Curriculum Studies Questions and Answers

Q: The CIPP model of curriculum evaluation concentrates on ..........

The CIPP model concentrates on Context, Input, Process, Product.Daniel Stufflebeam's CIPP model (late 1960s) evaluates a programme at four points: context evaluation (needs and goals), input evaluation (resources, plans and strategies), process evaluation (how the plan is implemented) and product evaluation (outcomes). Its purpose is to aid decision-making and improvement.Each wrong option replaces one or more of these words with near misses such as 'content', 'interaction', 'program', 'interpretation' or 'performance', none of which is part of the acronym.

Q: Provision of separate vocational courses is an example of ............. .

It is an example of a Diversified curriculum.A diversified curriculum offers different courses or streams so that students can follow their abilities and career plans: academic, technical, vocational and so on. The Mudaliar Commission (1952-53) recommended diversified courses, including separate vocational streams, at the secondary stage.The hidden curriculum is the unwritten values and attitudes learnt at school. A decentralised curriculum is designed locally rather than by a central authority, and a core curriculum is the common part all students study, the opposite of separate courses.

Q: Any ideal text-book should have .......... as its most essential characteristic.

The most essential characteristic is perfect guidelines and essential material to fulfil the objectives of curriculum.A textbook is a means of carrying out the curriculum. Its first test is whether it provides the content, activities and guidance that lead learners to the curriculum's objectives, at a level suited to them.Up-to-date content and recent references are desirable qualities, and exercises are useful, but a book can have all of them and still fail to serve the curriculum's objectives. A book designed mainly for examination practice is a guide or question bank, not an ideal textbook.

Q: Which of the following shows an example of political factor influencing the curriculum ?

The example of a political factor is the introduction of English through Macaulay's Minute in the British period.Macaulay's Minute of 1835 led Lord William Bentinck's government to promote English education in place of Oriental learning in Indian languages. The motive was political: to create a class of Indians loyal to British rule who would serve its administration. That is a curriculum change driven by the ruling power's political aims.Gandhi's emphasis on productive craft was an economic and social idea of self-sufficiency. The core elements of the 1986 policy and peace education in NCF 2005 express national and social values chosen by educational planners, not the imposition of a ruling power.

Q: In curriculum development the principle of going from easy to difficult and from known to unknown is called as .............

It is called the Principle of gradation.Gradation means arranging content in a graded order so that learners move from easy to difficult, simple to complex and known to unknown, each step building on the last. It underlies the sequencing of lessons within a year and of topics across classes.Division and classification refer to splitting content into parts and grouping it, which says nothing about order of difficulty. Comprehension is understanding, a learning outcome, not a principle of arranging the curriculum.

Q: A draft curriculum prepared for preprimary education by a committee, was to be processed for feedback. The most appropriate group of stakeholders is :

The most appropriate stakeholders are teacher educators, paediatricians and anganwadi teachers.A preprimary curriculum concerns children of about three to six. Feedback should come from those who train preschool teachers, those who know the health and developmental needs of young children, and those who actually teach them in anganwadis.Social workers and politicians lack the specialised knowledge. B.Ed. colleges prepare secondary school teachers, not preprimary ones. 'Learners' at this stage are three- to six-year-olds, who cannot review a draft curriculum.

Q: Which of the following subjects is mostly useful in selecting the objectives ?

The subject most useful in selecting objectives is psychology.In Ralph Tyler's model of curriculum development, tentative objectives drawn from studies of learners, contemporary life and subject specialists are passed through two screens: the philosophy of education and the psychology of learning. Psychology shows which objectives are attainable at a given age, how long they take, and which can be learned together.Performing arts, history and physical education are subjects of the curriculum itself, not disciplines used to screen and select educational objectives.

Q: Competency based curriculum design especially emphasizes on .............

Competency-based curriculum emphasises mastery of specific skills.A competency-based design starts from clearly defined competencies, the specific skills and abilities a learner must be able to demonstrate, and judges progress by demonstrated mastery of each one rather than by time spent or general coverage.Mastery of knowledge or of understanding describes content-centred or concept-centred designs. Mastery of crafts is too narrow, since competencies cover intellectual and professional skills as well as manual ones.

Q: Arrange the factors of the cone of curriculum in order to sequence :(i) Fused(ii) Core curriculum(iii) Correlated(iv) Broad fields(v) Activity curriculum(vi) DisciplinaryChoose the most correct answer from the options given below :

The key gives (v)-(ii)-(iv)-(i)-(iii)-(vi): activity curriculum, core curriculum, broad fields, fused, correlated, disciplinary.The order runs from the most integrated, learner-centred organisation to the most separate one. The usual progression of curriculum designs goes the other way: separate subjects (disciplinary), then correlated, then fused, then broad fields, then core, then the experience or activity curriculum. The key's order is that sequence reversed, which is how a cone with the activity curriculum at the top and the separate disciplines at the base would be read.The other options mix the order, for example putting correlated or fused designs above core and activity designs, or the disciplinary design in the middle. I could not find a source that uses the name 'cone of curriculum', so the ordering rests on the usual progression described above; nothing shows the key wrong.

Q: Which of the following are the general principles in selecting learning experiences ?(i) Opportunity to practice(ii) Student's satisfaction(iii) Students involvement(iv) Teacher's attitude(v) Environmental demandChoose the most correct answer from the options given below :

The general principles are (i), (ii) and (iii).Ralph Tyler's principles for selecting learning experiences include: the learner must have opportunity to practise the behaviour the objective implies; the experience should give the learner satisfaction; and it should be within the learner's reach and actively involve the learner. He added that many experiences can serve one objective and one experience can serve several.The teacher's attitude and environmental demand affect teaching but are not principles for choosing the learning experiences themselves, so options containing (iv) or (v) are wrong.

51.

The CIPP model of curriculum evaluation concentrates on ..........

A.Content, Input, Process, Program
B.Context, Interaction, Product, Program
C.Content, Interpretation, Program, Performance
D.Context, Input, Process, Product

Exam Year(s)

MH SET - 2023, SET Exam - 2023,

Answer: D

The CIPP model concentrates on Context, Input, Process, Product.

Daniel Stufflebeam's CIPP model (late 1960s) evaluates a programme at four points: context evaluation (needs and goals), input evaluation (resources, plans and strategies), process evaluation (how the plan is implemented) and product evaluation (outcomes). Its purpose is to aid decision-making and improvement.

Each wrong option replaces one or more of these words with near misses such as 'content', 'interaction', 'program', 'interpretation' or 'performance', none of which is part of the acronym.

Discuss in Forum

52.

Provision of separate vocational courses is an example of ............. .

A.Hidden curriculum
B.Diversified curriculum
C.Decentralized curriculum
D.Core curriculum

Exam Year(s)

MH SET - 2023, SET Exam - 2023,

Answer: B

It is an example of a Diversified curriculum.

A diversified curriculum offers different courses or streams so that students can follow their abilities and career plans: academic, technical, vocational and so on. The Mudaliar Commission (1952-53) recommended diversified courses, including separate vocational streams, at the secondary stage.

The hidden curriculum is the unwritten values and attitudes learnt at school. A decentralised curriculum is designed locally rather than by a central authority, and a core curriculum is the common part all students study, the opposite of separate courses.

Discuss in Forum

53.

Any ideal text-book should have .......... as its most essential characteristic.

A.complete up-to-date knowledge of the content
B.inclusion of latest references
C.perfect guidelines and essential material to fulfil the objectives of curriculum
D.adequate assignments to prepare for examination

Exam Year(s)

MH SET - 2023, SET Exam - 2023,

Answer: C

The most essential characteristic is perfect guidelines and essential material to fulfil the objectives of curriculum.

A textbook is a means of carrying out the curriculum. Its first test is whether it provides the content, activities and guidance that lead learners to the curriculum's objectives, at a level suited to them.

Up-to-date content and recent references are desirable qualities, and exercises are useful, but a book can have all of them and still fail to serve the curriculum's objectives. A book designed mainly for examination practice is a guide or question bank, not an ideal textbook.

Discuss in Forum

54.

Which of the following shows an example of political factor influencing the curriculum ?

A.During British period, through Macaulay's Minute, English was introduced instead of Indian languages
B.Mahatma Gandhi introduced the concept of productivity in his Basic Education Scheme
C.In our National Policy of Education (1986) ten core elements were included
D.In our National Curriculum Framework (2005) the element of Peace Education was introduced

Exam Year(s)

MH SET - 2023, SET Exam - 2023,

Answer: A

The example of a political factor is the introduction of English through Macaulay's Minute in the British period.

Macaulay's Minute of 1835 led Lord William Bentinck's government to promote English education in place of Oriental learning in Indian languages. The motive was political: to create a class of Indians loyal to British rule who would serve its administration. That is a curriculum change driven by the ruling power's political aims.

Gandhi's emphasis on productive craft was an economic and social idea of self-sufficiency. The core elements of the 1986 policy and peace education in NCF 2005 express national and social values chosen by educational planners, not the imposition of a ruling power.

Discuss in Forum

55.

In curriculum development the principle of going from easy to difficult and from known to unknown is called as .............

A.Principle of division
B.Prinicple of classification
C.Principle of comprehension
D.Principle of gradation

Exam Year(s)

MH SET - 2023, SET Exam - 2023,

Answer: D

It is called the Principle of gradation.

Gradation means arranging content in a graded order so that learners move from easy to difficult, simple to complex and known to unknown, each step building on the last. It underlies the sequencing of lessons within a year and of topics across classes.

Division and classification refer to splitting content into parts and grouping it, which says nothing about order of difficulty. Comprehension is understanding, a learning outcome, not a principle of arranging the curriculum.

Discuss in Forum

56.

A draft curriculum prepared for preprimary education by a committee, was to be processed for feedback. The most appropriate group of stakeholders is :

A.Social workers, educationists, politicians
B.B.Ed. college staff, students, principals
C.Teacher educators, pediatricians, anganwadi teachers
D.Teacher educators, anganwadi teachers, learners

Exam Year(s)

MH SET - 2024, SET Exam - 2024,

Answer: C

The most appropriate stakeholders are teacher educators, paediatricians and anganwadi teachers.

A preprimary curriculum concerns children of about three to six. Feedback should come from those who train preschool teachers, those who know the health and developmental needs of young children, and those who actually teach them in anganwadis.

Social workers and politicians lack the specialised knowledge. B.Ed. colleges prepare secondary school teachers, not preprimary ones. 'Learners' at this stage are three- to six-year-olds, who cannot review a draft curriculum.

Discuss in Forum

57.

Which of the following subjects is mostly useful in selecting the objectives ?

A.Performing Arts
B.Psychology
C.History
D.Physical Education

Exam Year(s)

MH SET - 2024, SET Exam - 2024,

Answer: B

The subject most useful in selecting objectives is psychology.

In Ralph Tyler's model of curriculum development, tentative objectives drawn from studies of learners, contemporary life and subject specialists are passed through two screens: the philosophy of education and the psychology of learning. Psychology shows which objectives are attainable at a given age, how long they take, and which can be learned together.

Performing arts, history and physical education are subjects of the curriculum itself, not disciplines used to screen and select educational objectives.

Discuss in Forum

58.

Competency based curriculum design especially emphasizes on .............

A.Mastery of knowledge
B.Mastery of understanding
C.Mastery of specific skills
D.Mastery of crafts

Exam Year(s)

MH SET - 2024, SET Exam - 2024,

Answer: C

Competency-based curriculum emphasises mastery of specific skills.

A competency-based design starts from clearly defined competencies, the specific skills and abilities a learner must be able to demonstrate, and judges progress by demonstrated mastery of each one rather than by time spent or general coverage.

Mastery of knowledge or of understanding describes content-centred or concept-centred designs. Mastery of crafts is too narrow, since competencies cover intellectual and professional skills as well as manual ones.

Discuss in Forum

59.

Arrange the factors of the cone of curriculum in order to sequence :

(i) Fused
(ii) Core curriculum
(iii) Correlated
(iv) Broad fields
(v) Activity curriculum
(vi) Disciplinary

Choose the most correct answer from the options given below :

A.(ii)-(iii)-(v)-(i)-(iv)-(vi)
B.(iii)-(iv)-(ii)-(v)-(vi)-(i)
C.(iv)-(v)-(ii)-(iii)-(i)-(vi)
D.(v)-(ii)-(iv)-(i)-(iii)-(vi)

Exam Year(s)

MH SET - 2024, SET Exam - 2024,

Answer: D

The key gives (v)-(ii)-(iv)-(i)-(iii)-(vi): activity curriculum, core curriculum, broad fields, fused, correlated, disciplinary.

The order runs from the most integrated, learner-centred organisation to the most separate one. The usual progression of curriculum designs goes the other way: separate subjects (disciplinary), then correlated, then fused, then broad fields, then core, then the experience or activity curriculum. The key's order is that sequence reversed, which is how a cone with the activity curriculum at the top and the separate disciplines at the base would be read.

The other options mix the order, for example putting correlated or fused designs above core and activity designs, or the disciplinary design in the middle. I could not find a source that uses the name 'cone of curriculum', so the ordering rests on the usual progression described above; nothing shows the key wrong.

Discuss in Forum

60.

Which of the following are the general principles in selecting learning experiences ?

(i) Opportunity to practice
(ii) Student's satisfaction
(iii) Students involvement
(iv) Teacher's attitude
(v) Environmental demand

Choose the most correct answer from the options given below :

A.(i), (ii) and (iii) only
B.(ii), (iii) and (iv) only
C.(iii), (iv) and (v) only
D.(i), (ii) and (v) only

Exam Year(s)

MH SET - 2024, SET Exam - 2024,

Answer: A

The general principles are (i), (ii) and (iii).

Ralph Tyler's principles for selecting learning experiences include: the learner must have opportunity to practise the behaviour the objective implies; the experience should give the learner satisfaction; and it should be within the learner's reach and actively involve the learner. He added that many experiences can serve one objective and one experience can serve several.

The teacher's attitude and environmental demand affect teaching but are not principles for choosing the learning experiences themselves, so options containing (iv) or (v) are wrong.

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