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Curriculum Studies Questions and Answers

11.

An organised body of knowledge with a logical structure, a network of concepts and generalisations that explain the relationships among a body of facts, can be termed as:

Exam Year(s)

DSSSB PGT - 2023,

Answer: A

An organised body of knowledge with a logical structure and a network of concepts that explain relations among facts is a discipline.

Epistemology is the theory of knowledge, a subject is a school or syllabus unit, and andragogy is the teaching of adults.

A discipline is an organised branch of knowledge, such as physics or history, with its own concepts and methods. This matches the definition in the question.

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12.

Which of the following is INCORRECT with reference to the knowledge system?

Exam Year(s)

DSSSB PGT - 2023,

Answer: A

The incorrect statement is that Aristotle called knowledge ‘justified truth’. The definition of knowledge as justified true belief is credited to Plato.

The other statements are standard descriptions of knowledge.

Plato, in the Theaetetus, discusses knowledge as true belief with an account, which is known as justified true belief. Dewey saw knowledge as the outcome of inquiry, and the statement about Dewey is given as correct in the key.

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13.

Knowledge can be conceived as experience organised through language into patterns of thoughts (or structures of concepts). Who advocated this?

Exam Year(s)

DSSSB PGT - 2023,

Answer: D

NCF 2005 conceives knowledge as experience organised through language into patterns of thought.

The Kothari Commission, NEP 1968 and NEP 2020 are other education policy documents and do not state this.

The National Curriculum Framework 2005 treats knowledge as constructed by the learner and as organised through language into patterns of thought. This is why it is the key's answer.

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14.

According to Ralph Taylor (1949), major steps of curriculum development are :

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: A

Tyler's steps are objectives - learning experience - organization - evaluation (the option adds 'outcomes').

In Basic Principles of Curriculum and Instruction (1949), Ralph Tyler (spelt Taylor in the paper) built curriculum development on four questions: what educational purposes the school should seek to attain; what learning experiences are likely to attain them; how these experiences can be effectively organised; and how we can determine whether the purposes are being attained. That gives objectives, learning experiences, organisation and evaluation.

The other options replace learning experiences with teaching methods, syllabus or content, which misses Tyler's emphasis on what the learner experiences.

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15.

Which one of the following is not the external criteria for curriculum evaluation ?

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: D

The one that is not an external criterion is expert opinion and institutional infrastructure.

External criteria judge a curriculum by its results outside the institution: how readily its graduates are placed, how much demand there is for admission, how satisfied employers are with them, and the graduates' own job satisfaction. These show whether the curriculum meets the needs of society and the job market.

Expert opinion on the curriculum and the adequacy of the institution's infrastructure are judged from within the system, as internal criteria of its design and delivery.

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16.

Scriven's formative model (1967) of curricular evaluation does not advocate :

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: D

On the key's reading, Scriven's formative model does not advocate pre-product evaluation to meet the curricular goals.

Scriven's 1967 distinction made formative evaluation the evaluation done while a curriculum is still being developed, to improve it, as opposed to summative evaluation of the finished product. In practice that means tryouts of the materials in the field (the paper prints 'field traits'), watching how learners interact with them, and gathering the opinions of outside judges, which the first three options describe.

I could not check the 1967 text itself, so the match of the last option to Scriven's own wording is by elimination: it describes judging against the intended goals before the product exists, which is not how he characterises formative work.

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17.

Choice based credit system curriculum provides scope for :

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: B

The key's answer is that the choice based credit system provides scope to integrate theory and practicum as a unit of valuation.

Under the UGC's credit framework a course carries credits that cover its theory and practical or tutorial parts together, and the student's grade is worked out from those credits. I could not find a UGC passage using the phrase 'unit of valuation', so the choice rests on the key and on elimination.

Analysing theory and practicals separately runs against the idea of a single credit-weighted course. The system does not set out to give practicals more weight than theory, or theory more than practicals; the weight comes from the credits each course is assigned.

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18.

Which one is not the component of the curriculum ?

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: D

The one that is not a component of the curriculum is abilities.

A curriculum is made up of its objectives, its design (the selection and organisation of content), the teaching-learning experiences through which it is carried out, and the evaluation that checks whether the objectives are met.

Abilities belong to the learner. The curriculum aims to develop them and must take them into account, but they are not a part of the curriculum itself.

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19.

Robert Stake’s model regarding curriculum evaluation is called .....................

Exam Year(s)

MH SET - 2019, SET Exam - 2019,

Answer: D

Robert Stake's model is the Responsive Evaluation Model.

Stake proposed responsive evaluation in the early 1970s. It orients the evaluation to the actual activities of a programme rather than only to its stated objectives, and responds to the concerns and issues of the different audiences (students, teachers, parents, administrators), using observation and description. Stake's earlier work is known as the countenance model.

Formative and summative evaluation are Michael Scriven's distinction between evaluation during development and evaluation of a finished programme. 'Interactive Evaluative Model' is not the name of Stake's model.

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20.

Which statement of the following is not true ?

Exam Year(s)

MH SET - 2019, SET Exam - 2019,

Answer: C

The statement that is not true is Curriculum is the summary of textbooks.

The curriculum is the whole plan of learning experiences that a school provides: objectives, content, methods, activities and evaluation, in and outside the classroom. Textbooks are one resource prepared to serve the curriculum, so the curriculum cannot be reduced to a summary of them.

The other statements are accepted definitions. The curriculum is dynamic, changing with society and knowledge. It is knowledge arranged systematically for progressive acquisition. And it is not confined to the subjects taught, since it includes co-curricular activities and the life of the school.

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