$$
prophecy
II) Family size III) JMæü °MæüçÙ¯èþ$ ç³NÇ¢^óþÄæý$yé°Mìü ¡çÜ$Mö¯èþ² I II III IV
formula
III) Time taken to complete a test çÜÐèþ$Äæý$… I II III IV (A) 4 1 2 3
IV) Height IV) G™èþ$¢
(A) 4 1 2 3 (B) 3 1 4 2
V) Employment status V) E§øÅVæü Ýë¦Æÿ$$
(B) 3 1 4 2 (C) 3 4 1 2
(A) I, II, IV (B) I, III, IV (A) I, II, IV (B) I, III, IV
(C) 3 4 1 2
(C) II, IV, V (D) II, III, V (C) II, IV, V (D) II, III, V (D) 1 4 2 3
(D) 1 4 2 3
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41. Which type of validity of scholastic 41. ѧéÅÆæÿ$¦Ë ѧéÅ™èþÃMæü ÝëÐèþ$Ææÿ¦Å°MæüçÙ Væü×ý¯èþË$, ÐéÆæÿ$ 45. The research method that provides the 45. M>ÆæÿÅM>Ææÿ×ê°Mìü çÜ…º…«¨…_ ç³sìýçÙtÐðþ$O¯èþ Ýë„>Å°²
Aptitude Test (SAT) is indicated by the MæüâêÔ>ËÌZ ´÷…¨¯èþ {Vóüyæþ$Ë Ðèþ$«§æþÅ çÜçßýçÜ…º…«§æþ… A…¨…^óþ ç³ÇÔZ«§æþ¯é 糧æþ®†
strongest evidence for causality is
correlation between students, SAT scores ѧéÅ™èþÃMæü ÝëÐèþ$Ææÿ¦Å °MæüçÙMæü$ çÜ…º…«¨…_ Mìü…§æþ C_a¯èþ
(A) Ethnography (A) Ðèþ*¯èþÐèþgê† Ô>ç܈
and their college grades ? ÐésìýÌZ H ÆæÿMæüÐðþ$O¯èþ çÜ{ç³Ðèþ*×ý™èþ¯èþ$ çÜ*_çÜ$¢…¨ ?
(A) °ÇÆ çÜ{ç³Ðèþ*×ý™èþ (B) Experimental (B) {ç³Äñý*V>™èþÃMæü
(A) Construct validity
(B) Criterion related validity (B) {ç³Ðèþ*×ý çÜ{ç³Ðèþ*×ý™èþ (C) Causal-comparative (C) M>ÆæÿÅM>Ææÿ×ý&´ùÍMæü
(C) Concurrent validity (C) EÐèþ$Ãyìþ çÜ{ç³Ðèþ*×ý™èþ (D) Correlational (D) çÜçßýçÜ…º…«§æþ
(D) Convergent validity (D) AÀÝëÇMæü çÜ{ç³Ðèþ*×ý™èþ
46. The most appropriate type of research to 46. ѧéÅÆæÿ$¦Ë ѧéÅ™èþÃMæü Ý뫧æþ¯èþò³O ÐéÇ Ñ§éÅ™èþÃMæü BM>…„æüË$,
42. A researcher wants to investigate 42. JMæü ç³ÇÔZ«§æþMæü$yæþ$, E¯èþ²™èþ Ðèþ*«§æþÅÑ$Mæü ѧéÅÆæÿ$¦Ë$ be used to study the impact of educational
Mæü$r$…º ¯óþç³£æþÅ {糿êÐé°² A«§æþÅÄæý$¯èþ… ^óþÄæý$yé°Mìü
the preference of professional HÄôý$ Ðèþ–†¢ç³Ææÿ MøÆæÿ$Þ˯èþ$ A«§æþÅÄæý$¯èþ… ^óþÄæý$yé°Mìü aspirations and family background of
programmes for study of school children on their educational
çÜÐèþ$$_™èþÐðþ$O¯èþ ç³ÇÔZ«§æþ¯èþ ÆæÿMæü…
{´ë«§é¯èþÅ™èþ¯èþ$ CçÜ$¢¯é²Æø ç³ÇÔZ«¨…^èþyé°Mìü H
senior secondary students in a state. attainment (A) ^èþÆ>Å™èþÃMæü ç³ÇÔZ«§æþ¯èþ
{糆^èþÄæý$¯èþ Ððþ$âæýMæü$Ðèþ¯èþ$ Eç³Äñý*W…^éÍ ?
The appropriate sampling
(A) çÜÆæÿâæý Äæý*«§æþ–_eMæü {糆^èþÄæý$¯èþ… (A) Action research (B) ÑÐèþÆæÿ×ê™èþÃMæü ç³ÇÔZ«§æþ¯èþ
technique to be used is
(B) çܢǙèþ Äæý*«§æþ–_eMæü {糆^èþÄæý$¯èþ… (B) Descriptive research
(A) Simple Random Sampling (C) {ç³Äñý*V>™èþÃMæü ç³ÇÔZ«§æþ¯èþ
(B) Stratified Random Sampling (C) A¯èþ$Mæü*Ë {糆^èþÄæý$¯èþ… (C) Experimental research
(D) A¯óþÓçÙ×ê™èþÃMæü ç³ÇÔZ«§æþ¯èþ
(C) Convenient Sampling (D) E§óþªÔèýÅç³NÆæÿÓMæü {糆^èþÄæý$¯èþ… (D) Exploratory research
(D) Purposive Sampling
47. Arrange the following scales of 47. Mìü…§æþ C_a¯èþ Ðèþ*糯èþ$˯èþ$ Ðésìý çܵïÙtMæüÆæÿ×ý Ýë¦Æÿ$$°
43. ç³Çç³–^èþe¯èþ$ „æü$×ý~…V> °ÆæÿÓíßý…^éË…sôý ç³Çç³–^èþeMæü$yæþ$
43. In conducting a through interviews, a °ÆæÿÓÇ¢…^èþÐèþËíܯèþ {糫§é¯èþ »ê«§æþÅ™èþ measurement in the ascending order A¯èþ$çÜÇ…_ BÆøçßý×ý {MæüÐèþ$…ÌZ AÐèþ$Ææÿ$aÐèþ$$.
major responsibility of an interviewer is to (A) çÜÆðÿO¯èþ {ç³Ôèý²Ë¯èþ$ A¯èþ$çÜÇ…^éÍ of specificity. 1) {MæüÐèþ*…Mæü… 2) §éÐèþ*Úë
(A) Follow proper questioning 1) Ordinal 2) Ratio
(B) A°² A…Ô>Ë$ ÑÐèþÆæÿ×ê™èþÃMæü…V> ç³NÇ¢^óþÄæý$yé°² 3) A…™èþÆæÿÐèþ$$ 4) ¯éÐèþ$ °ÆóÿªÔèýMæü
(B) Ensure that all issues are covered in 3) Interval 4) Nominal
great detail
§æþ–Éæþç³Ææÿ^èþ$MøÐéÍ (A) 2 → 3 → 1 → 4
(C) Prevent the participants from drifting (C) ç³Çç³–^èþeÌZ ´ëÌŸY¯èþ$ÐéÆæÿ$ C™èþÆæÿ A…Ô>ËÐðþOç³# (A) 2 → 3 → 1 → 4
Ðèþ$âæýåMæü$…yæþ °ÐéÇ…^èþyæþ… (B) 4 → 3 → 2 → 1
onto other topics (B) 4 → 3 → 2 → 1
(D) Deal with the emotions of the (D) ç³Çç³–^èþeÌZ ´ëÌŸY…r$¯èþ²ÐéÇ ¿êÐø§óþÓV>Ë™ø (C) 1 → 4 → 3 → 2
(C) 1 → 4 → 3 → 2
participants çÜÇV> ÐèþÅÐèþçßýÇ…^èþyæþ… (D) 4 → 1 → 3 → 2
(D) 4 → 1 → 3 → 2
44. Which of the following techniques are 44. {糄óüç³Mæü Eç³MæüÆæÿ×êËÌZ Eç³Äñý*W…^óþ Ððþ$âæýMæü$ÐèþË$ ?
used in projective devises ? 48. In a distribution of achievement scores, 48. Ý뫧æþ¯èþ Væü×ý¯èþËMæü$ çÜ…º…«¨…_¯èþ JMæü Ñ¿êf¯èþ…ÌZ
I) çÜ…çÜÆæÿY…
I) Association large number of scores lies in the mid GMæü$PÐèþ çÜ…QÅÌZ Væü×ý¯èþË$ Ðèþ$«§æþÅÐèþ$ AÐèþ«¨ÌZ çÜ…¿æýÑõÜ¢
II) ç³NÆæÿMæü…
II) Completion range. What is the appropriate measure B Væü×ý¯éË ÐéÅ糯é°Mìü çÜÆðÿO¯èþ Ðèþ*糯èþ… H¨?
III) ´ë{™èþ´ùçÙ×ý
III) Role playing of spread of the scores ? (A) ÐéÅí³¢
IV) Q-çÜÇMæü*Ææÿayæþ…
IV) Q-sort
V) GÐèþÆæÿ¯óþ¨ Fíßý…^èþyæþ… (A) Range (B) A…™èþÆæÿ §æþÔ>…Ôèý ÐéÅí³¢
V) ‘Guess-who’
(A) I Ðèþ$ÇÄæý$$ II (B) III Ðèþ$ÇÄæý$$ V (B) Interdecile range (C) A…™èþÆæÿ ^èþ™èþ$Æ>®…Ôèý ÐéÅí³¢
(A) I and II B) III and V
(C) I, II Ðèþ$ÇÄæý$$ III (D) III, IV Ðèþ$ÇÄæý$$ V (C) Interquartile range (D) Ôèý™é…Ôèý ÐéÅí³¢
(C) I, II and III D) III, IV and V
(D) Percentile range
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49. Which of the following statements 49. JMæü Ñ¿êf¯èþ… Äñý$$MæüP ^èþÆæÿÖË™èþ, ÐðþOçÙÐèþ$Å…, MæüMæü$§æþ™èþË 52. A null hypothesis was found to be false 52. 0.01 {´ëÐèþ$$QÅ™é Ýë¦Æÿ$$ÌZ JMæü A¿ôý§æþ ç³ÇMæü˵¯èþ
correctly express the relation between Ðèþ$«§æþÅ çÜ…º…«§é°² Mìü…§æþ C_a¯èþ {ç³Ðèþ^èþ¯éËÌZ HÑ at the 0.01 level of significance. In such a AçÜ™èþÅÐèþ$° ™óþÍ…¨ B çÜ…§æþÆæÿÂ…ÌZ Mìü…§æþ C_a¯èþ
variability and skewness or kurtosis of çÜÇV>Y ÐèþÅMæü¢ç³Ææÿ$Ýë¢Æÿ$$ ? {ç³Ðèþ^èþ¯éËÌZ H¨ çÜÆðÿO¯èþ¨ ?
case, which of the following statements is
distributions ? I) JMæü Ñ¿êf¯é°Mìü G…™èþ GMæü$PÐèþ ÐðþOçÙÐèþ$Å… E…sôý correct ? (A) A¨ ™è þ ç ³ µMæ ü $…yé 0.05 Ýë¦ Æ ÿ$$ÌZ
I) More the skewness of a distribution,
A…™èþ GMæü$PÐèþ ^èþÆæÿÖË™èþ E…r$…¨ (A) It is surely false at 0.05 level AçÜ™èþÅÐèþ˜™èþ$…¨
more is its variability
II) JMæü Ñ¿êf¯é°Mìü ™èþMæü$PÐèþ ÐðþOçÙÐèþ$Å… E…sôý A…™èþ (B) It may or may not be false at 0.05 (B) A¨ 0.05 Ýë¦Æÿ$$ ÌZ AçÜ™èþÅ… M>Ðèþ^èþ$a
II) Less the skewness of a distribution,
GMæü$PÐèþ ^èþÆæÿÖË™èþ E…r$…¨ level M>Mæü´ùÐèþ^èþ$a
more is its variability
III) JMæü Ñ¿êf¯é°Mìü G…™èþ GMæü$PÐèþ ÕQÆ>{Væü… E…sôý (C) It is false at all levels less than 0.01
III) More peaked is the top of a distribution, (C) 0.01 Ýë¦Æÿ$$ Mæü…sôý ™èþMæü$PÐèþ Ýë¦Æÿ$$ËÌZ A¨
A…™èþ ™èþMæü$PÐèþ ^èþÆæÿÖË™èþ E…r$…¨ (D) Whether the hypothesis is false AçÜ™èþÅ…
less is its variability
IV) JMæü Ñ¿êf¯é°Mìü G…™èþ GMæü$PÐèþ çÜÐèþ$™èþË… E…sôý
IV) More flatter is the top of a distribution, or not can not decided without (D) çÜ…¨Væüª °çÙµ†¢° ÌñýMìüP…^èþMæü$…yæþ B ç³ÇMæü˵¯èþ
more is its variability
A…™èþ GMæü$PÐèþ ^èþÆæÿÖË™èþ E…r$…¨ calculating the critical ratio çÜ™èþÅÐðþ* M>§ø °Ææÿ~Æÿ$$…^èþÌôýÐèþ$$
(A) I only is correct (A) I Ðèþ*{™èþÐóþ$ çÜÆðÿO¯èþ¨
53. The maximum value of the power of a 53. JMæü Ýë…QÅMæü °MæüçÙ Äñý$$MæüP A«¨Mæü™èþÐèþ$ çœ*™èþ
(B) I and III only are correct (B) I, III Ðèþ*{™èþÐóþ$ çÜÆðÿO¯èþ¨
statistical test is ÔèýMìü¢ ÑË$Ðèþ
(C) I, II and III are correct (C) I, II, III çÜÆðÿO¯èþ¨
(A) Zero (B) 0.01 (A) 0 (B) 0.01
(D) I, III and IV are correct (D) I, III, IV çÜÆðÿO¯èþ¨
(C) 0.05 (D) 1.00 (C) 0.05 (D) 1.00
50. Assume that the distribution of scores on 50. JMæü °MæüçÙ ò³O Ñ¿êf¯èþ Væü×ý¯èþË$ ÝëÐèþ$¯èþÅÐèþ$° ¿êÑ…_
54. Statistical test to be used to measure 54. Æðÿ…yæþ$ Mæü…sôý GMæü$PÐèþ ç³ÇÐèþ*×ê™èþÃMæü ^èþÆæÿÆ>Ôèý$Ë Ðèþ$«§æþÅ
a test to be normal with a mean 60 and a Ðésìý Ðèþ$«§æþÅÐèþ$Ðèþ$$ 60 {MæüÐèþ$ Ñ^èþ˯èþ… 5 V> E…sôý B the relationship between more than two çÜ…º…«§é°² Ðèþ*糯èþ… ^óþÄæý$yé°Mìü Eç³Äñý*W…^óþ
standard deviation 5. What percentage of Ñ¿êf¯èþ…ÌZ° Væü×ý¯èþË$ 50, 65 Ë Ðèþ$«§æþÅ G…™èþ Ô>™èþ…
quantitative variables is Ýë…QÅMæü °MæüçÙ
scores of the distribution lie between 50 E…sêÆÿ$$ ?
(A) Product moment correlation (A) ˺ª{¿êÐèþ$Mæü çÜçßýçÜ…º…«§æþ…
and 65. (A) 79.85 (B) 80.85
(A) 79.85 (B) 80.85 (B) Multiple Regression (B) ºçßý$âæý {糆VæüÐèþ$¯èþÐèþ$$
(C) 81.85 (D) 82.85
(C) 81.85 (D) 82.85 (C) ANOVA (C) ANOVA
51. ‘gê¡Äæý$™èþ’ "Ðèþ$™èþç³Ææÿ A¯èþ$º…«§æþ…' Ë Ðèþ$«§æþÅ (D) MANOVA (D) MANOVA
51. What type of correlation coefficient is
an appropriate measure of association Ýëçßý^èþÆ>Å°² Ðèþ*糯èþ… ^óþÄæý$yé°Mìü H ÆæÿMæüÐðþ$O¯èþ 55. In ANOVA, the variability of within-group 55. ANOVA ÌZ çÜÐèþ$*çßý A…™èþÆæÿ ¿ôý§éË ^èþÆæÿÖË™èþ¯èþ$
between the variables nationality and çÜçßýçÜ…º…«§æþ Væü$×ýMæü… çÜÆðÿO¯èþ¨ ? differences is called as
__________ A…sêÆæÿ$.
‘religions affiliation’ ? (A) òœO&Væü$×ýMæü… (A) Error Term
(A) §øç٠糧æþÐèþ$$
(A) Phi-coefficient (B) {´ëçÜ…WMæü Væü$×ýMæü… (B) Sampling Error
(B) {糆^èþÄæý$¯èþ §øçÙÐèþ$$
(B) Contingency coefficient (C) Error Variance
(C) »ñýOïÜÇÄæý$ÌŒý çÜçßýçÜ…º…«§æþ Væü$×ýMæü… (C) §øçÙ ÑçÜ¢ –†
(C) Biserial correlation coefficient (D) Standard Error
(D) çÜ…Væü™èþ™èþÓ Væü$×ýMæü… (D) {´ëÐèþ*×ìýMæü §øçÙÐèþ$$
(D) Coefficient of consistency
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56. A researcher wants to know whether 56. JMæü ç³ÇÔZ«§æþMæü$yæþ$ JMæü ѧéÅ çÜ…Ðèþ™èþÞÆæÿ…ÌZ° ѧéÅÆæÿ$¦Ë 60. Which of the following terms is close to 60. {Mìü…§æþ C_a¯èþ ÐésìýÌZ HÑ Ðèþ*ÆæÿY§æþÆæÿØMæü™éÓ°Mìü §æþVæüYÇ
students attendance is randomly distributed àfÆæÿ$ Äæý*«§æþ–_aMæü…V> Ñ¿æýh™èþÐðþ$O…§ø Ìôý§ø guidance ? 糧éË$ ?
™ðþË$çÜ$MøÐèþyé°Mìü Eç³Äñý*W…^èþÐèþËíܯèþ Ýë…QÅMæü °MæüçÙ
throughout an academic year. The type of
ÆæÿMæüÐèþ$$. 1) Professional advice 1) Ðèþ–†¢ ¯ðþOç³#×ýÅ™èþ™ø Mæü*yìþ¯èþ çÜËà
statistical test she should use is
(A) t – °MæüçÙ
(A) t – test 2) Group counselling 2) çÜÐèþ$*çßý Ðèþ$…{™èþ×ý…
(B) MðüO õÜPüÓÆŠÿ °MæüçÙ
(B) Chi-square test 3) Psychotherapy 3) Ðèþ$¯ø _Mìü™èþÞ
(C) °Æ>®ÆæÿMæü Væü$×ýMæü…
(C) The coefficient of determination (A) 1 Ðèþ*{™èþÐóþ$
(D) ¨Ó糧æþ °MæüçÙ (A) 1 only
(D) Binomial test
(B) 1 and 2 only (B) 1, 2 Ðèþ*{™èþÐóþ$
57. Directive techniques of counselling puts 57. °ÆóÿªÕ™èþ Ðèþ$…{™èþ×ýÐèþ$$ E§éƒsìý…^óþ¨
(C) 2 and 3 only (C) 2, 3 Ðèþ*{™èþÐóþ$
emphasis on (A) Ððþ$$§æþrV> çÜÐèþ$çÜÅMæü$ VæüË M>Ææÿ×ê˯èþ$
(D) 1, 2 and 3 only (D) 1, 2, 3 Ðèþ*{™èþÐóþ$
(A) Knowing the causes of the problem ™ðþË$çÜ$MøÐèþyæþ…
first 61. Match the following List – I and List – II. 61. ç³sìýtMæü – I ¯èþ$ ç³sìýtMæü – II ™ø f™èþç³Ææÿ^èþ…yìþ.
(B) ¯óþÆæÿ$V> ç³ÇàÆæÿ ^èþÆæÿÅ˯èþ$ A¯èþ$ÐèþÇ¢…^èþyæþ…
(B) Directly applying remedial measures List – I List – II
(C) A¿æýÅçܯé íܧ鮅™éË B«§éÆæÿ…V> Ðèþ$…{™èþ×ý… ç³sìýtMæü – I ç³sìýtMæü – II
(C) Giving counselling on the basis of a) Play therapy 1) Eric Berne
learning theories CÐèþÓyæþ… a) {Mîüyé _Mìü™èþÞ 1) GÇMŠü ºÆŠÿ²
b) Shock therapy 2) Behaviour
(D) Providing information about the (D) ç³°Mìü çÜ…º…«¨…_¯èþ çÜÐèþ*^éÆ>°² CÐèþÓyæþ…
modification of b) çœ*™èþ _Mìü™èþÞ 2) í³ËÏË {ç³ÐèþÆæÿ¢¯é
word of work
children Ðèþ*Ææÿ$µ
58. To review the progress of guidance and 58. Ðèþ*ÆæÿY§æþÆæÿØMæü™èþÓ…, Ðèþ$…{™èþ×ý õÜÐèþ˯èþ$ çÜÒ$„ìü…^èþyé°Mìü
c) Transactional 3) Sakel c) ÐèþÅÐèþàÆæÿ ÑÔóýÏçÙ×ý… 3) çÜMðüÌŒý
counselling services, the most popular {´ë^èþ$ÆæÿÅ…ÌZ E¯èþ² 糧æþ®†
Analysis
method used is (A) ç³Çç³–^èþe d) ÑÐèþ$$Q _Mìü™èþÞ 4) Ñ^èþÍ™èþ {ç³ÐèþÆæÿ¢¯èþ
(B) ç³ÇÖ˯èþ d) Aversion 4) Eliminate
(A) Interview ™öËW…ç³#
therapy deviant
(B) Observation (C) {ç³Ô>²Ðèþã
behaviour MøyŠþÞ :
(C) Questionnaire (D) {糄óüç³Mæü Eç³MæüÆæÿ×êË$
Codes : a b c d
(D) Projective devices
a b c d (A) 2 3 1 4
59. Ðèþ$¯ø ÑÔóýÏçÙ×ý Eç³VæüÐèþ*°² Ððþ$$§æþrV> ç³Ç^èþÄæý$…
59. Psychoanalytic approach was first (A) 2 3 1 4
^óþíܯèþ ÐéÆæÿ$ (B) 1 2 4 3
introduced by (B) 1 2 4 3
(A) ByæþÏÆŠÿ (B) Äæý$*…VŠü
(A) Adler (B) Jung (C) 3 4 2 1
(C) {¸ëÆÿ$$yŠþ (D) £øÆŠÿ² (C) 3 4 2 1
(C) Freud (D) Thorne (D) 4 1 3 2
(D) 4 1 3 2
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62. Which of the following purpose the Joint 62. {Mìü…§æþ C_a¯èþ ÐésìýÌZ H E§óþªÔèýÅ… MøçÜ… Ðèþ*¯èþÐèþÐèþ¯èþÆæÿ$Ë 65. Which one of the following are meant to 65. {Mìü…§æþ C_a¯èþ ÐésìýÌZ E´ë«§éÅÄæý$$Ë$ ™èþÐèþ$ °Ú뵧æþ¯èþ¯èþ$
Review Mission (JRM) is conducted by AÀÐèþ–¨® Ðèþ$…{†™èþÓ Ô>Q çÜ…Äæý$$Mæü¢ çÜÒ$„> M>Æ>Å^èþÆæÿ×ý encourage the teachers to assess their Ðèþ$¨…ç³# ^óþçÜ$MøÐèþyé°² {´ù™èþÞíßý…^èþr…™ø ´ër$
the MHRD ? own performance and to make continuous Ðé…bèþ±Äæý$ Ýë¦Æÿ$$ËMæü$ ^óþÆæÿ$MøÐèþyé°Mìü °Ææÿ…™èþÆæÿ
(JRM) ¯èþ$ °ÆæÿÓíßý…_…¨ ? {ç³Äæý$™é²Ë$ ^óþÄæý$yé°Mìü E§óþªÕ…_¯èþÑ HÑ ?
1) To approve the district perceptive efforts to reach the desired levels ?
1) SSA Mæü$ çÜ…º…«¨…_¯èþ hÌêÏ Vø^èþÆæÿ™èþ ç³£æþM>°² (A) Performance Indicators (PINDICS) (A) °Ú뵧æþ¯èþ çÜ*_MæüË$ (PINDICS)
plans of SSA
2) To review the implementation of BÐðþ*¨…^èþyæþ… (B) Learning Indicators (LINDICS) (B) A¿æýÅçܯé çÜ*_MæüË$ (LINDICS)
midday meal programme 2) Ðèþ$«§éÅçßý² ¿Zf¯èþ M>ÆæÿÅ{MæüÐèþ$ AÐèþ$Ë$ çÜÒ$„æü (C) Learning Outcomes (LOs) (C) A¿æýÅçܯé çœÍ™éË$ (LOs)
3) To review the professional (D) Minimum Learning Levels (MLLs) (D) Mæü±çÜ A¿æýÅçܯéÝë¦Æÿ$$Ë$ (MLLs)
3) E´ë«§éÅÄæý$$Ë Ðèþ–†¢ç³Ææÿ ÑM>çÜ M>ÅÆæÿ{MæüÐèþ*Ë
development programmes for the çÜÒ$„æü 66. The holistic approach to curriculum has 66. ç³NÆæÿ~ Ææÿ*´ë™èþÃMæü ѧéÅ{ç³×êãMæü Eç³VæüÐèþ*°Mìü A«§éÆæÿ…
teachers
4) ¯èþ*™èþ¯èþ E´ë«§éÅÄæý$$Ë °Äæý*Ðèþ$Mæü {糆´ë§æþ¯èþË basis in
4) To approve the proposals for (A) B«§éÆ>Ë$, Ææÿ…V>Ë$, ѧéÅ {ç³×êãMæü ò³O
BÐðþ*§æþ… (A) Foundations; domains and theoretical
recruitment of new teachers and practical principles of curriculum
òÜO§é®…†Mæü, B^èþÆæÿ×ê™èþÃMæü çÜ*{™éË$
(A) 2, 3 and 4 (B) 1, 2 and 4 (A) 2, 3, 4 (B) 1, 2, 4 (B) Philosophical and sociological (B) ѧéÅ {ç³×êãMæü, ™é†ÓMæü, ÝëÐèþ*hMæü B«§éÆ>Ë$
(C) 1, 3 and 4 (D) 1, 2 and 3 (C) 1, 3, 4 (D) 1,2, 3 foundations of curriculum (C) ѧéÅ {ç³×êãMæü ^éÇ{™èþMæü, ÝëÐèþ*hMæü B«§éÆ>Ë$
(C) Historical basis and sociological
(D) ѧéÅ {ç³×êãMæü Ðèþ$¯øÐðþOgêq°Mæü, Ýë…Móü†Mæü
63. What is the purpose of appointing Inclusive 63. GÍÐðþ$…rÈ ´ëuæÿÔ>ËÌZ çÜÑ$Ãã™èþ ѧæþÅ Ý뫧æþMæü basis of curriculum
Education Resource Teachers (IERTs) in E´ë«§éÅÄæý$$˯èþ$ °Äæý$Ñ$…^óþ E§óþªÔèýÅ… ? (D) Psychological and technological
B«§éÆ>Ë$
Elementary Schools ? (A) çÜÑ$Ãã™èþ ѧæþÅÌZ° çÜÐéâæýå¯èþ$ G§æþ$ÆøPÐèþyé°Mìü basis of curriculum
(A) To provide academic support to E´ë«§éÅÄæý$$ËMæü$ ѧéÅ™èþÃMæü Ðèþ$§æþ®™èþ$¯èþ$ 67. gê¡Äæý$ ´ëuæÿÅ{ç³×êãMæü ^èþ{r… 2005 Mæü$ çÜ…º…«¨…_
67. Which of the following are the guiding Ðèþ*ÆæÿY§æþÆæÿØMæü çÜ*{™éË$
teachers to meet the challenges of A…¨…^èþyæþ… principles of National Curriculum 1) ´ëuæÿÔ>Ë ºÄæý$sìý iÑ™é°Mìü gêq¯é°²
inclusive education (B) çÜÑ$Ãã™èþ ѧæþÅMæü$ çÜ…º…«¨…_¯èþ ѧéÅ™èþÃMæü Framework -2005 (NCF-2005) ? A¯èþ$çÜ…«§é¯èþ… ^óþÄæý$yæþ…
(B) To formulate the academic standards 1) Connecting knowledge to life outside 2) ºsîýt 糧æþ®™èþ$Ë ¯èþ$…yìþ A¿æýÅçܯèþ¯èþ$
{ç³Ðèþ*×ê˯èþ$ Ææÿ*´÷…¨…^èþyæþ… the school
for inclusive children º§æþÌêÆÿ$$…^èþyæþ…
(C) çÜÑ$Ãã™èþ ѧæþÅ Ðèþ¯èþÆæÿ$ Móü…{§é˯èþ$ 2) Ensuring that learning shifts from 3) ´ëuæÿÅç³#çÜ¢M>Ë BÐèþÍ ÐèþÆæÿMæü$ ѧéÅ{ç³×êãMæü¯èþ$
(C) To manage the inclusive Education rote methods
°ÆæÿÓíßý…^èþyæþ… Ððþ$Ææÿ$Væü$ç³Ææÿ^èþyæþ…
Resource Centres 3) Enriching the curriculum so that it 4) ç³È„æü˯èþ$ ¯èþÐèþ$Å™èþ ç³Ç_ ™èþÆæÿVæü† Væü¨ iÑ™èþ…™ø
(D) ¡{Ðèþ…V> AÔèýMæü¢™èþ MæüÍW¯èþ ÐéÇMìü Væü–çßý…ÌZ
(D) To provide home based education to goes beyond textbooks çÜÐèþ*MæüÍ™èþ… ^óþÄæý$yæþ…
ѧæþůèþ$ A…¨…^èþyæþ… 4) Making examinations more flexible 5) §óþÔèý…ÌZ° {ç³gêÝëÓÑ$Mæü Æ>fMîüÄæý$ ç³Ç«¨ÌZ
severally disabled
and integrating them with classroom gêVæüÆæÿ*Mæü™èþ MæüÍW¯èþ ÐèþÅÐèþàÆ>Ë çÜÐèþ*^éÆ>°²
64. hÌêÏ ç³£æþMæü…ÌZ° ´ëuæÿÔ>Ë˯èþ$ ÐèþÈYMæüÇ…^èþyé°Mìü life A…¨…^óþ ÐèþÅÐèþçܦ™ø Mæü*yìþ¯èþ Væü$Ç¢…ç³#¯èþ$
64. Schools in the project district are categorised
5) Nurturing an overriding identify informed
based on B«§éÆæÿ… ò³…^èþyæþ…
by caring concerns within the
(A) Enrolment Ratio (A) ¯èþÐðþ*§æþ$ °çÙµ†¢ democratic polity of the country (A) 1, 2, 3, 4, 5
(B) Retention Ratio (B) °Ë$糧æþË °çÙµ†¢ (A) 1, 2, 3, 4, 5 (B) 2, 3, 4, 5 Ðèþ*{™èþÐóþ$
(C) ¯èþÐðþ*§æþ$, °Ë$ç³#§æþË °çÙµ†¢ (B) Only 2, 3, 4 and 5 (C) 1, 2, 3, 5 Ðèþ*{™èþÐóþ$
(C) Enrolment and Retention Ratio
(C) Only 1, 2, 3 and 5 (D) 3, 4, 5 Ðèþ*{™èþÐóþ$
(D) Learning Levels of students (D) ѧéÅÆæÿ$¦Ë A¿æýÅçܯé Ýë¦Æÿ$$Ë$
(D) Only 3, 4 and 5 only
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68. Which of the following are the criteria for 68. ÑçÙÄæý$ G…í³MæüÌZ A¯èþ$çÜÇ…^èþÐèþËíܯèþ {ç³Ðèþ*×êË$ ? 71. The following is one of the reason for 71. BÐðþ*¨…_¯èþ ç³£æþM>°Mìü, AÐèþ$Ë$^óþíܯèþ ç³£æþM>°Mìü
selection of the content ? 1) ïÜÓÄæý$ çÜ…™èþ$çÙt™èþ difference between approved plan and Ðèþ$«§æþÅ E…yóþ ¿ôý§é°Mìü M>Ææÿ×ý…
1) Self-sufficiency
2) Äñý*VæüÅÐðþ$O¯èþ implemented plan (A) {糆´ë¨™èþ ç³£æþM>°Mìü çÜ…º…«¨…_¯èþ °ÑÚëtË
2) Suitability
3) ç³Æ>Åç³¢™èþ (A) Complexity of the proposed planning çÜ…MìüÏçÙt™èþ
3) Adequacy inputs
4) Learnability 4) A¿æýÅçܯéÄæý$$™èþ (B) ç³£æþMæü AÐèþ$Ë$Mæü$ Ðèþ¯èþÆæÿ$Ë$ ÌôýMæü´ùÐèþyæþ…
(B) Lack of resources for implementation
(A) 1 and 4 only (A) 1 Ðèþ$ÇÄæý$$ 4 Ðèþ*{™èþÐóþ$ of plan (C) {糆´ë¨™èþ ºyðþjsŒýMæü$ MóüsêÆÿ$$…_¯èþ ºyðþjsŒýMæü$
(B) 1 and 2 only (C) Difference in the proposed budget
(B) 1 Ðèþ$ÇÄæý$$ 2 Ðèþ*{™èþÐóþ$ Ðèþ$«§æþÅ ¿ôý§æþ…
and allotted budget
(C) 1and 3 only
(C) 1Ðèþ$ÇÄæý$$ 3 Ðèþ*{™èþÐóþ$ (D) Non-compliance with the audit (D) ByìþsŒý °Äæý$Ðèþ*˯èþ$ A¯èþ$ÐèþÇ¢…^èþMæü´ùÐèþyæþ…
(D) 1, 2, 3 and 4 only rules
(D) 1, 2, 3 Ðèþ$ÇÄæý$$ 4 Ðèþ*{™èþÐóþ$
72. Ô>ï܈Äæý$ °ÆæÿÓçßý×ý A¯óþ¨ H ¿êÐèþ¯èþ Ò$§æþ B«§éÆæÿç³yìþ…¨ ?
69. Which of the following policy proposed 72. Scientific management is based on the
the National Curriculum Framework as a 69. Mìü…¨ C_a¯èþ ÐésìýÌZ H Ñ«§é¯èþ… gê¡Äæý$ ´ëuæÿÅ (A) ç³°ÌZ E¯èþ² ÐèþÅMæü$¢Ë¯èþ$ Ô>ï܈Äæý$ ç³ÇÖ˯èþ ^óþÄæý$yæþ…
assumption that
means of evolving a national system of {ç³×êãMæü ^èþ{sê°² gê¡Äæý$ ѧéÅÐèþÅÐèþçܦ¯èþ$ çÜ–íÙt…^óþ §éÓÆæÿ B ç³°° E™èþ¢Ðèþ$…V> ^óþÆÿ$$…^èþÐèþ^èþ$a
(A) The scientific observation of people at
education ? Ðèþ*«§æþÅÐèþ$…V> {糆´ë¨…_…¨ ? (B) ç³°^óþõÜÐéÆæÿ$ ºçßý$¯ðþOç³#×êÅ˯èþ$ MæüÍW E…yóþÌê
work would reveal the one best way
(A) National Policy on Education 1978 (A) gê¡Äæý$ ѧéÅ Ñ«§é¯èþ… 1978 to do the task ç³ÇÖ˯èþ ºíßýÆæÿ…Væü ç³Ææÿ$çÜ$¢…¨
(B) National Policy on Education 1986
(B) gê¡Äæý$ ѧéÅ Ñ«§é¯èþ… 1986 (B) Observation would reveal the workers (C) ç³°^óþõÜÐéÆæÿ$ ™éÐèþ$$ ^óþÄæý$ÐèþËíܯèþ ç³°°
(C) E s waribhai Patel Committee
(C) DÔèýÓÆŠÿ¿êÆÿ$$ ç³sôýÌŒý MæüÑ$sìý íܸëÆæÿçÜ$Ë$ need to be multi-skilled ^óþÄæý$yé°Mìü ïÜÓÄæý$ 糧æþ®™èþ$˯èþ$
recommendations
(D) fíÜt‹Ü ÐèþÆæÿà MæüÒ$çÙ¯Œþ íܸëÆæÿçÜ$Ë$ (C) Workers can decide their own °Ææÿ~Æÿ$$…^èþ$MøVæüËÆæÿ$
(D) Justice Varma Commission
methods of performing tasks
Recommendations (D) ç³°^óþõÜ ÐéÇMìü ÐéÇ °Ú뵧æþ¯èþ™ø {ç³Ðóþ$Äæý$…
70. Mìü…§æþ C_a¯èþ ÐésìýÌZ H¨ NCF 2005 B«§éÇ™èþ (D) Workers would receive a set wage
ÌôýMæü$…yæþ °È~™èþ Ðóþ™èþ¯èþ… ´÷…§æþ$™éÆæÿ$
70. Which of the following shift is not based Ðèþ*Ææÿ$µ M>§æþ$ ? regardless of performance
on the implications of NCF 2005 ? 73. BVæü…™èþ$Mæü °ÆæÿÓçßý×ý íܧ鮅™éË A…™èþÆ>ÂÐèþ…
(A) E´ë« § éÅÄæ ý $ Mó ü …{¨™è þ ™è þ Ææ ÿ Væ ü † ç ³ {Mì ü Äæ ý $Ë
(A) T e a c h e r - c e n t r e d c l a s s r o o m 73. Contingency Management theories
¯èþ$…_ A¿êÅçÜMæü$yìþ Móü…{¨™èþ, ¯èþÐèþ$Å™èþ MæüÍW¯èþ imply that (A) A°² ç³Çíܦ™èþ$ËMæü$ JMóü 糧æþ®†ÌZ° °ÆæÿÓçßý×ý
processes to Learner-centred,
{ç³{MìüÄæý$ËMæü$ çÜÇ´ù™èþ$…¨
flexible process (A) One method of management suitable
(B) E´ë«§éÅÄæý$ °ÆóÿªÕ™èþ, °Ææÿ~Äæý*Ë ¯èþ$…_
(B) Teacher’s direction and decisions for all situations (B) °Ææÿ…Mæü$Ôèý M>ÆæÿÅ°ÆæÿÓçßý×ꫨM>Ææÿ$Ë$ E™èþ¢Ðèþ$
to Learner’s autonomy and
A¿êÅçÜMæü$yìþ õÜÓ^èþe, çÜÓÄæý$… {糆糆¢Mìü
(B) Autocratic managers achieve the best çœÍ™éË$ Ý뫨Ýë¢Ææÿ$
independence (C) E´ë«§éÅÄæý$$yæþ$ çÜÐèþ*^éÆæÿ {ç³ÝëÆæÿ…
results (C) E™èþµ†¢ ^óþíܯèþ ÐèþçÜ$¢Ðèþ#Ë Mæü…sôý ÐèþÅMæü$¢Ë$ GMæü$PÐèþ
(C) Teacher transmits information to ^óþÄæý$yæþ… ¯èþ$…^óþ E´ë«§éÅÄæý$$yæþ$ A¿æýÅçܯèþ¯èþ$,
(C) People are more important than the {´ë«§é¯èþÅ… MæüÍW¯èþ ÐéÆæÿ$
Teacher facilitates learning and BÑçÙPÆæÿ×ý¯èþ$ ÝûË¿æýÅ… ^óþÄæý$yæþ… ÐèþÆæÿMæü$
products produced
discovery (D) ѧéÅÆæÿ$¦Ë$ A¿æýÅçܯèþÌZ ^èþ$Ææÿ$Mæü$V> ´ëÌŸY¯èþyæþ… (D) JMæ ü °Ç® ç Ù t B^è þ Ææ ÿ ×ý GMæ ü $PÐè þ ç Ü …¿êÐè þ Å™è þ ™ø
(D) Circumstances in which a particular
(D) Students actively participate in ¯èþ$…_ ѧéÅÆæÿ$¦Ë$ °{íÙPÄæý*™èþÃMæü…V> gêq¯é°² ÑfÄæý$… Ý뫨…^óþ ç³Çíܦ™èþ$Ë$
practice is more likely to succeed
learning to students passively ïÜÓMæüÇ…^èþyé°Mìü
receive knowledge
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74. The main purpose of School Management 74. ´ëuæÿÔ>Ë °ÆæÿÓçßý×ý MæüÑ$sìý (SMC) Äñý$$MæüP Ðèþ$$QÅ 79. JMæü E´ë«§éÅÄæý$$yæþ$ ѧéÅÆæÿ$¦Ë çÜÐèþ$*à°Mìü
79. After scoring a test that was administered
Committee (SMC) is E§óþªÔèýÅ… °ÆæÿÓíßý…_¯èþ °MæüçÙ Væü×ý¯èþË$ ^óþíܯèþ ™èþÆæÿ$Ðé™èþ Væü×ý¯èþË
to a group of students, teacher finds an
(A) To monitor of physical resources (A) ¿o†Mæü Ðèþ¯èþÆæÿ$Ë ç³ÆæÿÅÐóþ„æü×ý errror in the scoring key and decides to add
MîüËMæü…ÌZ §øÚë°² Væü$Ç¢…_ {糆 ѧéÅǦMìü Æðÿ…
(B) To encourage the parental (B) ™èþÍϧæþ…{yæþ$Ë ¿êVæüÝëÓÐèþ*Å°² {´ù™èþÞíßý…^èþyæþ…
yæþ$ Væü×ý¯èþ˯èþ$ MæüË´ëË° °Ææÿ~Æÿ$$…^éyæþ$. §é°ÐèþËÏ
two points to each students score. Which ѧéÆæÿ$¦Ë Væü×ý¯èþËMæü$ çÜ…º…«¨…_ Mìü…§æþ C_a¯èþ ÐésìýÌZ
partnership (C) ´ëuæÿÔ>Ë Mæü–™éÅËÌZ ™èþÍϧæþ…{yæþ$Ë ¿êVæüÝëÓÐèþ*Å°² of the following measures are affected by H¨ {糿êÑ™èþÐèþ˜™èþ$…¨ ?
(C) To facilitate partnership of parents in ÝûË¿æýÅ… ^óþÄæý$yæþ… the change in scores of students ? 1) ÐéÅí³¢
school activities
(D) E´ë«§éÅÄæý$$˯èþ$ çÜÐèþ${Væü…V> ç³ÇÖÍ…^èþyæþ… 1) The range 2) Ðèþ$«§æþÅÐèþ$Ðèþ$$
(D) To probe the teachers
2) The mean 3) ºçßý$âæýMæüÐèþ$$
75. Educational Evaluation refers to 75. ѧéÅ™èþÃMæü Ðèþ$*ÌêÅ…Mæü¯èþ… A¯óþ¨ 3) The mode 4) ^èþ™èþ$Æ>®…Ôèý Ñ^èþ˯èþ…
(A) Measurement of learning outcomes (A) A¿æýÅçܯé çœÍ™éË Ðèþ*糯èþ… 4) The quartile deviation 5) {MæüÐèþ$ Ñ^èþ˯èþ…
(B) Administration and scoring (B) ç³Ç´ë˯èþ, Væü×ìý…^èþyæþ… 5) The standard deviation (A) 2, 3 Ðèþ*{™èþÐóþ$
(C) Attributing value judgement to learning (C) A¿æýÅçܯèþ Ý뫧æþ¯èþMæü$ çÜ…º…«¨…_ ÑË$Ðèþ B«§éÇ™èþ (A) 2 and 3 only
(B) 4, 5 Ðèþ*{™èþÐóþ$
attainment ¡Ææÿ$µË¯èþ$ BÆøí³…^èþyæþ… (B) 4 and 5 only
(C) 2, 3, 5
(D) Assessment of pupils’ learning using (D) {ç³Ðèþ*×îýMæüÇ…^èþºyìþ¯èþ °MæüçÙ˯èþ$ Eç³Äñý*W…_ (C) 2, 3 and 5
standardised tests (D) 1, 4, 5
ѧéÅÆæÿ$¦Ë A¿æýÅçܯèþ¯èþ$ Ðèþ$¨…ç³# ^óþÄæý$yæþ… (D) 1, 4 and 5
76. The scale of measurement which permits 80. Ðèþ*¯èþÐèþ Ðèþ¯èþÆæÿ$Ë AÀÐèþ–¨® Ðèþ$…{†™èþÓ Ô>Q çÜ–íÙt…_¯èþ
76. "gê¯èþMìü ÆæÿÐóþ$ÔŒý Mæü…sôý Æðÿ…yìþ…™èþË$ ´÷yæþÐèþ#' A¯óþ {ç³Ðèþ^èþ¯é°² 80. The purpose of creating SWAYAM is web
making a statement like ‘Janaki is twice as SWAYAM A¯óþ Ððþ»Œý ´ùÆæÿtÌŒý §óþ°° A…¨…^èþyé°Mìü
tall as Ramesh’ is
^óþÄæý$yé°Mìü A¯èþ$Ðèþ$†…^óþ Ðèþ*糯èþ {ç³Ðèþ*×ý… portal by the MHRD is to provide
(A) ¯éÐèþ$Ðèþ*{™èþç³# Ðèþ*ç³° (A) Massive Open Online Courses
E§óþªÕ…_…¨ ?
(A) Nominal Scale
(B) {MæüÐèþ*…Mæü Ðèþ*ç³° (MOOCs) (A) ¿êÈ ÝëÆæÿÓ{†Mæü B¯ŒþÌñýO¯Œþ MøÆæÿ$ÞË$ (MOOCS)
(B) Ordinal Scale
(C) Interval Scale (C) ÐèþÅÐèþ«§é¯èþ Ðèþ*ç³° (B) Repository of Open Educational (B) ÝëÆæÿÓ{†Mæü ѧéÅ Ðèþ¯èþÆæÿ$Ë MøÔ>V>Ææÿ…
(D) Ratio Scale (D) °çÙµ†¢ Ðèþ*ç³° Resources (C) A¿æýÅçܯèþ MöÆæÿMæü$ Ððþ$$»ñýOÌŒý A¯èþ$ÐèþÆæÿ¢¯éË$
(C) Mobile applications for learning
77. Which of the following is a non-verbal test 77. Mìü…§æþ C_a¯èþ ÐésìýÌZ AÔ>¼ªMæü {ç³gêq °MæüçÙ (D) E´ë«§éÅÄæý$$Ë çÜÐèþ$*çßý…^óþ A…¨…^óþ çÜàÄæý$…
(D) Support by the forum of Teachers
of intelligence ? (A) DAT 81. Mìü…§æþ C_a¯èþ ÐésìýÌZ H¨ ¿êÐèþ {ç³MæüçÜÆæÿ×ý Ðèþ$*ËMæü…
(A) DAT (B) ¼¯óþ °MæüçÙ 81. Which of the following is not an element of M>§æþ$ ?
(B) Binnet’s Test communication ?
(C) BÈà BÌê¹ °MæüçÙ (A) ç³#¯èþ@ç³#íÙt (B) çÜ…§óþÔèý…
(C) Army Alpha Test (A) Feedback (B) Message
(D) Æ>Ððþ¯ŒþÞ {´ù{VðüíÜÐŒþ Ðèþ*{†MæüË$ (C) bé¯ðþÌŒý (D) Ò$yìþÄæý*
(D) Raven’s Progressive Matrices (C) Channel (D) Media
78. Criterion-referenced test measures 78. {ç³Ðèþ*×ý çÜ*_Mæü °MæüçÙ ÐóþsìýMìü çÜ…º…«¨…_¯èþ ѧéÅÆæÿ$¦Ë 82. HTML §óþ°° çÜ–íÙt…^èþyé°Mìü Ææÿ*´÷…¨…^èþºyìþ…¨ ?
°Ú뵧æþ¯èþ¯èþ$ Ðèþ*糯èþ… ^óþçÜ$¢…¨ ? 82. HTML is basically designed for creating
performance of students in terms of (A) sñýMŠüÞ›t õ³iË$
(A) JMæü çÜÐèþ$*çßý…ÌZ Ýëõ³„æü Ý릯èþ… (A) Text pages
(A) Relative position in a group (B) Ððþ»Œý õ³iË$
(B) °ÇªçÙt »Z«§æþ¯é Ë„æü Å… (B) Web pages
(B) Specific instructional objective (C) sôýº$ÌŒýÞ, {V>‹œË$
(C) °ÇªçÙt A¿æýÅçܯé M>v¯éÅË$
(C) Specific learning difficulties (C) Tables and Graphs
(D) ç³Ç×ý™é A¿æýÅçܯèþ (D) ÒyìþÄñý*Ë$
(D) Mastery learning (D) Videos
II 24 A-06-18 II 25 A-06-18
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83. Match the List – I with List – II of the 83. ç³sìýtMæü – I ° ç³sìýtMæü – II ™ø f™èþç³Ææÿ^èþ$Ðèþ$$ 86. Which of the following is not a defense 86. {Mìü…§æþ C_a¯èþ ÐésìýÌZ H¨ Ææÿ„æüMæü™èþ…{™èþ… M>§æþ$ ?
following. mechanism ?
ç³sìýtMæü – I ç³sìýtMæü – II (A) çÜ…çÜÆæÿY… (B) {糆VæüÐèþ$¯èþ…
List – I List – II
(A) Association (B) Regression
a) A°ÆóÿªÕ™èþ »Z«§æþ¯èþ 1) çÜÐèþ*^éÆæÿ {ç³{MìüÄæý$Ë (C) ç³ÇàÆæÿ… (D) E§é¡¢MæüÆæÿ×ý…
a) Non-directive 1) Information
(C) Compensation (D) Sublimation
Teaching Processing Mæü$r$…º…
87. HM>…Mæü çÜ…QÅË$ Ìôý§é çÜ…QÅË ÐèþÆæÿ$çܯèþ$ ^èþ§æþÐèþyæþ…ÌZ
Family 87. A child who has difficulty in reading or
b) ç³Ç×ý™èþ A¿æýÅçܯèþ… 2) ÐèþÅMìü¢Væü™èþ Mæü$r$…º…
b) Mastery Learning 2) Personal writing isolated numerals or a series of
AÔèýMæü¢™èþ MæüÍW¯èþ »êË$°²/»êÍMæü¯èþ$ __________
Family c) Ô>ï܈Äæý$ »Z«§æþ¯èþ 3) Ýë…íœ$Mæü Mæü$r$…º… numbers is known as A…sêÆæÿ$.
c) Scientific Inquiry 3) Social Family d) «§æþÆæÿÃÔ>ç܈ ç³ÇÔZ«§æþ¯èþ 4) {ç³ÐèþÆæÿ¢¯é Ðèþ*Ææÿ$µ (A) Dyslexic (B) Dysgraphic (A) yìþ‹ÜÌñýMìüÞMŠü (B) yìþ‹Ü{V>íœMŠü
d) Jurisprudential 4) Behaviour ¯èþÐèþ$*¯é Mæü$r$…º… (C) Dyscalculic (D) Dysphasic (C) yìþ‹ÜM>ÌŒýMæü$ÅÍMŠü (D) yìþ‹Ü¸ëíÜMŠü
Inquiry Model Modification MøyŠþÞ : 88. Unsatisfactory relation of a mentally 88. »êË$yæþ$/»êÍMæü ç³ÇçÜÆ>Ë™ø MæüÍW E…yóþ AçÜ…™èþ–ç³¢
Family
a b c d retarded child with the environment is çÜ…º…«§é°² __________ A…sêÆæÿ$.
Codes :
a b c d (A) 2 1 4 3 technically called
(A) BsìýfÐŒþ$
(A) 2 1 4 3 (A) Autism
(B) 1 2 3 4 (B) ÑçÙÐèþ$ Äñý*f¯èþÐèþ$$
(B) 1 2 3 4 (B) Maladjustment
(C) 2 4 1 3 (C) çÜ$yø yæþÌŒý¯ðþ‹Ü
(C) 2 4 1 3 (C) Pseudo- dullness
(D) yðþÍ…MðüÓ±Þ
(D) 3 2 4 1 (D) 3 2 4 1
(D) Delinquency
84. In the ADDIE model of instructional 84. ADDIE »Z«§æþ¯é ç³£æþMæü ¯èþÐèþ$*¯éÌZ ‘I’ çÜ*_…^óþ¨ 89. hÆø¸ë¢ÍÃÄæý$ A¯óþ¨ H ÑrÑ$¯Œþ ^éͯèþ…™èþ ÌôýMæü´ùÐèþyæþ…
89. Xerophthalmia is a result of insufficient
design, ‘I’ stands for ÐèþËÏ MæüË$Væü$™èþ$…¨ ?
(A) C¯Œþ[çÜtMæüÛ¯èþÌŒý A¯éÍíÜ‹Ü amount of
(A) Instructional analysis (B) C¯èþçœNÏÄñý$¯ŒþÞ (A) ÑrÑ$¯Œþ A (B) ÑrÑ$¯Œþ B
(A) Vitamin A (B) Vitamin B
(B) Influence (C) C…í³ÏÐðþ$…sŒý (C) ÑrÑ$¯Œþ C (D) ÑrÑ$¯Œþ D
(C) Vitamin C (D) Vitamin D
(C) Implement
(D) C¯ŒþçœNÅgŒý 90. _¯èþ² Ýù´ë¯éË$, ™èþÆæÿ^èþ$V> _¯èþ² °Äñý*f¯é˯èþ$
(D) Infuse 90. Teaching by small steps and frequent Eç³Äñý*WçÜ*¢ »Z«¨…^óþ Ððþ$âæýMæü$Ðèþ GÐèþÇMìü
85. Which of the following methods need to 85. f¯èþÆóÿçÙ¯Œþ-Y A¿êÅçÜMæü$Ë çÜÐéâæýϯèþ$ short assignment techniques are useful for Eç³Äñý*VæüMæüÆæÿ…V> E…r$…¨ ?
be adopted by the teachers to meet the
A…§æþ$MøÐèþyé°Mìü E´ë«§éÅÄæý$$Ë$ Mìü…§æþ C_a¯èþ 1) Slow learners
ÐésìýÌZ H 糧æþ®™èþ$˯èþ$ AÐèþË…¼…^éÍ ? 1) °§é¯èþ A¿êÅçÜMæü$Ë$
challenges of Generation-Y learners ? 2) Learning disabled 2) A¿æýÅçܯèþ AÔèýMæü$¢Ë$
1) »Z«§æþ¯èþÌZ {糆çܵ…¨™èþ Ýë…Móü†Mæü™èþ˯èþ$
1) Adopting interactive technologies in AÐèþË…¼…^èþyæþ… 3) Educationally backward children 3) ѧéÅ ÑçÙÆÿ$$Mæü…V> Ððþ¯èþ$Mæüºyìþ¯èþ »êËË$
teaching 2) çÜÓ™èþ…{™èþ BÌZ^èþ¯èþ¯èþ$ {´ù™èþÞíßý…^èþyæþ… 4) Children of all types of disabilities 4) A°² ÆæÿM>Ë AÔèýMæü¢ »êËË$
2) Encourage the independent thinking 3) E糯éÅçÜ ç³§æþ®†° Eç³Äñý*W…^èþyæþ… (A) 1 Ðèþ*{™èþÐóþ$ çÜÆðÿO¯èþ¨
(A) 1 only correct
3) Use of Lecture Method 4) º–…§æþ »Z«§æþ¯èþ¯èþ$ Eç³Äñý*W…^èþyæþ… (B) 1, 2 Ðèþ*{™èþÐóþ$ çÜÆðÿO¯èþÑ
4) Use of Team Teaching (A) 1 Ðèþ$ÇÄæý$$ 4 (B) 2 Ðèþ$ÇÄæý$$ 4 (B) 1 and 2 only correct
(C) 2, 3 Ðèþ*{™èþÐóþ$ çÜÆðÿO¯èþÑ
(A) 1 and 4 (B) 2 and 4 (C) 3 Ðèþ$ÇÄæý$$ 4 (D) 1 Ðèþ$ÇÄæý$$ 2 (C) 2 and 3 only correct
(D) 1, 2, 3, 4 çÜÆðÿO¯èþÑ
(C) 3 and 4 (D) 1 and 2 (D) 1, 2, 3 and 4 are correct
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91. Match the following List – I with List – II. 91. Mìü…§æþ C_a¯èþ ç³sìýtMæü – I ° ç³sìýtMæü – II ™ø 95. Which of the following are the part of Four 95. Mìü…§æþ C_a¯èþ ÐésìýÌZ ѧæþÅMæü$VæüË ¯éË$Væü$ çÜ¢…¿êËÌZ
List – I List – II f™èþç³Ææÿ^èþ$Ðèþ$$. Pillars of Education ? ¿êVæüÐðþ$O¯èþÑ HÑ ?
(Name of the ( Explanation) ç³sìýtMæü – I ç³sìýtMæü – II 1) Learning to live together 1) MæüËíÜÐðþ$ËíÜ iÑ…^óþ ¯óþÆæÿ$µ¯èþ$ A¿æýÅíÜ…^èþyæþ…
disability) (AÔèýMæü¢™èþ õ³Ææÿ$) (AÔèýMæü¢™èþ ÑÐèþÆæÿ×ý)
2) Learning to do 2) ^óþÄæý$yé°² A¿æýÅíÜ…^èþyæþ…
a) yìþ‹ÜÌñýMìüÞÄæý$ 1) Æ>™èþMæü$
a) Dyslexia 1) Difficulty with çÜ…º…«¨…_¯èþ 3) Learning to Learn 3) A¿æýÅíÜ…^èþyé°² A¿æýÅíÜ…^èþyæþ…
writing AÔèýMæü¢™èþ 4) Learning to Relearn 4) ç³#¯èþ@A¿æýÅçܯ鰲 A¿æýÅíÜ…^èþyæþ…
b) yìþ‹ÜM>ÅÌŒýMæü$ÍÄæý* 2) çÜ*Mæü‡ ^èþ˯èþ$
b) Dyscalculia 2) Difficulty with ¯ðþOç³#×êÅËMæü$ 5) Learning to be 5) E™èþ¢Ðèþ$…V> E…yæþsê°² A¿æýÅíÜ…^èþyæþ…
fine motor skills çÜ…º…«¨…_¯èþ (A) 1, 2 and 5 (B) 3, 4 and 5 (A) 1, 2, 5 (B) 3, 4, 5
c) Disgraphia 3) Difficulty in AÔèýMæü¢™èþ
c) yìþ‹Ü{V>íœÄæý$ 3) ¿êçÙMæü$ (C) 1, 2 and 3 (D) 1, 4 and 5 (C) 1, 2, 3 (D) 1, 4, 5
Language çÜ…º…«¨…_¯èþ
d) Dispraxia 4) Difficulty in AÔèýMæü¢™èþ 96. ZPD indicates 96. ZPD çÜ*_…^óþ¨
d) yìþ‹Ü{´ëMìüÞÄæý* 4) çÜ…QÅËMæü$
numbers çÜ…º…«¨…_¯èþ (A) Zone of Proximal Distance (A) gZ¯Œþ B‹œ {´ëMìüÞÐèþ$ÌŒý yìþòÜt¯ŒþÞ
Codes : AÔèýMæü¢™èþ (B) Zone of Probable Distance (B) gZ¯Œþ B‹œ {´ëºº$ÌŒý yìþòÜt¯ŒþÞ
a b c d MøyŠþÞ :
(C) Zone of Proportionate Differences (C) gZ¯Œþ B‹œ {ç³´ùÆæÿÛ¯óþsŒý yìþçœÆðÿ¯ŒþÞ
(A) 3 4 1 2 a b c d
(A) 3 4 1 2 (D) Zone of Probable Differences (D) gZ¯Œþ B‹œ {´ëºº$ÌŒý yìþçœÆðÿ¯ŒþÞ
(B) 3 4 2 1
(B) 3 4 2 1
(C) 1 2 4 3 (C) 1 2 4 3 Read the passage below and answer the Mìü…§æþ C_a¯èþ ´ëuæÿÅ¿êV>°² ^èþ¨Ñ (97 ¯èþ$…_ 100) ÐèþÆæÿMæü$
(D) 4 3 1 2 (D) 4 3 1 2 questions that follow (from 97 to 100). VæüË {ç³Ôèý²ËMæü$ çÜÐèþ*«§é¯é˯èþ$ Væü$Ç¢…^èþ$Ðèþ$$.
92. Richard Suchman is the originator of 92. Ç^èþÆŠÿz çÜ$MŠüÐèþ$¯Œþ çÜ–íÙt…_¯èþ¨ Instrumental values are values that are
(A) Inquiry training programme
Ý뫧æþMæü ÑË$ÐèþË$ H§ø JMæü §é°Mìü çÜ…º…«¨…_
(A) ÔZ«§æþMæü Õ„æü×ý M>ÆæÿÅ{MæüÐèþ$… judged good because they are good for
(B) Inductive thinking programme (B) BVæüÐèþ$¯èþ ÑÐóþÐèþ^èþ¯èþ M>ÆæÿÅ{MæüÐèþ$…
Äñý*VæüÅÐðþ$O¯èþÑV> E…yæþr… ÐèþËÏ Ðésìý° Äñý*VæüÅÐðþ$O¯èþ
something. Their value depends on their
(C) Deductive thinking programme (C) °VæüÐèþ$¯èþ ÑÐóþ^èþ¯èþ M>ÆæÿÅ{MæüÐèþ$… ÑË$ÐèþË$V> ¿êÑ…^èþyæþ… fÆæÿ$Væü$™èþ$…¨. Ðésìý ÑË$Ðèþ
consequences when used to achieve
(D) Convergent thinking programme (D) AÀÝëÇMæü ÑÐóþ^èþ¯èþ M>ÆæÿÅ{MæüÐèþ$… C…MöMæü ÑË$ÐðþO¯èþ §é°² Ý뫨…^èþyæþÐèþ$¯óþ ç³ÆæÿÅÐèþÝë¯èþ…
some other value. In drawing up a course
of study for a student to pursue, for
ò³O B«§éÆæÿç³yìþ E…r$…¨. E§éçßýÆæÿ×ýMæü$ JMæü ѧéÅǦ
93. Ýë…íœ$Mæü çÜ…¿êçÙ×ý ÝëÐèþ$Ææÿ¦Å… §óþ° §éÓÆ> AÀÐèþ–¨®
93. The competence in social dialogue will be JMæü ѧéÅ MøÆæÿ$Þ¯èþ$ A«§æþÅÄæý$¯èþ… ^óþÄæý$yé°Mìü BÌZ_
developed through
^ðþ…§æþ$™èþ$…¨ ? example, what subjects or values should
(A) Social inquiry
(A) Ýë…íœ$Mæü ÔZ«§æþ¯èþ be included ? Much will depend on what çÜ$¢¯èþ²ç³#yæþ$ H ÑË$Ðèþ˯èþ$ ¿êVæü… ^óþÄæý*˯óþ¨ °Ææÿ~Æÿ$$…
(B) A°ÆóÿªÕ™èþ »Z«§æþ¯èþ Eç³VæüÐèþ$… ^éÍ. A¨ B ѧéÅǦ ™èþ¯èþ iÐèþ¯ø´ë«¨V> §óþ°² °Ææÿ~Æÿ$$…
(B) Non-directive teaching approach career the student has set for himself. If he
(C) «§æþÆæÿÃÔ>ç܈ ÔZ«§æþ¯èþ Eç³VæüÐèþ$… ^èþ$Mæü$…r$¯é²yæþ¯óþ §é° Ò$§æþ B«§éÆæÿç³yìþ
(C) Jurisprudential Inquiry approach has decided to become an engineer, then
(D) AÀ¯èþÄæý$… E…r$…¨. A™èþ¯èþ$ C…f±Ææÿ$ M>Ðé˯èþ$Mæü$…sôý B ѧéÅǦ
(D) Simulation studies like mathematics and science will
94. Mìü…§æþ C_a¯èþ ÐésìýÌZ Ñ$Væü™é Ðésìý™ø çÜ…º…«§æþ…Ìôý° have first call on his adviser’s attention. çÜËà§éÆæÿ$ §æþ–íÙtÌZ Væü×ìý™èþÔ>ç܈…, ÝëÐèþ*¯èþÅ Ô>݈ëË$
94. Find the odd from the following
§é°² Væü$Ç¢…^èþ…yìþ. Because they are the indispensable means Ððþ$$§æþrV> Væü$Ææÿ$¢Mæü$ÐèþÝë¢Æÿ$$. G…§æþ$Mæü…sôý AÑ Ñ§éÅǦ
(A) Concept Attainment Model (A) ¿êÐèþ¯èþ Ý뫧æþ¯èþ ¯èþÐèþ$*¯èþ or tools for the student’s future career, their Äñý$$MæüP ¿æýÑçÙÅ™Œþ E´ë«¨Mìü A°ÐéÆæÿÅÐðþ$O¯èþ Ðèþ$«§æþÅÐèþ*Ë$,
(B) Jurisprudential Inquiry Model (B) «§æþÆæÿÃÔ>ç܈ ÔZ«§æþ¯èþ ¯èþÐèþ$*¯èþ
value is clearly instrumental. They are good Eç³MæüÆæÿ×êË$V> E…yæþr… ÐèþËÏ Ðésìý Ý뫧æþMæü ÑË$Ðèþ
(C) Inductive Thinking Model (C) °VæüÐèþ$¯èþ ÑÐóþ^èþ¯èþ ¯èþÐèþ$*¯èþ
for such career. But they might not be good çܵçÙt…V> E…r$…¨. AÑ B E´ë«¨Mìü Äñý*VæüÅÐðþ$O¯èþÑ. M>°
(D) Cognitive Growth Model (D) gêq¯èþ™éÃMæü ò³Ææÿ$Væü$§æþË ¯èþÐèþ$*¯èþ
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at all for some other career, such as that
AÑ ¯éÅÄæý$Ðé¨ Ìôý§é ¯èþr¯èþ Ðèþ…sìý Ðèþ–™èþ$¢ËÌZ E´ë«¨
of a lawyer or actor. Instrumental values,
´÷…§æþyé°Mìü Äñý*VæüÅÐðþ$O¯èþÑ M>Ðèþ# B Ñ«§æþ…V> Ý뫧æþMæü
thus are clearly subjective in character and
relative to people and situations.
ÑË$ÐèþË$ B™éÃ{ÔèýÄæý$…V> E…r* ç³Çíܦ™èþ$˯èþ$ ºsìýt
ÐèþÅMæü$¢Ë Ðèþ$«§æþÅ Ýëõ³„æü…V> E…sêÄæý$° çܵçÙtÐèþ˜™èþ$…¨
97. Instrumental values are values that are
judged good because 97. Ý뫧æþMæü ÑË$Ðèþ˯óþ ÑË$ÐèþË$ G…§æþ$Mæü$ Äñý*VæüÅÐðþ$O¯èþÑV>
(A) They are necessary for life ¿êÑ…^èþyæþ… fÆæÿ$Væü$™èþ$…¨ ?
(B) They are essential for learning (A) AÑ iÑ™é°Mìü AÐèþçÜÆæÿÐðþ$O¯èþÑ
(C) They are good for a particular thing (B) AÑ A¿æýÅçܯèþMæü$ AÐèþÔèýÅMæüÐðþ$O¯èþÑ
only (C) AÑ °Ç®çÙtÐðþ$O¯èþ ÐésìýMìü Äñý*VæüÅÐðþ$O¯èþÑ
(D) They are good for many things (D) AÑ G°²…sìýMø Äñý*VæüÅÐðþ$O¯èþÑ
98. What subjects are to be included in a 98. JMæü ѧéÅ MøÆæÿ$ÞÌZ HÑ ¿êVæü…V> E…yé˯óþ¨
course is determined by ? °Æ>®Ç…^èþºyóþ¨ ?
(A) Career goal of the student
(A) ѧéÅǦ E´ë«¨ VæüÐèþ$Å…
(B) Career needs of the society
(B) çÜÐèþ*f… Äñý$$MæüP E´ë«¨ AÐèþçÜÆ>Ë$
(C) Value for the students life
(C) ѧéÅǦ iÑ™é°Mìü ÑË$ÐðþO¯èþÑ
(D) Value for the society
(D) çÜÐèþ*gê°Mìü ÑË$ÐðþO¯èþÑ
99. When course subjects become
99. ѧéÅÆæÿ$¦Ë ¿æýÑçÙÅ™ŒþMæü$ MøÆæÿ$Þ çÜ»ñýjMæü$tË$
indispensable tools for the students
A°ÐéÆæÿÅÐðþ$O¯èþ Eç³MæüÆæÿ×êÌñýO™óþ Ðésìý ÑË$Ðèþ¯èþ$
future, their value is called __________ A…sêÆæÿ$.
(A) Intrinsic (A) A…™èþÆæÿY™èþ
(B) Extrinsic (B) »êçßýÅ
(C) Educational (C) ѧéÅ™èþÃMæü
(D) Ý뫧æþ¯é™èþÃMæü
(D) Instrumental
100. JMæü ÑË$Ðèþ Äñý$$MæüP ç³ÆæÿÅÐèþÝë¯éË$ ç³ÇÔèý$§æþ®…V>
100. When the consequences of a value is B™éÃ{ÔèýÄæý$Ððþ$O¯èþ糚yæþ$ §é°² __________
purely subjective in character, it is said to A…sêÆæÿ$.
be
(A) ÐèþÅMìü¢Væü™èþ
(A) Personal
(B) Ý뫧æþ¯é™èþÃMæü
(B) Instrumental
(C) A…™èþÆæÿY™èþ
(C) Intrinsic
(D) Ðèþ$¯øÐðþOgêq°Mæü
(D) Psychological
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Source: Telangana State Eligibility Test. Question paper published by Telangana State Eligibility Test.