KSET 2020 Question Paper Education

Paper : II

Booklet SERIAL No.
Subject : Education
Subject Code : 12

Roll No.
(Figures as per admission card)

OMR Sheet No. : ____________________

Name & Signature of Invigilator/s
Signature : _________________________________
Name : _________________________________
Time : 2 Hours Maximum Marks : 200
Number of Pages in this Booklet : 40 Number of Questions in this Booklet : 100
A»Ü¦ìWÜÚWæ ÓÜãaÜ®æWÜÙÜá Instructions for the Candidates
1. D ±Üâo¨Ü ÊæáàÆᤩ¿áÈÉ J¨ÜXst ÓܧÙܨÜÈÉ ¯ÊÜá¾ ÃæãàÇ… ®ÜíŸÃÜ®Üá° ŸÃæÀáÄ. 1. Write your roll number in the space provided on the top of this page.
2. D ±Ü£ÅPæ¿áá ŸÖÜá BÁáR Ë«Ü¨Ü ®ÜãÃÜá (100) ±ÜÅÍæ°WÜÙÜ®Üá° JÙÜWæãíw¨æ. 2. This paper consists of Hundred multiple-choice type of questions.
3. ±ÜÄàPæÒ¿á ±ÝÅÃÜí»Ü¨È
Ü É, ±ÜÅÍæ° ±ÜâÔ¤P¿
æ á®Üá° ¯ÊÜáWæ ¯àvÜÇÝWÜáÊÜâ¨Üá. Êæã¨ÜÆ 5 ¯ËáÐÜWÜÙÜÈÉ 3. At the commencement of examination, the question booklet will be
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ÔÌàPÜÄÓܸæàw.
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(ii) Tally the number of pages and number of questions in the
ÊÜáá©Åst ÊÜÞ×£Áãí©Wæ ñÝÙæ ®æãàwÄ. ±ÜâoWÜÙÜá/±ÜÅÍæ°WÜÙÜá PÝOæ¿Þ¨Ü A¥ÜÊÝ
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Ÿ¨ÜÇÝÀáÔPæãÙÜÛ¸æàPÜá. B ŸÚPÜ ±ÜÅÍ氱ܣÅPæ¿á®Üá° Ÿ¨ÜÇÝÀáÓÜÇÝWÜáÊÜâ©ÆÉ, immediately by a correct booklet from the invigilator within
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AívÝPÜꣿá®Üá° PܱݳXÓܸæàPÜá. You have to darken the circle as indicated below on the correct response
E¨ÝÖÜÃÜOæ : A B C D against each item.
(C) ÓÜÄ¿Þ¨Ü EñܤÃÜÊÝX¨ÝªWÜ. Example : A B C D
5. D ±ÜÅÍæ° ±Ü£ÅPæ¿á hæãñæ¿áÈÉ PæãqrÃÜáÊÜ OMR EñܤÃÜ ÖÝÙæ¿áÈÉ ¯ÊÜá¾ EñܤÃÜWÜÙÜ®Üá° where (C) is the correct response.
ÓÜãbÓÜñÜPÜR¨Üáª. OMR ÖÝÙæ¿áÈÉ AívÝPÜꣿáÆÉ¨æ ¸æàÃæ ¿ÞÊÜâ¨æà Óܧ٨
Ü È
Ü É EñܤÃÊ
Ü ®Ü áÜ ° 5. Your responses to the questions are to be indicated in the OMR Sheet
WÜáÃÜá£Ô¨ÜÃæ, A¨ÜÃÜ ÊÜåèÆÂÊÜÞ±Ü®Ü ÊÜÞvÜÇÝWÜáÊÜâ©ÆÉ. kept inside this Booklet. If you mark at any place other than in the circles
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6. Read the instructions given in OMR carefully.
7. GÇÝÉ PÜÃÜvÜá PæÆÓÜÊÜ®Üá° ±ÜâÔ¤Pæ¿á Pæã®æ¿áÈÉ ÊÜÞvÜñÜPÜR¨Üáª.
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8. ¯ÊÜá¾ WÜáÃÜáñÜ®Üá° Ÿ×ÃÜíWܱÜwÓÜŸÖÜá¨Ý¨Ü ¯ÊÜá¾ ÖæÓÜÃÜá A¥ÜÊÝ ¿ÞÊÜâ¨æà bÖæ°¿á®Üá°, 8. If you write your name or put any mark on any part of the OMR
ÓÜíWÜñÜÊÝ¨Ü ÓܧÙÜ ÖæãÃÜñÜá ±ÜwÔ, OMR EñܤÃÜ ÖÝÙæ¿á ¿ÞÊÜâ¨æà »ÝWܨÜÈÉ ŸÃæ¨ÜÃæ, Answer Sheet, except for the space allotted for the relevant entries,
¯àÊÜâ A®ÜÖÜìñæWæ ¸Ý«ÜÂÃÝWÜᣤàÄ. which may disclose your identity, you will render yourself liable to
9. ±ÜÄàPæÒ¿áá ÊÜááX¨Ü®ÜíñÜÃÜ, PÜvÝx¿áÊÝX OMR EñܤÃÜ ÖÝÙæ¿á®Üá° ÓÜíËàPÜÒPÜÄWæ disqualification.
¯àÊÜâ ×í£ÃÜáXÓܸæàPÜá ÊÜáñÜᤠ±ÜÄàPÝÒ PæãsÜw¿á ÖæãÃÜWæ OMR®Üá° ¯Êæã¾í©Wæ 9. You have to return the OMR Answer Sheet to the invigilators at the
end of the examination compulsorily and must not carry it with you
Pæãívæã¿áÂPÜãvܨÜá. outside the Examination Hall.
10. ±ÜÄàPæÒ¿á ®ÜíñÜÃÜ, ±ÜÄàPÝÒ ±ÜÅÍ氱ܣÅPæ¿á®Üá° ÊÜáñÜᤠ®ÜPÜÆá OMR EñܤÃÜ ÖÝÙæ¿á®Üá° 10. You can take away question booklet and carbon copy of OMR Answer
¯Êæã¾í©Wæ ñæWæ¨ÜáPæãívÜá ÖæãàWÜŸÖÜá¨Üá. Sheet after the examination.
11. ¯àÈ/PܱÜâ³ ¸ÝÇ…±ÝÀáíp… ±æ®… ÊÜÞñÜÅÊæà E±ÜÁãàXÔÄ. 11. Use only Blue/Black Ball point pen.
12. PÝÂÆáRÇæàoÃ…, ˨Üá®ݾ®Ü E±ÜPÜÃÜ| A¥ÜÊÝ ÇÝW… pæàŸÇ… CñÝ©¿á 12. Use of any calculator, electronic gadgets or log table etc., is
E±ÜÁãàWÜÊÜ®Üá° ¯Ðæà˜ÓÜÇÝX¨æ. prohibited.
13. There is no negative marks for incorrect answers.
13. ÓÜÄ AÆÉ¨Ü EñܤÃÜWÜÚWæ Má| AíPÜ CÃÜáÊÜâ©ÆÉ .
14. In case of any discrepancy found in the Kannada translation of a
14. PܮܰvÜ ÊÜáñÜᤠCíXÉàÐ… BÊÜ꣤WÜÙÜ ±ÜÅÍ氱ܣÅPæWÜÙÜÈÉ ¿ÞÊÜâ¨æà Äࣿá ÊÜÂñÝÂÓÜWÜÙÜá question booklet the question in English version shall be taken as
PÜívÜáŸí¨ÜÈÉ, CíXÉàÐ… BÊÜ꣤WÜÙÜÈÉÃÜáÊÜâ¨æà Aí£ÊÜáÊæí¨Üá ±ÜÄWÜ~ÓܸæàPÜá. final.
K – 1220 1 ±Üâ.£.®æãà./P.T.O.

ÎPÜÒ|
±æà±ÜÃ… – II

WÜÊÜá¯Ô : D ±Ü£ÅPæ¿áá ®ÜãÃÜá (100) ÊÜÓÜ᤯ÐÜu ÊÜÞ¨ÜÄ¿á ±ÜÅÍæ°WÜÙÜ®æã°ÙÜWæãíw¨Üáª, ±ÜÅ£Áãí¨Üá ±ÜÅÍæ°¿áã
GÃÜvÜá (2) AíPÜWÜÙÜ®Üá° Öæãí©¨æ. GÇÝÉ ±ÜÅÍæ°WÜÙÜ®Üã° PÜvÝx¿áÊÝX EñܤÄÓܸæàPÜá.
1. Pæ Ù Ü X ®Ü ÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Üá hæç®Ü ñÜñÜ ¤$ÌÍÝÓÜ÷PæR 4. ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ Öæãí©ÔÄ.
ÓæàÃÜáÊÜâ©ÆÉ ? ±Üqr – I         ±Üqr – II
(A) ±ÜÃÝ – ˨Ý (WÜá|«ÜÊÜáì)   (ñÜñ$ܤ ÌÍÝÓÜ÷)
(B) ÓÜí¿áW… – hÝn®Ü a. ÊÜÞvÜáÊÜâ¨ÜÄí¨Ü i. ±ÜÅPÜê£ÊݨÜ
(C) AÓæ¤à¿áí PÜÈ¿ááÊÜâ¨Üá
(D) A±ÜÄWÜÅÖÜ b. ±ÜÄÓÜÃÜ¨Ü ÊÜáãÆPÜ ÎPÜÒ| ii. »ÝÊÜ®ÝÊݨÜ
c. Óèí¨Ü¿áì ÊÜáñÜᤠÓܨáÜ Y| iii. ÊÜÂÊÜÖÝÄPÜ
2. ¿ÞÊÜ ñÜñܤ$ÌÍÝÓÜ÷ÊÜâ ñÜÃÜWÜ£WÜÙÜÈÉ ÊæáàÈÌaÝÃÜOæ ÓÜñÜ嬆 ÓÝPÝÒñÝRÃÜ Ô¨ÝœíñÜ
±Ü¨Üœ£¿á®Üá° ¸æÙæÔñÜá ? d. gWÜñÜᤠA©ÃÜáÊÜíñæ iv. ÊÝÓܤÊÜÊݨÜ
(A) Êæà¨Ü¨Ü v. AÔ¤ñÜÌÊݨÜ
(B) Êæà¨ÝíñÜ
     ÓÜíPæàñÜWÜÙÜá :
(C) CÓÝÉËá®Ü
a b c d
(D) ¸è¨Üœ
(A) iii i ii iv
3. Ÿá¨Ü œ ¯àw¨Ü ®ÝÆáR E¨ÝñÜ ¤ ÓÜ ñ Ü Â WÜ Ù Ü ® Ü á °
(B) i iv ii iii
ÓÜÄ¿Þ¨Ü PÜÅÊÜÞ®ÜáWÜñܨÜÈÉ ŸÃæÀáÄ. (C) i iii ii iv
i. ±ÜÅ£Áãí¨Üá ¨Üá@SPÜãR PÝÃÜ|˨æ (D) iii ii iv v
ii. ±ÜÅ£Áãí¨Üá ¨Üá@SPÜãR ±ÜÄÖÝÃÜ˨æ
5. ÓÜ í ZÐÜ ì ԨݜíñÜ W Ü Ù Ü á ÎPÜ Ò |ÊÜ ® Ü á ° ×àWæ
iii. ¨Üá@SÊæíŸá¨Üá iàÊÜ®Ü¨Ü ÊÝÓܤÊÜ
®æãàvÜáÊÜâ©ÆÉ
iv. ¨Üá@S©í¨Ü ÓÝÌñÜíñÜÅ$ ÓÝ«ÜÂ˨æ
(A) Jí¨Üá ÓÝÊÜÞiPÜ ÇÝ»Ü
(A) i iii ii iv (B) A˜PÝÃÜ ÓÜíÃÜaÜ®æ¿á®Üá° ¯ÊÜì×ÓÜáÊÜâ¨ÜPæR
(B) ii iii iv i Jí¨Üá ÓÝ«Ü®Ü
(C) iii i ii iv (C) Jí¨Üá Ë«æà¿á PÝ¿áì±Üvæ¿á ÓÜêÑr
(D) iv ii i iii (D) ¿á¥ÝÔ§£¿á®Üá° ¯ÃÜíñÜÃÜÊÝXÓÜáÊÜâ¨Üá
Paper II 2 K – 1220

education
Paper – II

Note : This paper contains hundred (100) objective type questions. Each question carries two
(2) marks. All questions are compulsory.

1. Which of the following does not belong 4. Match List – I with List – II in the following.
to Jaina Philosophy ? List – I        List – II
(A) Para – Vidya
(Characteristic)   (Philosophy)
(B) Samyag – Jnana a. Learning by doing i. Naturalism
(C) Asteyam b. Education through ii. Idealism
(D) Aparigraha Environment
2. Which philosophy developed the c. Realization of truth iii. Pragmatism

monitorial system in classrooms ? beauty and goodness

(A) Vedic d. World as it is iv. Realism
v. Existentialism
(B) Vedant
(C) Islamic       Codes :
(D) Buddhistic a b c d
3. Arrange the four noble truths in the right (A) iii i ii iv
sequence, as given by Buddha. (B) i iv ii iii
i. Every misery has a cause (C) i iii ii iv
ii. There is a remedy for every misery (D) iii ii iv v
iii. Misery is the reality of life
5. Conflict theories see education NOT as a
iv. Freedom from misery is possible (A) Social benefit
(A) i iii ii iv (B) Means of maintaining power
(B) ii iii iv i structure
(C) iii i ii iv (C) Creating docile work force
(D) iv ii i iii (D) Perpetuating status quo

K – 1220 3 Paper II

6. Êæ ç ÊÝ×PÜ ÓÜ í WÝ£WÜ Ú Wæ Jí¨Ü á ÓÜ í ˜ÓÜ á ÊÜ 9. ±Üqr – IÃæãí©Wæ ±Üqr – II ®Üá° Öæãí©ÔÄ.
ñÝ|ÊÝX ÓæàÊæ ¯ÊÜì×ÓÜáÊÜ ÓÜíÓæ§Áãí¨Üá
  ±Üqr – I         ±Üqr – II
C¨Ü®Üá° ¯ÊÜì×ÓÜáñܤ¨æ
(A) A±ÜÓÝÊÜޮܠPÝ¿áì (ñÜñܤÌÍÝÓÜ÷)       (bíñÜ®æWÜÙÜá)
(B) ÓÜáÊÜÂPܤ PÝ¿áì a. ÓÝˣŠ¸Ýç ´ÜâÇæ i. ÊÜåè®Ü ÓÜíÓÜ¢£
(C) ÓÜá±Ü¤ PÝ¿áì b. ±èÇæã ´æÅà¿áÃ… ii. ÊÜá×Ùæ¿áÃÜ ÖÜQR®Ü
(D) AÓÜÊÜá±ÜìPÜ PÝ¿áì ÓÜÊÜá¥Üì®æ
7. PæÙÜWæ GÃÜvÜá ÖæàÚPæWÜÙÜ®Üá° ¯àvÜÇÝX¨æ, Jí¨Ü®Üá° c. ®æÇ… ®ÝwíW…Õ iii. ÊÜá×ÙÝ ÎPÜÒ|
±ÜÅ£±Ý¨Ü®æ (A) Gí¨Üã, C®æã°í¨Ü®áÜ ° ñÜPì Ü (R) d. ÊæäàÇ…Óæãrà®… iv. ¯à£ÍÝÓÜ÷ ÊÜáñÜá¤
Gí¨Üã ÖæÓÜÄÓÜÇÝX¨æ. PÝÅ´…r ®æç£PÜ ÎPÜÒ|PæR
±ÜÅ£±Ý¨Ü®æ (A) : ICF aèPÜ o ár Êæ ç ¿áQ¤ P Ü ÊÜá×ÙÝ ÊÜÞWÜì
ÓÜíWÜ£WÜÙ®Ü áÜ ° ¯©ìÐÜrÊÝX Pæãàv… ÊÜÞvÜáÊÜâ©ÆÉ. v. ÓÝÊÜÞiPÜ ®Ý¿á
ñÜPÜì (R) : Êæç¿áQ¤PÜ ÓÜíWÜ£WÜÙÜá ÓÜíÓÜ¢£WÜÙÜ ÊÜáñÜᤠÓÜÊÜÞ®Üñæ
®ÜvÜáÊæ ÊÜÂñÜÂÓܤÊÝWÜáñܤÊæ. E±ÜPÜÃÜ|ÊÝX
(A) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ ÊÜáñÜᤠÎPÜÒ|
(R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞX¨æ
      ÓÜíPæàñÜWÜÙÜá :
(B) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ
B¨ÜÃæ (R) (A)¿á ÓÜÄ¿Þ¨Ü a b c d
ËÊÜÃÜOæ¿ÞXÃÜáÊÜâ©ÆÉ (A) iii v iv ii
(C) (A) ÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) AÓÜñÜÂÊÝX¨æ (B) ii iv i iii
(D) (A) AÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) ÓÜñÜÂÊÝX¨æ (C) i ii iii iv
8. PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Üá ÓÜÄ¿ÞX (D) iii i iv ii
Öæãí©PæãÙÜáÛÊÜâ©ÆÉ ?
10. PæÙÜWæ GÃÜvÜá ÖæàÚPæWÜÙÜ®Üá° ¯àvÜÇÝX¨æ, Jí¨Ü®Üá°
(A) A»ÝÊÜ (®ÜÐÜr) – PæÆÊÜâ Bí¨æãàÆ®ÜWÜÙÜá
ԨݜíñÜ ÖæàWæ g®Ü¾ñÝÚÊæ GíŸá¨ÜPRæ ±ÜÅ£±Ý¨Ü®æ (A) Gí¨Üã, C®æã°í¨Ü®Üá° ñÜPÜì (R)
ŸÆÊÝ¨Ü PÝÃÜ|ÊÜ®Üá° Gí¨Üã ÖæÓÜÄÓÜÇÝX¨æ.
J¨ÜXÓÜáñܤ¨æ ±ÜÅ£±Ý¨Ü®æ (A) : ±ÜÅ£ ÊÜÂQ¤WÜã ÓÜÌíñÜ ÎPÜÒ|¨Ü
(B) ÓÜí±Ü®Üã¾Æ – ®ÝWÜÄàPÜ ÖÜPÜáR Öæ ã Oæ W ÝÄPæ C¨æ Gí¨Ü á AÔ¤ñÜ Ì ÊÝ©WÜ Ù Ü á
PæãÅà{àPÜÃÜ| Bí¨æãàÆ®ÜWÚÜ Wæ Jí¨Üá ®ÜíŸáñݤÃæ.
ԨݜíñÜ ËÍæÉàÐÜOÝñܾPÜ aèPÜor®Üá°
J¨ÜXÓÜáñܤ¨æ ñÜPÜì (R) : AÔ¤ñÜÌÊݨÜÊÜâ ÊÜÞ®ÜÊÜ ÊÜÂQ¤¯ÐÜuñæ,
(C) ÃÝgQà¿á – ÓÝÊÜÞiPÜ Bí¨æãàÆ®Ü¨Ü Êæç¿áQ¤PÜ ÓÝÌñÜíñÜÅ ÊÜáñÜᤠÖæãOæWÝÄPæWæ JñÜá¤
±ÜÅQÅÁá hÝvÜ®Üá° ÃÝgQà¿á ¯àvÜáñܤ¨æ.
ԨݜíñÜ AÊÜPÝÍÜWÙÜ Ü (A) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ ÊÜáñÜá¤
Æ»ÜÂñæÁãí©Wæ (R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞX¨æ
WÜáÃÜá£ÓÜáÊÜâ¨Üá
(B) (A) ÊÜáñÜᤠ(R) GÃÜvã Ü ÓÜñÂÜ ÊÝXÊæ ÊÜáñÜá¤
(D) ®ÜËà®Ü ÓÝÊÜÞiPÜ – g®ÝíXà¿áñæ¿áíñÜÖÜ
Bí¨æãàÆ®Ü ÓÜÊÜáÑr A®Ü®ÜÂñæ¿á (R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃO Ü ¿ æ ÞXÃÜáÊÜâ©ÆÉ
ԨݜíñÜ ËÍæÉàÐÜPÜÃÜ ÊæáàÇæ (C) (A) ÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) AÓÜñÜÂÊÝX¨æ
WÜÊÜá®Ü Pæàí©ÅàPÜÃÜ| (D) (A) AÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) ÓÜñÜÂÊÝX¨æ
Paper II 4 K – 1220

6. An institution that serves as a meeting 9. Match List – I with List – II in the following.
ground for marital partners is performing a List – I        List – II
(A) Dysfunction
(Philosophy)       (Thoughts)
(B) Manifest function a. Savitribai phule i. culture of
(C) Latent function silence
(D) Malfunction b. Paulo Freire ii. A vindication
7. Given below are two statements one of the right of
labeled as Assertion (A) and the other women
c. Nel Noddings iii. Women
labeled as Reason (R).
Education
Assertion (A) : ICF framework does not d. Wollstone craft iv. Feminine
specifically code personal factors. approach to
ethics and
Reason (R) : Personal factors varies moral education
widely among cultures. v. Education as a
(A) Both (A) and (R) are true and (R) is tool of social
the correct explanation of (A) justice and
(B) Both (A) and (R) are true but (R) is equality
not the correct explanation of (A)       Codes :
(C) (A) is true but (R) is false
(D) (A) is false but (R) is true a b c d
(A) iii v iv ii
8. Which of the following is NOT correctly
(B) ii iv i iii
matched ?
(C) i ii iii iv
(A) Deprivation – Provides a
(D) iii i iv ii
theory powerful reason why
some movements 10. Given below are two statements one
are born labelled as Assertion (A) and the other
labelled as Reason (R).
(B) Resource – Provides an
mobilization analytical framework Assertion (A) : Existentialists believes
theory for civil rights that each person has responsibility for
own education.
movements
(C) Political – Social movement Reason (R) : Existentialism emphasises
process traced to availability human subjectivity, personal freedom
and responsibility.
theory of political
(A) Both (A) and (R) are true and (R) is
opportunities the correct explanation of (A)
(D) New Social – Focus on new (B) Both (A) and (R) are true but (R) is
movement definers of collective not the correct explanation of (A)
theory identity like (C) (A) is true but (R) is false
ethnicity (D) (A) is false but (R) is true
K – 1220 5 Paper II

11. D ÓÜË᣿á δÝÃÜÓ…®Ü ÊæáàÇæ ¹.Gv…. ÎPÜÒ| 15. ±Üqr – IÃæãí©Wæ ±Üqr – II ®Üá° Öæãí©ÔÄ.
PÝ¿áìPÜÅÊÜá¨Ü AÊܘ¿á®Üá° 2015 – 16 ÍæçPÜÒ~PÜ   ±Üqr – I         ±Üqr – II
(ÎPÜÒPÜÃÜ ÎPÜÒ|¨Ü (ÊÜÐÜì)
A˜ÊæàÍÜ®Ü (ÊÜÐÜì)©í¨Ü hÝÄWæ ŸÃÜáÊÜíñæ
ÊæáàÇæ ÓÜËá£WÜÙÜá)   
GÃÜvÜá ÊÜÐÜìWÜÚWæ HÄÓÜÇÝX¨æ
a. ÃÝÑóà¿á hÝn®Ü BÁãàWÜ i. 1986
(A) ÃÝÑóà¿á ±ÜsÜÂPÜÅÊÜá aèPÜoár , 2005
b. ¿áÍ…±ÝÇ… ÓÜËᣠÊÜÃÜ© ii. 1966
(B) ÃÝÑóà¿á hÝn®Ü BÁãàWÜ, 2007 c. ÎPÜÒ|¨Ü ÊæáàÇæ ÃÝÑóà¿á «æãàÃÜOæ iii. 2009
(C) ÎPÜÒPÜ ÎPÜÒ|PÝRX ÃÝÑóà¿á aèPÜoár, 2009 d. PæãsÝÄ BÁãàWÜ iv. 2007
(D) gÔrÓ… ÊÜÊÜáì ÓÜËᣠÊÜÃÜ©, 2012       ÓÜíPæàñÜWÜÙÜá :
a b c d
12. C¨Üá JÙÜWæãÙÜáÛÊÜ ÎPÜÒ|PæR ±ÜÅ£Ÿí«ÜPÜ AÆÉ
(A) ii iii iv i
(A) ÃÝÂí±…ÕWÜÙÜ AÆ»ÜÂñæ (B) iv ii i iii
(B) AÓÜÊÜá¥ÜìÄWæ PÜÈÓÜÆá ñÜÃܸæ࣠±Üvæ¿á¨Ü (C) iv iii i ii
ÎPÜÒPÜÃÜá (D) i iii iv ii
(C) AÓÜÊáÜ ¥ÜìÃÜñ¤Ü ÎPÜÒPÃ
Ü Ü ×ñÜPÝÄ ÊÜá®æãà«ÜÊáÜ ì 16. PæÙÜWæ GÃÜvÜá ÖæàÚPæWÜÙÜ®Üá° ¯àvÜÇÝX¨æ, Jí¨Ü®Üá°
(D) AÓÜÊÜá±ÜìPÜ «Ü®Ü±ÜäÃæçPæ ±ÜÅ£±Ý¨Ü®æ (A) Gí¨Üã, C®æã°í¨Ü®Üá° ñÜPÜì (R)
Gí¨Üã ÖæÓÜÄÓÜÇÝX¨æ.
13. Pæ Ù Ü X ®Ü Ê Ü â WÜ Ù Ü È É ¿ÞÊÜ â ¨Ü á E¨ÝÃÜ Ê Ý©
±ÜÅ£±Ý¨Ü®æ (A) : Eñݳ¨ÜPÜñæ¿á®Üá° ÖæbcÓÜáÊÜ
ԨݜíñÜ©í¨Ü ±Ýūݮܠ¯àvÜƳqr¨æ ?
ÊÜ á ãÆPÜ E®Ü ° ñÜ ÎPÜ Ò |ÊÜ â Êæ à ñÜ ® Ü Ê Ü ® Ü á °
(A) ÃÝgQà¿á ±ÜÅhݱÜÅ»ÜáñÜÌ
HÄÓÜáñܤ¨æ.
(B) B¦ìPÜ ±ÜÅhݱÜÅ»ÜáñÜÌ
ñÜPÜì (R) : ÎPÜÒ|ÊÜâ ÊæàñÜ®ÜÊÜ®Üá° HÄÓÜáÊÜâ¨ÜPæR
(C) ÓÝíÓÜ¢£PÜ ±ÜÅhݱÜÅ»ÜáñÜÌ »ÝWÜ Í Ü @ PÝÃÜ | Gí¨Ü à æ ÎPÜ Ò | ÊÜ á orÊÜ â
(D) ÓÜÊÜÞgÊÝ© ±ÜÅhݱÜÅ»ÜáñÜÌ Pæ Æ ÓÜ W ÝÃÜ ® Ü ÓÝÊÜ á ¥Ü Â ì¨Ü ÓÜ í Pæ à ñÜ Ê ÝX
PÝ¿áì¯ÊÜì×ÓÜáñܤ¨æ.
14. PæÙX
Ü ®ÜÊâÜ WÜÙÈ
Ü É ¿ÞÊÜâ¨Üá ±ÝÅ£¯˜PÜÊÝX ÊÜÞ®ÜÊÜ
(A) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ ÊÜáñÜá¤
ŸívÜÊÝÙÜ Gí¨Üá ±ÜÄWÜ~ÓÜƳváÜ ñܤ¨æ ?
(R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞX¨æ
(A) «ÝËáìPÜ ËÍÜÌ®æãàoWÜÙÜá ÊÜáñÜᤠ®ÝÂÓÜ (B) (A) ÊÜáñÜᤠ(R) GÃÜvã Ü ÓÜñÂÜ ÊÝXÊæ ÊÜáñÜá¤
(B) ÃÝÐÝó«ÜÂPÜÒÃÜá ÊÜáñÜᤠ±ÜÅ«Ý®Ü ÊÜáí£ÅWÜÙÜá (R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃO Ü ¿ æ ÞXÃÜáÊÜâ©ÆÉ
(C) BÃæãàWÜ ÊÜáñÜᤠÎPÜÒ| (C) (A) ÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) AÓÜñÜÂÊÝX¨æ
(D) ÈíWÜ ÊÜáñÜᤠg®ÝíWÜ (D) (A) AÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) ÓÜñÜÂÊÝX¨æ
Paper II 6 K – 1220

11. The duration of Bachelor of Education 15. Match List – I with List – II in the following.
(B.Ed.) programme of the country has      List – I         List – II
been raised to two years with effect from (Committees on (Year)
2015 – 16 academic session on the basis Teacher Education)   
of the recommendations of a. National knowledge i. 1986
(A) National Curriculum Framework, 2005 commission
(B) National Knowledge Commission, 2007 b. Yashpal committee ii. 1966
(C) National Framework for Teacher Report
Education, 2009 c. National Policy iii. 2009
(D) Justice Verma Committee Report, on Education
2012 d. Kothari Commission iv. 2007

12. This is NOT a barrier to inclusive       Codes :
education a b c d
(A) Absence of ramps (A) ii iii iv i
(B) Untrained teachers to teach (B) iv ii i iii
disabled (C) iv iii i ii
(C) Favoured attitude of teachers (D) i iii iv ii
towards disabled 16. Given below are two statements one
(D) Inadequate funding labeled as Assertion (A) and the other
13. Which of the following is emphasized labeled as Reason (R).
by liberalism ? Assertion (A) : Higher Education raises
(A) Political Democracy wages by increasing productivity.
(B) Economic Democracy Reason (R) : Education raises wages
(C) Cultural Democracy partly because education level acts as a
(D) Socialistic Democracy signal of worker’s ability.
14. Which of the following would typically (A) Both (A) and (R) are true and (R) is
be considered as human capital ? the correct explanation of (A)
(A) Religious world views and trust (B) Both (A) and (R) are true but (R) is
(B) Presidents and Prime Ministers not the correct explanation of (A)
(C) Health and Education (C) (A) is true but (R) is false
(D) Gender and Race (D) (A) is false but (R) is true
K – 1220 7 Paper II

17. PæÙÜX®Ü¨ÜÃÜÈÉ ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ 20. PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Üá ÊÜÂQ¤WÜÙÜ ®ÜvÜáË®Ü
Öæãí©ÔÄ. Ÿá©œÍÜ Q ¤¿á®Ü á ° ±æ ä àÑÓÜ á ÊÜ â ¨Ü P æ R
  ±Üqr – I         ±Üqr – II ÓÜáÁãàWÜÂÊÝXÃÜáñܤ¨æ ?
    (ÓÜÊÜÞÇæãàaÜ®æ¿á (ÊÜá®æãàËhÝn¯) (A) ¨æç×PÜ aÜoáÊÜqPæ
(Pè®æÕÈíW…) Ë«Ý®ÜWÜÙÜá)   (B) bñÜÅPÜÇæ ÊÜáñÜᤠ±ÜÅ£Êæá
(C) ±ÝsÜWÜÙÜ®Üá° ±Ü¨ÜWÜÙܮݰX ±ÜÄÊÜ£ìÓÜáÊÜ
a. ¯¨æàìÍÜ®ÝñܾPÜ Pè®æÕÈíW… i. ¥æãà®æì
b. A¯¨æàìÍÜ®ÝñܾPÜ ii. C.i. ËÈÉ¿áíÓÜ®…
ÊÜáãÆPÜ ÓÜíXàñÜ
(D) WÜ á í±Ü â aÜ o áÊÜ q Pæ W Ü Ù Ü á ÊÜ á ñÜ á ¤ ËaÝÃÜ
Pè®æÕÈíW…
ÓÜíQÃÜ|WÜÙÜá
c. IbfPÜ Pè®æÕÈíW… iii. PÜp…ì ÇæË®…
d. ÓÜÊÜáãÖÜ Pè®æÕÈíW… iv. PÝÇ…ì ÃæãàgÃ…Õ 21. PæÙÜX®Ü ÖæàÚPæWÜÙÜÈÉ ¿ÞÊÜâ¨Üá ÓÜáÙÜáÛ ?
(A) A¼ÊÜ ê ©œ Gí¨Ü à æ bíñÜ ® æ Á ãí©Wæ
      ÓÜíPæàñÜWÜÙÜá :
±ÝÅÃÜí»ÜWã æ ÙÜáÛÊÜ Ÿ¨ÜÇÝÊÜO¿ æ á ®ÜÊáÜ ã®æ.
a b c d
(A) iii i iv ii (B) A¼ÊÜ ê ©œ Á áíŸáÊÜ â ¨Ü á ¯ÃÜ í ñÜ Ã Ü ÊÜ á ñÜ á ¤
(B) ii iv i iii iàÊÝÊܘ (B¿ááÔÕ®Ü Pæã®æ¿á)ÊÜÃæWÜã
(C) iv iii ii i ÊÜááí¨ÜáÊÜÄ¿ááñܤ¨æ.
(D) ii i iv iii (C) ËPÝÓÜ¨Ü Ë¼®Ü° PæÒàñÜÅWÜÙÜá BíñÜÄPÜÊÝX
18. ŸívÜ ã ÃÜ Ã Ü Ê Ü Ã Ü ÓÝÊÜ Þ iPÜ hÝn®Ü W Ü Å ÖÜ | ÖæOæ¿áƳqrÊæ ÊÜáñÜᤠBíñÜÄPÜ
Ԩݜíñܨ®Ü áÜ ÓÝÃÜ A¼ÊÜê©œ ±æÅàÃÜO¿æ á®Üá° ±ÜÃÓÜ ³ÜÃÜ ÓÜíŸí«ÜÊÜâÙÜÛÊÝXÊæ.
±ÜÅ»ÝËÓÜáÊÜ ÊÜáãÃÜá ÓÜíWÜ£WÜÙáÜ Gí¨ÜÃæ (D) ÊÜ Þ ®Ü Ê Ü ËPÝÓÜ Ê Ü â g®Ü ¾ ¨Ü PÜ Ò |©í¨Ü
(A) ÊÜñÜì®æ, ÊÜÂQ¤ ÊÜáñÜᤠ±ÜÄÓÜÃÜ ±ÝÅÃÜ í »Ü W æ ã ívÜ á ÊÜ á ÃÜ | ¨Ü Ê Ü Ã æ W Ü ã
(B) ÎPæÒ, ŸÖÜáÊÜÞ®Ü ÊÜáñÜᤠŸÆÊÜ«Üì®æ CÃÜáñܤ¨æ.
(C) ®æ®Ü±Üâ, ÓÜÊÜáÓæ ±ÜÄÖÝÃÜ ÊÜáñÜᤠñÜPÜì
22. PæÙÜX®Ü¨ÜÃÜÈÉ ±Üqr – I®Üá° ±Üqr – IIÃæãí©Wæ
(D) hÝn®ÜWÜÅÖÜ|, AÊÜÇæãàPÜ®Ü ÊÜáñÜᤠÎPæÒ
Öæãí©ÔÄ.
19. PæÙÜX®Ü¨ÜÃÜÈÉ ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ   ±Üqr – I         ±Üqr – II
Öæãí©ÔÄ.
    (ŸÖÜáÃÜã±Ü¨Ü Ÿá©œÊÜí£Pæ)   (B¨ÜÂñæ¿á ÊÜ꣤)
  ±Üqr – I         ±Üqr – II
a. ÓÜíXàñÜ¨Ü Ÿá©œÊÜí£Pæ i. PÜË
    (PÜÈPæ ԨݜíñÜ)    (±ÜÅÊÜááS ÓÜãñÜÅ)
b. »ÝÐÝ«Ü¿á®Ü ii. Îȳ
a. PÝÉÔPÜÇ… PÜíwÐܯíW… i. ÓÜá±Ü¤ PÜÈPæ
c. ¨æç×PÜ ÓÝ°¿ááÓÜíÊæà¨Ü®æ iii. »è£PÜ ËhÝn¯
b. A±ÜÃæíp… PÜíwÐܯíW… ii. PÜêñÜPÜ aæãà¨Ü®æ
d. WÜ~ñÜÍÝÓÜ÷ iv. XpÝÃ…ÊݨÜPÜ
c. WÜÓÜrÇ…r ¦¿áÄ iii. ŸÆÊÜ«Üì®æ
v. AíWÜÓÝ«Ü®Ý ±Üoá
d. pæãàÇ…ÊÜá®…Õ ¦¿áÄ iv. JÙÜ®æãào
      ÓÜíPæàñÜWÜÙÜá :
     ÓÜíPæàñÜWÜÙÜá : a b c d
a b c d
(A) iv i v iii
(A) ii iv i iii
(B) ii iii iv i (B) iv iii ii i
(C) i iii iv ii (C) iii ii i iv
(D) iii i iv ii (D) iv i iii v
Paper II 8 K – 1220

17. Match List – I with List – II in the following. 20. Which of the following is best suited for
        List – I         List – II fostering Interpersonal Intelligence ?
    (Types of counselling)   (Psychologist) (A) Physical Activity
a. Directive counselling i. Thorne (B) Drawing and Imagery
b. Non-directive counselling ii. E.G.Williamson (C) Music by converting lessons into
c. Elective counselling iii. Kurt Lewin lyrics
d. Group counselling iv. Carl Rogers
(D) Group activities and seminars
      Codes :
a b c d 21. Which of the following statements is
(A) iii i iv ii false ?
(B) ii iv i iii (A) Development is a pattern of change
(C) iv iii ii i that begins at conception.
(D) ii i iv iii
(B) Development is continuous and
18. According to Bandura’s social cognitive continues throughout the life span.
theory the three factors that reciprocally
(C) The different domains of development
influence development motive are
(A) Behaviour, the person and the are interwoven and interrelated.
environment (D) Human development starts from the
(B) Punishment, reward and moment of birth till death.
reinforcement
(C) Memory, problem solving and 22. Match List – I with List – II in the following.
reasoning List – I            List – II
(D) Cognition, observation and
punishment     (Multiple Intelligence)   (Preferred
    Vocation)
19. Match List – I with List – II in the following.
a. Musical Intelligence i. Poet
         List – I           List – II
    (Theory of Learning)    (Main Tenet) b. Linguistic ii. Sculptor
a. Classical conditioning i. Latent learning c. Bodily Kinesthetic iii. Astrophysicist
b. Operant conditioning ii. Artificial stimulus d. Mathematics iv. Guitarist
c. Gestalt Theory iii. Reinforcement v. Athlete
d. Tolman’s theory iv. Insight       Codes :
      Codes : a b c d
a b c d
(A) iv i v iii
(A) ii iv i iii
(B) ii iii iv i (B) iv iii ii i
(C) i iii iv ii (C) iii ii i iv
(D) iii i iv ii (D) iv i iii v
K – 1220 9 Paper II

23. ¿áÍÜÔÌ Ÿá©œÊÜí£PæWæ AWÜñÜÂËÃÜáÊÜ 27. ÎÍÜáËPÝÓÜ¨Ü ÓÜÄ¿Þ¨Ü ©PÜR®Üá° WÜáÃÜá£ÔÄ.
ÓÝÊÜá¥ÜÂìWÜÙÜ®Üá° WÜáÃÜá£ÔÄ. I. ¯©ìÐÜr©í¨Ü ÓÝÊÜÞ®ÜÂPæR
I. AÊÜ¿áËñÜ ÓÝÊÜá¥ÜÂìWÜÙÜá II. ±ÝÍÜÌìÓܧ©í¨Ü GÃÜvÜã PÜvæWÜÚWæ
II. A®Üá»ÜÊÝñܾPÜ ÓÝÊÜá¥ÜÂìWÜÙÜá III. ñÜÇæÀáí¨Ü PæÙÜPæR
III. ÊÝÂÊÜÖÝÄPÜ ÓÝÊÜá¥ÜÂìWÜÙÜá IV. ÓܯÖÜ©í¨Ü ¨ÜãÃÜPæR
IV. ËÍæÉàÐÜOÝñܾPÜ ÓÝÊÜá¥ÜÂìWÜÙÜá
      ÓÜíPæàñÜWÜÙÜá :
V. ÓÜêÑrÎàÆ (ÓÜêg®ÝñܾPÜ) ÓÝÊÜá¥ÜÂìWÜÙÜá
(A) I II III ÊÜáñÜᤠIV
      ÓÜíPæàñÜWÜÙÜá :
(B) II III ÊÜáñÜᤠIV
(A) I II ÊÜáñÜᤠIII
(C) III ÊÜáñÜᤠIV
(B) III IV ÊÜáñÜᤠV
(C) I II ÊÜáñÜᤠIV (D) III ÊÜÞñÜÅ
(D) I IV ÊÜáñÜᤠV 28. ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ Öæãí©ÔÄ.
24. PÝÇ…ì ÃæãàgÃ…ÃÜÊÜÃÜ ÊÜÂQ¤ñÜÌ Ô¨ÝœíñÜ C¨Ü®Üá°   ±Üqr – I         ±Üqr – II
JÙÜWæãÙÜáÛñܤ¨æ (FÖææWÜÙÜá)      (ÓÜÊÜÞÇæãàaÜ®æ ÊÜÞWÜì)
(A) ÓÜÌ&ÊÜåèÆÂ, ÓÜÌ&PÜƳ®æ ÊÜáñÜᤠB¨ÜÍÜìÊÜá¿á
a. ±ÝÅ¥ÜËáPÜ PÜÈPæ¿áá 1. ÊÜÂQ¤&Pæàí©ÅñÜ
ñÝ®Üá
(B) ÓÜÌ&ÃÜPÜÒOæ, BñܾËÍÝÌÓÜ ÊÜáñÜᤠÓÜÌ&PÜƳ®æ A®Üá»ÜÊÜ©í¨Ü ŸÃÜáñܤ¨æ
(C) ÓÝÌ¥Üì, ÓÜÌ&±ÜÄPÜƳ®æ ÊÜáñÜᤠÓÜÌ&PÜƳ®æ b. ÊÜá®ÜáÐÜÂÃÜá ±ÜÅhæn¿á 2. ÊæçaÝÄPÜ
(D) ÓÜÌ&ÊÜåèÆÂ, BñܾËÍÝÌÓÜ ÊÜáñÜᤠB¨ÜÍì Ü ÊÜá¿á ÊÜáor¨ÜÈÉ »ÝÊæäàñæ¤àgPÜ
ñÝ®Üá PÝ¿áì¯ÊÜì×ÓÜáñݤÃæ bQñæÕ
25. A¸ÝÅÖÜí ÊÜÞÓæãÉà ÊÜáñÜᤠPÝÇ…ì ÃæãàgÃ…ÃÜ c. hÝn®ÜWÜÅÖÜ|WÜÙÜá, 3. ÊÝÓܤÊÜñæ bQñæÕ
PÜê£WÜÚí¨Ü ¸æÙæ¨Ü ËaÝÃܱÜí¥Ü »ÝÊÜ®æWÜÙÜá ÊÜáñÜá¤
(A) ÓÜÊÜáÑr ÊÜá®æãàËhÝn®Ü ÊÜñÜì®æWÜÙÜá ÓÜíÊÜÖܯÓÜáñܤÊæ
(B) ÊÜñÜì®ÜÊÝ¨Ü (AíñÜÃ…PÝ¿áì ¯ÊÜì×ÓÜáñܤÊæ)
(C) ÊÜá®æãàËÍæÉàÐÜOæ d. ÓÜÌ&ÊÝÓܤËàPÜÃÜ|¨Üñܤ 4. ÊÜá®æãàŸÆ
(D) ÊÜÞ®ÜÊÜñÝ ihÝnÓæ¿á ÊÜá®æãàËhÝn®Ü g®ÜÄWæ C®Üã° Öæbc®Ü¨ÜPæR
26. D PæÙX Ü ®Ü ÖæàÚPæWÙÜ È
Ü É ¿ÞÊÜâ¨Üá ÓÜÄ¿ÞX¨æ ? ÓÝÊÜá¥ÜÂì˨æ
(A) ÊÜ Þ ®Ü Ô PÜ BÃæ ã àWÜ Â ÊÜ á ñÜ á ¤ ÊÜ Þ ®Ü Ô PÜ 5. ÊÜñÜì®ÜÊÝ©
®æçÊÜáìÆ GÃÜvÜã Jí¨æà.       ÓÜíPæàñÜWÜÙÜá :
(B) ÊÜ Þ ®Ü Ô PÜ ®æ ç ÊÜ á ìÆÂÊæ í Ÿá¨Ü á ±Ü Å QÅÁá
a b c d
ÊÜáñÜᤠÊÜÞ®ÜÔPÜ BÃæãàWÜÂÊÜâ Eñܳ®Ü°.
(C) ÊÜÞ®ÜÔPÜ ®æçÊÜáìÆÂÊÜâ Eñܳ®Ü°ÊÝX¨æ ÊÜáñÜᤠ(A) 4 3 2 5
ÊÜÞ®ÜÔPÜ BÃæãàWÜÂÊÜâ ±ÜÅQÅÁá. (B) 3 2 1 4
(D) ÊÜÞ®ÜÔPÜ BÃæãàWÜ ÊÜáñÜᤠÊÜÞ®ÜÔPÜ ®æçÊÜáìÆ (C) 1 4 3 2
CÊÜâWÜÙÜÈÉ Jí¨ÜPæãRí¨Üá ÓÜíŸí«ÜËÆÉ. (D) 5 3 2 1
Paper II 10 K – 1220

23. Identify the abilities needed for successful 27. Identify the correct directions of child
intelligence. development.
I. Componential abilities I. From specific to general
II. Experiential abilities
III. Practical abilities II. From lateral to bilateral
IV. Analytical abilities III. From head downwards
V. Creative abilities IV. From near to far
      Codes :       Codes :
(A) I II and III (A) I II III and IV
(B) III IV and V
(B) II III and IV
(C) I II and IV
(D) I IV and V (C) III and IV
24. Carl Rogers theory of personality (D) III only
involves
(A) S e l f - w o r t h , s e l f - i m a g e a n d 28. Match List – I with List – II in the following.
ideal-self   List – I           List – II
(B) Self-defence, self-confidence and
(Assumptions)      (Approach to
self-image
(C) Selfishness, self-concept and counselling)
self-image a. Primary learning 1. Person-centred
(D) Self-worth, self-confidence and comes from
ideal-self experience
25. The school of thought that grew out of b. Human beings operate 2. Rational emotive
works of Abraham Maslow and Carl at conscious level therapy
Rogers
c. Cognitions, emotions 3. Reality therapy
(A) Gestalt Psychology
(B) Behaviourism and behaviours
(C) Psychoanalysis interact
(D) Humanistic Psychology d. People have
26. Which of the following statements is capacity 4. Psychodynamic
correct ? to more towards
(A) Mental health and mental hygiene self actualizer 5. Behaviourist
are one and the same.
(B) Mental hygiene is the process and       Codes :
mental health is the product. a b c d
(C) Mental hygiene is the product and (A) 4 3 2 5
mental health is the process. (B) 3 2 1 4
(D) Mental health and mental hygiene
have nothing to do with each (C) 1 4 3 2
other. (D) 5 3 2 1
K – 1220 11 Paper II

29. PæÙÜWæ GÃÜvÜá ÖæàÚPæWÜÙÜ®Üá° ¯àvÜÇÝX¨æ Jí¨Ü®Üá° 31. ±Üqr – IÃæãí©Wæ ±Üqr – II ®Üá° Öæãí©ÔÄ.

±ÜÅ£±Ý¨Ü®æ (A) Gí¨Üã, C®æã°í¨Ü®Üá° ñÜPÜì (R) ±Üqr – I         ±Üqr – II
   (ÓÜíZo®æ)      (PÝ¿áì)
Gí¨Üã ÖæÓÜÄÓÜÇÝX¨æ.
a. NCERT 1. BvÜÚñÜWÝÃÜÃÜá ÊÜáñÜá¤
±ÜÅ£±Ý¨Ü®æ (A) : ¯¨æìàÍÜ®Ü ÃÜã±Ü¨ÜÈÉÃÜ¨Ü ÍÝÇæ¿á BvÜÚñÜPÝRX
B±Ü¤ÓÜÆÖæ¿áÈÉ ÓÜÆÖæWÝÃÜ Öæbc®Ü ÓÜÊÜá¿á PÝ¿áì¯ÊÜì×ÓÜáñܤ¨æ
b. NAAC 2. ÎPÜÒPÜ ÎPÜÒ| ÓÜíÓæ§WÜÙÜ
ÊÜåè®Ü ñÝÚ ÓÜÆÖæ ±Üvæ¿ááÊÝñÜ ÓÜÊÜáÓæÂ¿á ŸWæY WÜá|ÊÜáor ¯¿áíñÜÅ|
ÊÜááPܤÊÝX ÊÜÞñÝvÜÆá AÊÜPÝÍÜ ¯àvÜáñݤ®æ. c. NCTE 3. E®Ü°ñÜ ÎPÜÒ| ÓÜíÓ槿á
ÊÜåèÇÝÂíPÜ®Ü ÊÜáñÜá¤
ñÜPì
Ü (R) : ÓÜÊáÜ ÓæÂ¿á ŸWæY ÓÜÆÖæ ±Üv¿
æ áᣤÃáÜ ÊÜ
ÍæÅà¿ÞíPÜ®Ü
ÊÜÂQ¤ ñܮܰÐÜrPæR ±ÜÄÖÝÃÜ PÜívÜáPæãÙÜÛÆá ÓÜÆÖæWÝÃÜ d. NIEPA 4. ÍæçPÜÒ~PÜ ÓÜíÍæãà«Ü®æ ÊÜáñÜá¤

®æÃÜÊÝWÜáñݤ®æ. ÎPÜÒPÜÃÜ ñÜÃܸæà£
      ÓÜíPæàñÜWÜÙÜá :
(A) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ ÊÜáñÜá¤
a b c d
(R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞX¨æ
(A) 4 2 1 3
(B) (A) ÊÜáñÜᤠ(R) GÃÜvã
Ü ÓÜñÂÜ ÊÝXÊæ B¨ÜÃæ (B) 4 3 2 1
(R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃO
Ü ¿
æ ÞXÃÜáÊÜâ©ÆÉ (C) 2 3 4 1
(D) 1 2 3 4
(C) (A) ÓÜñÜÂÊÝX¨æ B¨ÜÃæ (R) AÓÜñÜÂÊÝX¨æ
32. ÖÝŸÅÊÜáÓ…ÃÜÊÜÃÜ PÜê£ C¨ÜÃÜ Aw±Ý¿áWÜÙÜ
(D) (A) AÓÜñÜÂÊÝX¨æ B¨ÜÃæ (R) ÓÜñÜÂÊÝX¨æ
ÊæáàÇæ WÜÊÜá®Ü Pæàí©ÅàPÜÄÓÜáñܤ¨æ
30. ÊÜááSÂÊÝׯÀáí¨Ü ÎPÜÒPÜ ÎPÜÒ|¨Ü (A) hÝn®ÜËáàÊÜÞíÓæ ÊÜáñÜᤠÓÜÊÜáÑr
ÊÜá®æãàËhÝn®Ü ԨݜíñÜ
±ÜÅñæÂàPÜñæ¿á®Üá° WÜáÃÜá£Ô¨Üáª
(B) hÝn®Ü Ë áàÊÜ Þ íÓæ ÊÜ á ñÜ á ¤ ÓÝÊÜ Þ iPÜ
(A) ËÍÜÌ˨ݯƿá ÎPÜÒ| BÁãàWÜ Ô¨ÝœíñÜ
(C) ÓÝÊÜ Þ iPÜ Ô¨ÝœíñÜ ÊÜ á ñÜ á ¤ ÓÜ Ê Ü á Ñr
(B) ÊÜÞ«ÜÂËáPÜ ÎPÜÒ| BÁãàWÜ
ÊÜá®æãàËhÝn®Ü ԨݜíñÜ
(C) ±æçÃ…Õ ÓÜËᣠ(D) ÓÝÊÜ Þ iPÜ Ô¨ÝœíñÜ ÊÜ á ñÜ á ¤ ÓÜ í ZÐÜ ì
(D) PæãsÝÄ BÁãàWÜ Ô¨ÝœíñÜ
Paper II 12 K – 1220

29. Given below are two statements, one 31. Match List – I with List – II in the following :
labelled as Assertion (A) and the other      List – I         List – II

labeled as Reason (R).    (Organization)     (Function)
a. NCERT 1. Works for
Assertion (A) : In non-directive
administrators
counselling the counsellor observers and administration of
silence most of the time and allows the school
b. NAAC 2. Quality control of
counsellee to speak freely about the
teacher
problem.
education institutions
Reason (R) : To help the counsellee to c. NCTE 3. Assessment and
accreditation of higher
think of the solution of the problem by
education institution
himself/herself. d. NIEPA 4. Educational research
(A) Both (A) and (R) are true and (R) is and training of
teachers
the correct explanation of (A)

(B) Both (A) and (R) are true but (R) is       Codes :

not the correct explanation of (A) a b c d
(A) 4 2 1 3
(C) (A) is true but (R) is false
(B) 4 3 2 1
(D) (A) is false but (R) is true
(C) 2 3 4 1
30. Isolation of teacher education from the (D) 1 2 3 4

main stream was identified by 32. Habermas’s work focuses on the
(A) University Education Commission foundations of
(A) Epistemology and Gestalt theory
(B) Secondary Education Commission
(B) Epistemology and Social theory
(C) Pires Committee (C) Social theory and Gestalt theory
(D) Kothari Commission (D) Social theory and conflict theory
K – 1220 13 Paper II

33. NCERT ¿á ±ÜÅÊÜááS PÝ¿áìÊÜâ PæÙX
Ü ®Ü¨áÜ ¨ÜÃÜ 36. ñÜ®°Ü ˨ݦìWÜÚWæ AíñÜÃ…ÓÝíÓÜ¢£PÜ £ÙÜáÊÜÚPæ¿á®Üá°
ÓÜ á «ÝÃÜ O æ W æ ®æ Ã Ü Ê ÝWÜ á ÊÜ ÃÝg ÎPÜ Ò | PÜÈÓÜÆá ÎPÜÒPÜÃæãàÊÜìÄWæ C¨Üá AÊÜÍÜÂPÜÊÝX¨æ
Ë»ÝWÜWÜÙæãí©Wæ PÝ¿áì¯ÊÜì×ÓÜáÊÜâ¨Üá I. ˼®Ü° ÓÜíÓÜ¢£WÜÙÜ ÊÜáñÜᤠE±ÜÓÜíÓÜ¢£WÜÙÜ

(A) ±Ü¨ÜË ÎPÜÒ| ŸWæY hÝn®Ü Öæãí©ÃÜáÊÜâ¨Üá
II. ÊæçhÝn¯PÜ ÊÜá®æãà«ÜÊÜáì Öæãí©ÃÜáÊÜâ¨Üá
(B) ñÝí£ÅPÜ ÎPÜÒ|
III. ñÝ®Üá PÜÈÓÜᣤÃÜáÊÜ ËÐÜ¿á¨ÜÈÉ WÝyÜÊݨÜ
(C) ÓÝ°ñÜPæãàñܤÃÜ ÎPÜÒ|
£ÙÜáÊÜÚPæÀáÃÜáÊÜâ¨Üá
(D) ÍÝÇÝ ÎPÜÒ|
IV. E®Ü°ñÜ ÍæçPÜÒ~PÜ AÖÜìñæ¿á®Üá°
34. ÓæàÊݯÃÜñÜ ÎPÜÒPÜ ÎPÜÒ| PÝ¿áìPÜÅÊÜáWÜÙÜ®Üá° Öæãí©ÃÜáÊÜâ¨Üá
C¨ÜPÝRX ®ÜvæÓÜáñݤÃæ (A) I ÊÜáñÜᤠII ÊÜÞñÜÅ
(A) ÎPÜÒPÜÄWæ BÃÝÊÜÞÊܘ¿á®Üá° J¨ÜXÓÜÆá (B) I ÊÜáñÜᤠIII ÊÜÞñÜÅ
(C) II, III ÊÜáñÜᤠIV ÊÜÞñÜÅ
(B) ÊÜáígãÃÜá ÓÜíŸí˜ Ÿhæo®Üá° ÊÜÂÀáÓÜÆá
(D) I, II, III ÊÜáñÜᤠIV ÊÜÞñÜÅ
(C) ÎPÜÒPÜÃÜ ÓÝÊÜá¥ÜÂì ¯ÊÜÞì|PÝRX
(D) ÎPÜÒPÜÃÜ®Üá° ¯¿áí£ÅÓÜÆá 37. PæÙX
Ü ®ÜÊâÜ WÜÙÈ
Ü É ¿ÞÊÜâ¨Üá ÎPÜÒPÜ ÎPÜÒ| ¶èívæàÍÜ®…
Pæ ã àÓÜ á ìWÜ Ú Wæ PÜ ¯ ÐÝrÖÜ ì (PÜ ¯ ÐÜ r ÓÜ ã PÜ ¤ )
35. PæÙÜWæ GÃÜvÜá ÖæàÚPæWÜÙÜ®Üá° ¯àvÜÇÝX¨æ Jí¨Ü®Üá° ÊÜÞWÜìÊÝX¨æ ?
±ÜÅ£±Ý¨Ü®æ (A) Gí¨Üã, C®æã°í¨Ü®Üá° ñÜPÜì (R) (A) ¯ÃÜã±ÜOÝñܾPÜ ÊÜÞWÜì
Gí¨Üã ÖæÓÜÄÓÜÇÝX¨æ. (B) ÓÜÖÜÁãàWÜ ÊÜÞWÜì
±Ü Å £±Ý¨Ü ® æ (A) : ÊÜ á «Ü Â ÊÜ á ÊÜ á or¨Ü È É (C) A®Üá»ÜÊÝñܾPÜ PÜÈPæ ÊÜÞWÜì
(D) ÊÜÞvæÈíW… ÊÜÞWÜì
WæçÃÜáÖÝgÃÝ£Wæ PÝÃÜ|WÜÙÜ®Üá° PÜívÜá×w¿ááÊÜ
ÖæãOæWÝÄPæ NCERT Wæ C¨æ. 38. PæÙX
Ü ®ÜÊâÜ WÜÙÈ
Ü É ¿ÞÊÜâ¨Üá RMSA Áãàg®æ¿áw
J¨ÜXÓÜÇÝXÃÜáÊÜ WÜá|ÊÜáor ÖÜÓ¤ÜPÒæ à±ÜWÙÜ ÝXÊæ ?
ñÜPì
Ü (R) : NCERT ÎPÜÒPÄÜ Wæ ¸æãà«Ü®ÝÍÝÓÜŒ¨È
Ü É
I. ˨ݦì ÎPÜÒPÜ A®Üá±ÝñÜÊÜ®Üá° 30 : 1 PæR
ñÜÃܸæ࣠¯àvܸæàPÝX¨æ.
CÚÓÜÆá ÖæaÜácÊÜÄ ÎPÜÒPÜÃÜ ®æàÊÜáPÝ£
(A) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ ÊÜáñÜᤠII. ÊæáçPæãÅ&±ÝÉé¯íW… ÊæáàÇæ ËÍæàÐÜ WÜÊÜá®Ü
(R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞX¨æ Pæàí©ÅàPÜÃÜ|
(B) (A) ÊÜáñÜᤠ(R) GÃÜvã Ü ÓÜñÂÜ ÊÝXÊæ ÊÜáñÜᤠIII. ±ÜsÜÂPÜÅÊÜá ÓÜá«ÝÃÜOæWÜÙÜá
(R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃOÜ ¿ æ ÞXÃÜáÊÜâ©ÆÉ IV. WÜÅí¥ÝÆ¿áWÜÙÜá
(C) (A) ÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) AÓÜñÜÂÊÝX¨æ (A) i ÊÜáñÜᤠii (B) i ÊÜáñÜᤠiii
(D) (A) AÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) ÓÜñÜÂÊÝX¨æ (C) ii ÊÜáñÜᤠiv (D) ii ÊÜáñÜᤠiii
Paper II 14 K – 1220

33. The principal function of NCERT is to 36. Which of the following are required
work with state education departments for a teacher to teach intercultural
catering to the improvement of understanding to his/her students ?
I. Possess the knowledge of various
(A) Graduate Education
cultures and subcultures
(B) Technical Education
II. Being scientific minded
(C) Postgraduate Education III. Having deep knowledge in one’s
(D) School Education subject
IV. Possessing high academic
34. In service teacher education programs qualification
are conducted to
(A) I and II only
(A) To provide relaxation for teachers (B) I and III only
(B) To spend sanctional budget (C) II, III and IV only
(C) For capacity building of teachers (D) I, II, III and IV only
(D) For disciplining teachers
37. Which one of the following approaches
is least suitable for foundation courses
35. Given below are two statements one
in Teacher Education ?
labeled as Assertion (A) and the other
(A) Expository Approach
labeled as Reason (R). (B) Collaborative Approach
Assertion (A) : NCERT has the (C) Experiential learning Approach
responsibility of finding the causes of (D) Modelling Approach

absentism at secondary level. 38. Which of the following are quality
Reason (R) : NCERT has to train the intervention provided under the scheme
RMSA ?
teachers in pedagogy.
I. Appointment of additional teachers
(A) Both (A) and (R) are true and (R) is
to reduce pupil teacher ratio to 30 : 1
the correct explanation of (A) II. Special focus in micro planning
(B) Both (A) and (R) are true, but (R) is III. Curriculum reforms
not the right explanation for (A) IV. Libraries
(C) (A) is true but (R) is false (A) i and ii (B) i and iii
(D) (A) is false but (R) is true (C) ii and iv (D) ii and iii
K – 1220 15 Paper II

39. “ÊÜ꣤±Ã
Ü Ü A«Ý±ÜPÜ ñÜgnÎPÜÒPÜ ñÜ®°Ü ˨ݦì¿á®Üá° 43. Jí¨Ü á ¸æ ã à«Ü ® ÝñÜ ¾ P Ü ÊÜ Â ÊÜ Ó æ § ¿ á ÓÜ Ä ¿Þ¨Ü
PÜÈPæ, BÃæãàWÜ ÊÜáñÜᤠÓÜáÃÜQÒñÜñæWæ ÖݯÊÜâíoá PÜÅÊÜÞ®ÜáWÜñÜ ZorWÜÙÜá ¿ÞÊÜâÊÜâ ?
ÊÜÞvÜáÊÜ Ô§£WÜÚí¨Ü BñܮܮÜá° ÃÜQÒÓÜÆá Jí¨Üá (A) ±Ü Å Êæ à ÍÜ P ÝÆ¨Ü ÊÜ ñ Ü ì ®æ , ¸æ ã à«Ü ® ÝñÜ ¾ P Ü
ÃÜaÜ®ÝñܾPÜ ±ÜÅ¿áñÜ°ÊÜ®Üá° ÊÜÞvÜáñݤÃæ.” C¨Üá WÜáÄWÜÙáÜ , ¸æãà«Ü®ÝñܾPÜ PÝ¿áìË«Ý®ÜWÙÜ áÜ ,
PæÙXÜ ®Ü¨áÜ ¨ÜPRæ ÓÜíŸí˜Ô¨Üíñæ ®æç£PÜ aÜÁáì¿á®Üá° PÝ¿áìPÜÒÊÜáñæ ÊÜåèÆÂÊÜޱܮÜ
±ÜÅÓݤ²ÓÜáñܤ¨æ (B) ¸æ ã à«Ü ® ÝñÜ ¾ P Ü WÜ á ÄWÜ Ù Ü á , ±Ü Å Êæ à ÍÜ P ÝƨÜ
(A) A»ÝÂÓÜWÜÙÜá ÊÜáñÜᤠPÝ¿ÞìaÜÃÜOæ ÊÜñÜì®æ, ¸æãà«Ü®ÝñܾPÜ PÝ¿áìË«Ý®ÜWÜÙÜá,
(B) ÊÜ꣤ ÓÜÖÜPÜËáìWÜÙÜá PÝ¿áìPÜÒÊÜáñæ ÊÜåèÆÂÊÜޱܮÜ
(C) ÖæñܤÊÜÃÜá ÊÜáñÜᤠÓÜÊÜáá¨Ý¿á (C) ±Ü Å Êæ à ÍÜ P ÝÆ¨Ü ÊÜ ñ Ü ì ®æ , PÝ¿áìPÜ Ò Ê Ü á ñæ
(D) ˨ݦìWÜÙÜá ÊÜáñÜᤠ±æäàÑñÜÃÜá ÊÜåèÆÂÊÜޱܮÜ, ¸æãà«Ü®ÝñܾPÜ WÜáÄWÜÙÜá,
¸æãà«Ü®ÝñܾPÜ PÝ¿áìË«Ý®ÜWÜÙÜá
40. ±ÜsÂÜ PÜÅÊÜá PÝ¿áìPÜÅÊÜá ÊÜåèÆÂÊÜÞ±Ü®Ü ÊÜÞvæÇ…®Ü
(D) PÝ¿áìPÜÒÊÜáñæ ÊÜåèÆÂÊÜޱܮÜ, ±ÜÅÊæàÍÜ
ÓÜÄ¿Þ¨Ü PÜÅÊÜá ×àX¨æ
PÝÆ¨Ü ÊÜñÜì®æ, ¸æãà«Ü®ÝñܾPÜ WÜáÄWÜÙÜá,
(A) ±ÜÅQÅÁá, Eñܳ®Ü°, C®…±Üâp… ÊÜáñÜá¤
¸æãà«Ü®ÝñܾPÜ PÝ¿áìË«Ý®ÜWÜÙÜá
ÓÜí¨Ü»Üì
(B) ÓÜí¨Ü»ìÜ , C®…±Üâp…, ±ÜÅQÅÁá ÊÜáñÜᤠEñܳ®°Ü 44. ¿ÞÊÜ ±ÜsÜÂPÜÅÊÜá ÊÜåèÆÂÊÜÞ±Ü®Ü ÊÜÞ¨ÜÄ¿áá
(C) C®…±Üâp…, ÓÜí¨Ü»Üì, Eñܳ®Ü° ÊÜáñÜᤠÊÜåèÆÂÊÜޱܮÜÊÜ®Üá° ¯«ÜìÄÓÜáÊÝWÜ ×ñÝÓÜPܤÃÜ
±ÜÅQÅÁá PÝÙÜiWÜÙÜá AñÜÂíñÜ ±ÜÅÊÜááS GíŸ FÖÜ®æ¿á
(D) Eñܳ®Ü°, ±ÜÅQÅÁá, ÓÜí¨Ü»Üì ÊÜáñÜᤠÊæáàÇæ B«ÜÄñÜÊÝXÃÜáñܤ¨æ ?
C®…±Üâp… (A) QÇ…±ÝÂqÅP…ÕÃÜ ÊÜÞ¨ÜÄ
(B) ÓæràP…ÃÜ ÊÜÞ¨ÜÄ
41. PæÙÜX®Ü ±ÜsÜÂPÜÅÊÜá Ÿ¨ÜÇÝÊÜOæ ®ÜÊÜáã®æWÜÙÜÈÉ
(C) ÔðàÊÜ®…ÃÜ ÊÜÞ¨ÜÄ
¿ÞÊÜâ¨Üá PܯÐÜr A±æàPÜÒ~à¿áÊݨÜá¨Üá ?
(D) pæàÆÃ…ÃÜ ÊÜÞ¨ÜÄ
(A) ±Ü¿Þì¿á
(B) ŸÆ±ÜÅÁãàWÜ 45. PæÙX
Ü ®ÜÊâÜ WÜÙÈ
Ü É ¿ÞÊÜâ¨Üá pæàÆÃ…ÃÜ ÊÜÞ¨ÜÄ¿áÈÉ
(C) Ÿ¨ÜÇÝÊÜOæ (»ÝWÜÍÜ@)
E¨æªàÎÓÜƳqrÃÜáñܤ¨æ ?
i. ÍæçPÜÒ~PÜ E¨æªàÍÜ
(D) ±Üâ®ÜÃ…Ë®ÝÂÓÜWæãÚÓÜáÊÜâ¨Üá
ii. ±æÅàÃÜOæ¿á PÝ¿áìñÜíñÜÅWÜÙÜá
42. PæÙX
Ü ®ÜÊâÜ WÙÜ È
Ü É ¿ÞÊÜâ¨áÜ Q Ç…±ÝÂqÅP…Õ ÊÜåèÆÂÊÜޱܮÜ
iii. ÍæçPÜÒ~PÜ A®Üá»ÜÊÜ
ÊÜÞ¨ÜÄ¿áÈÉ JÙÜWãæ íwÃÜáÊÜâ©ÆÉ ?
iv. ÓÝ«Ü®æ E¨æªàÍÜ
(A) ±ÜÅ£QÅÁá
(B) PÜÈÓÜáÊÜâ¨Üá       ÓÜíPæàñÜWÜÙÜá :
(C) PÜÈ¿ááÊÜâ¨Üá (A) i, ii ÊÜáñÜᤠiii (B) ii, iii ÊÜáñÜᤠiv
(D) ÊÜWÝìÊÜOæ (C) i, iii ÊÜáñÜᤠiv (D) i, iii ÊÜáñÜᤠii
Paper II 16 K – 1220

39. “The professional teacher educator 43. What is the right sequence of phases of
makes a constructive effort to protect an instructional system ?
(A) Entering behaviour, Instructional
the student from conditions detrimental
goals, Instructional procedures,
to learning, health or safety”. This refers
performance assessment
to ethical conduct towards (B) Instructional goals, Entering
(A) Practices and performance behaviour, Instructional procedures,
(B) Professional colleagues Performance assessment
(C) Parents and community (C) Entering behaviour, performance
assessment, Instructional goals,
(D) Students and wards
Instructional procedures
40. The correct order of the curriculum (D) Performance assessment, Entering
programme evaluation model is behaviour, Instructional goals,
Instructional procedures
(A) Process, product, input and context
(B) Context, input, process and product 44. Which curriculum evaluation model is
(C) Input, context, product and process based on the assumption that concerns
(D) Product, process, context and input of the stakeholders should be paramount
in determining the evaluation ?
41. Which of the following type of curriculum (A) Kilpatrick’s model
change is least desirable ? (B) Stake’s model
(A) Substitution (C) Scriven’s model
(D) Tayler’s model
(B) Coercion
(C) Alteration 45. Which of the following are addressed in
(D) Restructuring Tayler’s model ?
i. Educational purpose
42. Which of the following is not covered ii. Techniques of motivation
in Kilpatrick’s evaluation model ? iii. Educational experience
(A) Reaction iv. Achievement purpose
(B) Teaching       Codes :
(C) Learning (A) i, ii and iii (B) ii, iii and iv
(D) Transfer (C) i, iii and iv (D) i, iii and ii
K – 1220 17 Paper II

46. AvÜPÜ ËÐÜ¿á B«ÝÄñÜ ±ÜsÜÂPÜÅÊÜá CÊÜâWÜÙÜ ÊæáàÇæ 49. ±Üqr – I ®Üá° ±Üqr– IIÃæãí©Wæ Öæãí©ÔÄ.
WÜÊÜá®Ü Pæàí©ÅàPÜÄÓÜáñܤ¨æ       ±Üqr – I          ±Üqr – II
(A) ±ÜÅQÅÁá, ÎÍÜá, ÓÜÊÜÞg
(B) ÎÍÜá, AíXàPÜêñÜ ÓÜí±ÜŨݿá, ÎÓÜᤠ    (ËÊÜÃÜOæ)      (±ÜsÜÂPÜÅÊÜá ÖæÓÜÃÜá)
(C) hÝn®Ü, ÎÍÜá, AíXàPÜêñÜ ÓÜí±ÜŨݿá a. ¯gPÜãR ¹vÜáWÜvæ i. WÜá±Ü¤ ±ÜsÜÂPÜÅÊÜá
(D) hÝn®Ü, ËÐÜ¿á, ÎÓÜᤠÊÜÞvÜƳor ±ÜsÜÂPÜÅÊÜá
47. ±Ü s Ü Â PÜ Å ÊÜ á A¼ÊÜ ê ©œ ±Ü Å QÅÁá¿á Êæ á àÃæ W æ b. Êæç¿áQ¤PÜ ÊÜåèÆÂWÜÙÜÈÉ ii. ÓÜãaÜ ±ÜsÜÂPÜÅÊÜá
Pæ Ù Ü X ®Ü ¨ Ü ® Ü á ° ÓÜ Ä ¿Þ¨Ü PÜ Å ÊÜ Þ ®Ü á WÜ £ ¿áÈÉ ÊÜáñÜᤠ®Üí¹PæWÜÙÜÈÉ
ŸÃæÀáÄ. A®Üá¨æªàÎñÜ ¸æÙÊÜ ~
Ü WæWÙÜ áÜ
i. PÜÈPæ A®Üá»ÜÊÜÊÜ®Üá° ÁãàiÓÜáÊÜâ¨Üá c. ÍÝÇÝ ÓÜíÓÜ¢£Àáí¨Ü iii. ÓÜáÊÜÂPܤ ±ÜsÜÂPÜÅÊÜá
ii. ZoPÜ W Ü Ù Ü ® Ü á ° ÊÜ á ñÜ á ¤ E±Ü Z oPÜ W Ü Ù Ü ® Ü á ° ÖæãÃÜÖæãÊÜáá¾ÊÜ
¯«ÜìÄÓÜáÊÜâ¨Üá A®Üá»ÜÊÜ
iii. E¨æªàÍÜWÜÙÜ®Üá° ÃÜã²ÓÜáÊÜâ¨Üá
d. ˨ݦìWÜÚWæ iv. hÝÄWæ ñÜí¨Ü
iv. ÊÜåèÆÂÊÜޱܮÜ
v. AvÜPÜËÐÜ¿áÊÜ®Üá° BÁáR ÊÜÞvÜáÊÜâ¨Üá ¯WÜ©±ÜwÓÜÇÝ¨Ü hÝn®Ü ±ÜsÜÂPÜÅÊÜá
      ÓÜíPæàñÜWÜÙÜá : ÊÜáñÜᤠPèÍÜÆWÜÙÜá
(A) i ii iii v iv v. ËÓܤÄÓÜƳor
(B) iii ii i iv v ±ÜsÜÂPÜÅÊÜá
(C) iii v ii i iv       ÓÜíPæàñÜWÜÙÜá :
(D) i iv v iii ii
a b c d
48. PæÙÜWæ GÃÜvÜá ÖæàÚPæWÜÙÜ®Üá° ¯àvÜÇÝX¨æ, Jí¨Ü®Üá°
(A) iii ii i v
±ÜÅ£±Ý¨Ü®æ (A) Gí¨Üã, C®æã°í¨Ü®Üá° ñÜPÜì (R)
Gí¨Üã ÖæÓÜÄÓÜÇÝX¨æ. (B) iv i ii iii

±ÜÅ£±Ý¨Ü®æ (A) : Íæ ç PÜ Ò ~PÜ ÓÜ í ¨Ü » Ü ì WÜ Ù Ü È É (C) i ii iii iv
±ÜsÜÂPÜÅÊÜáÊÜ®Üá° ÊÝÂTݯÓÜáÊÜâ¨Üá PÜÐÜrPÜÃÜ. (D) ii v iv iii
ñÜPÜì (R) : ±ÜsÜÂPÜÅÊÜá GíŸ ÍÜŸª ±ÜÅÁãàWÜÊÜâ 50. ®ÜÊÜáã®æ – II ÃÜ ñܱÜâ³ D ŸWæ¿á ñܱݳX¨æ
Jí¨æ ã à Íæ ç PÜ Ò ~PÜ PÝ¿áìPÜ Å ÊÜ á WÜ Ù Ü GÇÝÉ (A) ÍÜã®Ü±ÝÅ¿á FÖÜ®æ¿áá ÓÜáÚÛÃÜáÊÝWÜ
ZoPÜWÜÚWÜã A¥ÜÊÝ AÊÜâWÜÙÜÈÉ PæÆÊÜÐÜrPæR ÊÜÞñÜÅ A¨Ü®Üá° ÔÌàPÜÄÓÜáÊÜâ¨Üá
ÓÝÊÜÞ®ÜÂÊÝX A®ÜÌÀáÓÜƳvÜáñܤ¨æ. (B) ÍÜã®Ü±ÝÅ¿á FÖÜ®æ¿áá ÓÜñÜÂËÃÜáÊÝWÜ
(A) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ ÊÜáñÜá¤
A¨Ü®Üá° ÔÌàPÜÄÓÜáÊÜâ¨Üá
(R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞX¨æ
(C) ÍÜã®Ü±ÝÅ¿á FÖÜ®æ¿áá ÓÜáÚÛÃÜáÊÝWÜ
(B) (A) ÊÜáñÜᤠ(R) GÃÜvã Ü ÓÜñÂÜ ÊÝXÊæ ÊÜáñÜᤠ(R)
(A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃO Ü ¿ æ ÞXÃÜáÊÜâ©ÆÉ A¨Ü®Üá° £ÃÜÓÜRÄÓÜáÊÜâ¨Üá
(C) (A) ÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) AÓÜñÜÂÊÝX¨æ (D) ÍÜã®Ü±ÝÅ¿á FÖÜ®æ¿áá ÓÜñÜÂËÃÜáÊÝWÜ
(D) (A) AÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) ÓÜñÜÂÊÝX¨æ A¨Ü®Üá° £ÃÜÓÜRÄÓÜáÊÜâ¨Üá
Paper II 18 K – 1220

46. Content based curriculum focusses on 49. Match List – I with List – II in the following.
these       List – I           List – II
(A) Process, Child, Society
    (Description)     (Curriculum Name)
(B) Child, Praxis, Discipline
(C) Knowledge, Child, Praxis a. Curriculum that i. Hidden
(D) Knowledge, subject, Discipline was actually curriculum
delivered
47. Arrange the following in the right
b. Unintended ii. Implicit
sequence as per process of curriculum
development. developments in curriculum
i. Planning the learning experience personal values
ii. Deciding units and subunits and beliefs
iii. Framing the objectives c. Experience arising iii. Explicit curriculum
iv. Evaluation from culture of
v. Selecting the content school iv. Implimented
curriculum
      Codes :
d. Knowledge and v. Extended
(A) i ii iii v iv
skills prescribed curriculum
(B) iii ii i iv v
for students
(C) iii v ii i iv
(D) i iv v iii ii       Codes :
48. Given below are two statements one a b c d
labeled as Assertion (A) and the other (A) iii ii i v
labeled as Reason (R). (B) iv i ii iii
Assertion (A) : Curriculum in educational (C) i ii iii iv
contexts is difficult to define precisely. (D) ii v iv iii
Reason (R) : The term curriculum is
50. Type II error is the error of
usually applied either to all or only
some of the components of academic (A) Accepting null hypothesis when it
programmes. is false
(A) Both (A) and (R) are true and (R) is (B) Accepting null hypothesis when it
the correct explanation of (A) is true
(B) Both (A) and (R) are true but (R) is (C) Rejecting null hypothesis when it is
not the correct explanation of (A) false
(C) (A) is true but (R) is false (D) Rejecting null hypothesis when it is
(D) (A) is false but (R) is true true
K – 1220 19 Paper II

51. PæÙÜX®Ü¨Üá¨ÜÃÜÈÉ ±Üqr – I ®Üá° ±Üqr – IIÃæãí©Wæ 52. ÓÜ í Íæ ã à«Ü P Ü ® æ ã àÊÜ ì ÍÝÇæ Á ãí¨Ü P æ R ¿ÞÊÜ
Öæãí©ÔÄ. Ë«Ü¨Ü ÓÜíZo®Ý ÊÝñÝÊÜÃÜ| ÓÜãPܤ Gí¨Üá
        ±Üqr – I           ±Üqr – II PÜívÜá×w¿áÆá A«Ü¿á®ÜÊäæ í¨Ü®áÜ ° ®ÜvÔæ ¨ÜÈÉ,
(aÝÄ£ÅPÜ ÓÜíÍæãà«Ü®æWæ      (A¥Üì ËÊÜÃÜOæ) BWÜ A¨Üá
ÓÜíŸí˜Ô¨Ü ÍÜŸª ±ÜÅÁãàWÜ) (A) ñÜÙÜÊÜáor¨Ü ÓÜíÍæãà«Ü®æ
a. ÓÜí¨Ü¼àìPÜÃÜ| i. PæÆÊÜâ £àÊÜÞì®ÜPæR (B) A®ÜÌÀáÓÜƳor ÓÜíÍæãà«Ü®æ
ŸÃÜÆá (C) QÅ¿Þ ÓÜíÍæãà«Ü®æ
¨ÜÓݤÊæàgáWÜÙÜá (D) ÊÜáãÆ»ÜãñÜ ÓÜíÍæãà«Ü®æ
ÓÜÊÜÞ®Ü 53. aÝÄ£ÅPÜ ÓÜíÍæãà«Ü®Ý ÊÜáãÆWÜÙÈ
Ü É
ÊÜÞ×£¿á®Üá° ÓæàÄÃÜáÊÜ ÊÜÞ×£¿á ËÍÝÌÓÝÖÜìñæ A¥ÜÊÝ
J¨ÜXÓÜᣤÊæÁáà ¯SÃÜñæ¿á®Üá°¯«ÜìÄÓÜáÊÜ ±ÜÅQÅÁá¿áá ×àWæ
Gí¨Üá ¯«ÜìÄÓÜÆá £Ú¿áƳqr¨æ
¨ÜÓݤÊæàgáWÜÙÜ®Üá° (A) ¸ÝÖÜ ËÊÜáÍæì
ñÜáÆ®æ ÊÜÞvÜáÊÜâ¨Üá (B) BíñÜÄPÜ ËÊÜáÍæì
b. ÓÜÖÜÁãàWÜ ii. ¨ÜÓݤÊæài®Ü (C) AÓܳÐÜrñæ
¯SÃÜñæ¿á®Üá° (D) ÊÜñÜìÊÜÞ®ÜñÜÌ
±ÜÄàQÒÓÜÆá A¨ÜÃÜ
54. Pæ Ù Ü X ®Ü Ê Ü â WÜ Ù Ü È É ¿ÞÊÜ â ¨Ü á ÓÜ í Íæ ã à«Ü ® æ ¿ á
ËÍæÉàÐÜOæ
±ÝÅÁãàXPÜ ÊÜáñÜᤠZo®æãàñܤÃÜ Ë®ÝÂÓÜWÜÚWæ
c. ¸ÝÖÜ ËÊÜáÍæì iii. Jí¨Üá Zo®æ¿áá
ÓÝÊÜÞ®ÜÂÊÝXÃÜáÊÜâ©ÆÉ ?
GÈÉ ÊÜáñÜá¤
(A) PÝÃÜ| ÊÜáñÜᤠ±ÜÄOÝÊÜá ÓÜíŸí«Ü
¿ÞÊÝWÜ ®ÜvæÀáñÜá
(B) ÓÜÌñíÜ ñÜÅ ÊÜÂñÜ¿áÓݫܨÜÈÉ Pæç¿ÞwÓÜáÊÜâ¨Üá
GíŸáÊÜâ¨ÜÃÜ
(C) ¸ÝÖÜ ÊÜÂñÜÂÓܤñæ¿á®Üá° ¯¿áí£ÅÓÜáÊÜâ¨Üá
WÜáÃÜá£ÓÜáËPæ
(D) AÊÜÆí¹ñÜ ÊÜÂñÜ¿áÓÝ«Ü嬆 AÊÜÇæãàPÜ®Ü
d. BíñÜÄPÜ ËÊÜáÍæì iv. Jí¨Üá ÊÜáãƨÜ
A˜PÜêñÜñæ¿á 55. ¿ÞÊÜ ÊÜ Þ ¨Ü Ä ñÜ í ñÜ Å ¨Ü È É g®Ü Ó Ü í Tæ  ¿áá
ÓÜíŸí«Ü¨Ü ±ÜÅQÅÁá ÓÜÊáÜ hÝ£à¿á E±Ü±íÜ WÜvWÜ ÙÜ ÝX ËíWÜwÓÜƳoár,
±ÜÅ£Áãí¨Üá E±Ü±ÜíWÜvÜ©í¨Ü ¿Þ¨Ü êbfP Ü
      ÓÜíPæàñÜWÜÙÜá :
ÊÜÞ¨ÜÄWÜÙÜá BÁáR ÊÜÞvÜƳvÜáñܤÊæäà, AíñÜÖÜ
a b c d
ÊÜÞ¨ÜÄ ñÜíñÜÅÊÜ®Üá° ×àWæ®Üá°ñݤÃæ
(A) ii i iv iii (A) ÓÜÊÜáá¨Ý¿á ÓÝí²ÉíW…
(B) iii i iv ii (B) PÜÅÊÜ៨ܜ ¿Þ¨ÜêbfPÜ ÓÝí²ÉíW…
(C) iv ii iii i (C) ÓܤÄàPÜêñÜ ¿Þ¨ÜêbfPÜ ÓÝí²ÉíW…
(D) iii iv i ii (D) ÓÜÃÜÙÜ ¿Þ¨ÜêbfPÜ ÓÝí²ÉíW…
Paper II 20 K – 1220

51. Match List – I with List – II in the following. 52. If a researcher conducts a study to
findout which type of organizational
        List – I          List – II
climate is suitable for a school, then it is
(Terms related to     (Definitions)
(A) Basic Research
Historical Research)
(B) Applied Research
a. Contextualization i. Comparing
(C) Action Research
documents
to determine (D) Fundamental Research
if they are
53. The process of determining the reliability
providing
same or accuracy of information contained in
information to historical research sources is known as
arrive at some (A) External criticism
conclusion (B) Internal criticism
b. Corroboration ii. Analysis of (C) Vagueness
document (D) Presentism
to check its
accuracy 54. Which of the following is NOT common
to experimental and Ex-post-fact designs
c. External criticism
iii. The of research ?
identification
(A) Cause and effect relationship
of when and
(B) Manipulation of independent
where an event
took place variable
(C) Controlling extraneous variability
d. Internal criticism iv. Process of (D) Observation of dependent variable
dealing with
authenticity 55. Sampling technique in which the
of a source population is divided into homogeneous
      Codes : subgroups and simple random samples
a b c d are selected from each subgroups is
(A) ii i iv iii (A) Cluster sampling
(B) iii i iv ii (B) Systematic random sampling
(C) iv ii iii i (C) Stratified random sampling
(D) iii iv i ii (D) Simple random sampling
K – 1220 21 Paper II

56. PæÙÜX®Ü¨Üá¨ÜÃÜ ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ 58. PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Üá ÓÜÄ¿ÞX
Öæãí©ÔÄ. Öæãí©ÓÜƳqrÊæ ?
     ±Üqr – I              ±Üqr – II
   (ÊÜÞ¨ÜÄ ñÜíñÜÅ)   (PÝ¿áìË«Ý®Ü)           ±Üqr – I            ±Üqr – II
a. ¿Þ¨ÜêbfPÜ ÓÝí²ÉíW… i. g®ÜÓÜíTæ¿á    (¨ÜêÑr Pæãà®Ü)       (Pæàí©Åà¿á ±ÜÅÍæ°)     
AíÍÜWÜÙÜ®Üá° ÓÜ|¡
WÜáí±ÜâWÜÙÝX I. g®ÝíWÜÍÝÓÜ÷ – WÜáí²®Ü ÓÜíÓÜ¢£
ËíWÜwÓÜáñܤ¨æ
b. E¨æªàÍÜÓÝ«ÜPÜ ii. ±ÜÅ£Áãí¨Üá AíÍÜÊÜâ ¿ÞÊÜâ¨Üá ?
ÓÝí²ÉíW… BÁáRWæãÙÜáÛÊÜ II. ÓÜíPæàñÜËhÝn®Ü – ÖæàWæ ÓÜ®æ°WÜÙÜá
ÓÜÊÜÞ®Ü AíÍÜÊÜ®Üá° (ÍÜŸªWÜÙÜá,
Öæãí©ÃÜáñܤ¨æ ÓÜíPæàñÜWÜÙÜá)ËÎÐÜr
c. ÓÜÊÜáá¨Ý¿á iii. A«Ü¿á®Ü¨Ü ÓÜí¨Ü»Üì¨ÜÈÉ
ÓÝí²ÉíW… E¨æªàÍÜPRæ
ÓÜãPܤÊÝWÜáÊÜ ÓÜíPæàñÜWÜÙÜá
g®ÜÓíÜ TÝÂíÍÜWÙÜ ®Ü °Ü Ðræ A¥ÜìÊÜ®Üá° ñÝÙÜáñܤÊæ
BÁáR ÊÜáñÜᤠ£ÚÓÜáñܤÊæ ?
ÊÜÞvÜÇÝWÜáÊÜâ¨Üá III. ÓÝíPæà£PÜ ±ÜÃÜÓܳÃÜQÅÁá – ÖæàWæ ÊÜÂQ¤WÜÙÜá
d. ÓܤÄàPÜêñÜ iv. g®ÜÓíÜ Tæ¿á®Üá°
±ÜíWÜvWÜ ÙÜ ÝX ËÎÐÜr ±ÜÄÓÜÃܨÜÈÉ
ËíWÜwÓÜÇÝWÜáÊÜâ¨Üá ËÎÐÜr ÊÜñÜì®æWÜÙÜ
ÊÜáñÜᤠWÜáí±ÜâWÜÙ®Ü áÜ ° ÊÜáãÆPÜ ñÜÊÜá¾
¿Þ¨ÜêbfPÊ Ü ÝX BÁáR WÜáÄWÜÙÜ®Üá° ÓݘÓÜÆá
ÊÜÞvÜÇÝWÜáÊÜâ¨Üá ±ÜſᣰÓÜáñݤÃæ ?
ÓÜíPæàñÜWÜÙÜá :
a b c d IV. ÊÜÞ®ÜÊÜñÝ ihÝnÓæ – ÊÝÂTݯÓÜÆá
(A) ii iv iii i ÓÝ«ÜÂÊÝXÓÜáÊÜ
(B) iii ii iv i ÄࣿáÈÉ ¿ÞÊÜ
(C) ii iii iv i ±ÜÄÔ§£WÜÙÜ
(D) i ii iv iii
Aw¿áÈÉ Jí¨Üá
57. Jí¨Üá ÓÝÊÜޮܠÖÜíbPæ¿á ÍæçPÜÒ~PÜ ÓÝ«Ü®æ¿á
ÊÜÞ®ÜÊÜ PÝ¿áìÊÜâ
ÊæáàÇæ ñÜívÜ PÜÈÓÜáËPæ¿á ±ÜÅ»ÝÊÜ ÊÜáñÜᤠÍæçPÜÒ~PÜ
ÓÝ«Ü®¿ æ á ÊæáàÇæ ÈíWÜ ÊÜáñÜᤠBvÜÚñÜ ®ÜÊáÜ ã®æ¿á ÓÜí»ÜËÔñÜá A¥ÜÊÝ
AíñÜÃ…QÅÁá¿á ±ÜÅ»ÝÊÜWÙÜ ®Ü áÜ ° PÜívÜá×w¿áÆá Eñܳ®Ü°Êæäí¨Üá
PæÙXÜ ®Ü ±ÜÅÁãàWÜWÙÜ È
Ü É ¿ÞÊÜâ¨Ü®áÜ ° ®ÜvÓæ ¸
Ü àæ PÜá ? Eñݳ©ÓÜƳqrñÜá ?
I. T-pæÓ…r   ÓÜíPæàñÜWÙÜ áÜ :
II. ÃÝÂíP… BvÜìÃ… PæãàÄÇæàÍÜ®…
(A) I, II ÊÜáñÜᤠIII ÊÜÞñÜÅ
III. ANOVA
IV. Pæç-ÓæR$ÌàÃ… (B) II, III ÊÜáñÜᤠIV ÊÜÞñÜÅ
(A) i ÊÜáñÜᤠii (B) i ÊÜáñÜᤠiii (C) I, II ÊÜáñÜᤠIV ÊÜÞñÜÅ
(C) iii ÊÜáñÜᤠiv (D) ii ÊÜáñÜᤠiv (D) I, II, III ÊÜáñÜᤠIV ÊÜÞñÜÅ
Paper II 22 K – 1220

56. Match List – I with List – II in the following. 58. Which among the following are correctly
     List – I              List – II matched ?
   (Sampling Technique)   (Procedure)     
     List – I           List – II
a. Random sampling i. Divides the
   (Perspective)       (Central question)     
elements of the
population into I. Ethnography – What is the
small groups culture of the
b. Purposive sampling ii. Every element has group ?
an equal chance
of getting selected II. Semiotics – How do signs
c. Cluster sampling iii. Only those (words, symbols)
elements from the
carry and convey
population which
suit the purpose meaning in
of the study are particular context ?
selected
III. Symbolic interaction – How do
d. Stratified iv. Population is
divided into individuals attempt
groups and then to accomplish
the groups are their goals through
randomly selected
specific behaviours
      Codes :
in specific
a b c d
environment ?
(A) ii iv iii i
(B) iii ii iv i IV. Hermenutics – What are the
(C) ii iii iv i conditions under
(D) i ii iv iii which a human
57. To find the impact of team teaching on act took place
Academic Achievement of a normal or product was
distribution and find the interaction produced that
effect of gender and type of management
markes it possible
on Academic Achievement, which of the
tests have to be done ? to interpret ?
I. T-test       Codes :
II. Rank order correlation (A) I, II and III only
III. ANOVA
IV. Chi-square (B) II, III and IV only
(A) i and ii (B) i and iii (C) I, II and IV only
(C) iii and iv (D) ii and iv (D) I, II, III and IV only
K – 1220 23 Paper II

59. PæÙX
Ü ®Ü ÖæàÚPæWÙÜ ÈÜ É ¿ÞÊÜâ¨Üá ŸÖÜá ÓÜÖÓÜ íÜ Ÿí«Ü¨Ü 62. ÎPÜÒPÜÃÜ ÓÜÌ&ÊÜåèÆÂÊÜÞ±Ü®Ü¨Ü Ëá£WÜÙÜá
ŸWæY ÓÜáÙÝÛWáÜ ñܤ¨æ ? (A) ñÜÊáÜ ¾ PÝ¿áìPÜÒÊáÜ ñæ ŸWæY bí£ÓÜÆá AÊÜî
Ü áÜ °
I. PæàÊÜÆ –1.00 Äí¨Ü 1.00 ÃÜÊÃÜ Xæ ®Ü Êݲ¤¿á¨Ýª¨ÃÜ æ ±æäÅàñÝÕ×ÓÜáñܤ¨æ
II. PæàÊÜÆ 0 Àáí¨Ü 1.00 ÃÜÊÃ Ü Xæ ®Ü Êݲ¤¿á¨Ýª¨ÃÜ æ (B) ÓÜÊÜÞ®ÜÓÜRí¨ÜÃÜ E±ÜÔ§£ CÃÜáÊÜâ©ÆÉ
(C) C¨Üá ÊÜÂQ¤¯ÐÜuÊÝXÃÜŸÖÜá¨ÝX¨Üáª
III. – ∞ Àáí¨Ü + ∞ ÃÜÊÃ Ü Xæ ®Ü Êݲ¤¿á¨Ýª¨ÃÜ æ
Ëá£ËáàÄ¨Ü ÊÜåèÆÂÊÜޱܮÜPæR
IV. PæàÊÜÆ –1.00 Äí¨Ü 0 ÊÜÃX æ ®Ü Êݲ¤¿á¨Ýª¨ÃÜ æ
PÝÃÜ|ÊÝWÜŸÖÜá¨Üá
      ÓÜíPæàñÜWÜÙÜá : (D) ÎPÜÒPÃ Ü áÜ ñÜÊáÜ ¾ ÓÝÊÜá¥ÜÂìWÜÙÜ ÊÜáñÜá¤
(A) iii ÊÜÞñÜÅ ¨èŸìÆÂWÜÙÜ ŸWæY hÝWÜêñÜÃÝWÜÆá
(B) i ÊÜÞñÜÅ ®æÃÊ
Ü ÝWÜáñܤ¨æ
(C) iii ÊÜáñÜᤠiv ÊÜÞñÜÅ 63. E¨æªàÍÜ, ÓÜíZo®æ, ËÊÜÃÜWÜÙÜá, «Ü̯ ÊÜáñÜá¤
±Ü Å £QÅÁá¿á®Ü á ° £àÊÜ Þ ì¯ÓÜ Æ á Jí¨Ü á
(D) i, iii ÊÜáñÜᤠiv ÊÜÞñÜÅ
ÃÜã¹ÅP… Öæbc®Üí¨Ýgá D PæÙÜX®Ü IoíWÝX
60. ËÊÜáÍÝìñܾPÜ ¸æãà«Ü®ÝÍÝÓÜ÷ C¨Ü®ÜᰠԨܜWæãÚÓÜƳqr¨æ
®ÜíŸáÊÜâ©ÆÉ (A) PæÙÜX®Ü¨Ü®Üá° Öæãí©ÓÜÆá
(A) PÜÈ¿ááÊÝñÜ ÓÜÌñÜíñÜÅÊÝX (B) ŸÖÜá BÁáR ±ÜÅÍæ°
ñÜQìÓܸæàPæíŸáÊÜâ¨Ü®Üá° (C) ±ÜÅŸí«Ü ±ÜÅÍæ°
(B) ñÜÊÜᾨæà A¥ÜìÊÜ®Üá° PÜoárÊÜíñæ PÜÈ¿ááÊÝñÜ (D) ÓÜñÜÂÊæäà A¥ÜÊÝ ÓÜáÙæãÛà
ÎPÜ Ò P Ü ¯ í¨Ü ŸÆÊÜ í ñÜ P æ R JÙÜ W ÝWÜ á ÊÜ â ©ÆÉ 64. C¨Üá ÎPÜÒPÜ®æãàÊÜì®Ü ¸æãà«Ü®Ý PèÍÜÆÊÜ®Üá°
GíŸáÊÜâ¨Ü®Üá° ŸÆ±Ü w ÓÜ Æ á Jí¨Ü á EñÜ ¢ ÐÜ r µàv…¸ÝÂP…
(C) ñÜÊÜá¾ ÊæáàÇæ ±ÝÅŸÆ ¹àÃÜáÊÜ ®Üí¹PæWÜÙÜ®Üá° ÓÝ«Ü®ÜÊÝXÃÜáñܤ¨æ
(A) AÊÜÇæãàPÜ®Ü ¨ÝSÇæ
ÊÜáñÜᤠBaÜÃO Ü Wæ ÙÜ ®Ü áÜ ° ±ÜÅΰÓÆ
Ü á PÜÈ¿ááÊÝñÜ
(B) ±ÜÅ£´ÜÆ®Ý (WÝyÜÁãàaÜ®æ¿á) g®ÜìÇ…
±æäàñÝÕ×ÓÜƳvÜáñݤ®æ Gí¨Üá
(C) A«Ý±ÜPÜÃÜ ©®ÜaÜÄ
(D) PÜÈ¿ááÊÝñÜ ÃÜaÜ®ÝñܾPÜ QÅÁá¿á®Üá° (D) ˨ݦì¿á ©®ÜaÜÄ
ñæWæ¨ÜáPæãÙÜÛÆá AÓÜÊÜá¥Üì¯ÃÜáñݤÃæ Gí¨Üá
65. C¨æãí¨Üá ÊÜÞ®ÜÓÜaÝÆ®æ PæÒàñÜÅ¨Ü ±ÜÄOÝÊÜáPæR
61. ¸æãà«Ü®ÝÊܘ¿áÈÉ PÜÈ¿ááËPæ¿á E¨ÝÖÜÃÜOæ¿ÞX¨æ
±ÜÅWÜ£¿á®Üá° ÊæáàÈÌaÝÄÓÜáÊÜâ¨Üá ÊÜáñÜᤠ(A) PÜ¥æÁãí¨Ü®Üá° ÖæàÙÜÆá ÓÝ«ÜÂÊÝWÜáÊÜâ¨Üá
±ÜÍÝcñ… ±ÜÅ£QÅÁá(µàv…¸ÝÂP…) J¨ÜXÓÜáÊÜâ¨Üá (B) ±Ü Ä ÓÜ Ã Ü ¨ Ü ËÐÜ ¿ áWÜ Ù Ü ŸWæ Y AÄÊÜ ® Ü á °
D ÊÜåèÆÂÊÜÞ±Ü®Ü¨Ü ´æäàPÜÓ… BXÃÜáñܤ¨æ ±ÜŨÜÎìÓÜáÊÜâ¨Üá
(C) ËÊÜ ñ Ü ì ®æ ¿ á ŸWæ Y ±Ü Å ÁãàWÜ Ê æ ä í¨Ü ® Ü á °
(A) PÝ¿áìPÜÒÊÜáñæ
ÊÜÞvÜáÊÜâ¨Üá
(B) ÓÝÃÝíÍÜÃÜã±Ü (D) aÝÄ£ÅPÜ ñÝ|Êæ ä í¨Ü Ã Ü Íæ ã à˜ÓÜ Æ ³or
(C) ÓÜÊÜáWÜÅ ËÐÜ ¿ áWÜ Ù Ü WÜ á |WÜ Å ÖÜ | ÊÜ Þ vÜ Æ á
(D) ÃÜaÜ®ÝñܾPÜ ÓÝ«ÜÂÊÝWÜáÊÜâ¨Üá
Paper II 24 K – 1220

59. Which of the following statements would 62. The limitations of self assessment of
be false about multiple correlation ? teachers is
I. If ranges from – 1.00 to 1.00 only (A) Encourages them to reflect on their
performance
II. If ranges from 0 to 1.00 only
(B) There would be no peer presence
III. If ranges from – ∞ to + ∞
(C) It could be subjective and lead to
IV. If ranges from – 1.00 to 0 only over evaluation
(D) Helps teachers to became aware of
      Codes :
their strengths and weakness
(A) iii only
63. A rubric prepared for judging purpose,
(B) i only
organization, details, voice and
(C) iii and iv only mechanics is most probably for this
(D) i, iii and iv only item
(A) Match the following
60. Critical pedagogy does NOT believe (B) Multiple choice question
that (C) Essay question
(A) Learner should reason independently (D) True or false
(B) Learner is not forced by teacher to 64. It is an excellent feedback device to
build their own meaning strengthen the pedagogic skills of a
(C) Learner is encouraged to question teacher
beliefs and practice that dominate (A) Observation Record
(B) Reflective Journal
them
(C) Teacher’s Diary
(D) Learner is unable to take constructive
(D) Students Diary
action
65. This is an example of psychomotor
61. Monitoring learning progress during domain outcome
instruction and to provide feedback is (A) Can narrate a story
(B) D e m o n s t r a t e s a w a r e n e s s o f
the focus of this evaluation
environment issues
(A) Performance
(C) P e r f o r m s a n e x p e r i m e n t o n
(B) Summative diffraction
(C) Comprehensive (D) Can appreciate the findings of a
(D) Formative historical site
K – 1220 25 Paper II

66. Jí¨Üá ԨݜíñÜ, ±ÝsÜ A¥ÜÊÝ PèÍÜÆ 69. PæÙÜWæ GÃÜvÜá ÖæàÚPæWÜÙÜ®Üá° ¯àvÜÇÝX¨æ, Jí¨Ü®Üá°
BaÜÄÓÜƳvÜáÊÜâ¨Üá, Êæáç¨ÝÙÜáÊÜâ¨Üá A¥ÜÊÝ ±ÜÅ£±Ý¨Ü®æ (A) Gí¨Üã, C®æã°í¨Ü®Üá° ñÜPÜì (R)
ÊÜá®ÜWÝ|áÊÜâ¨Üá ¿ÞÊÜ ±ÜÅQÅÁáÀáí¨ÜÇæãà Gí¨Üã ÖæÓÜÄÓÜÇÝX¨æ.
A¨Üá ±ÜÅ£±Ý¨Ü®æ (A) : ñÜÃWÜ £Ü CíoÃÝÂPÜÒ®… ËÍæÉàÐÜOÝ
(A) ¸ÝÂíQíW… ÎPÜÒ| ±Ü¨Üœ£¿áá Ë®ÝÂÓܨÜÈÉ AÓÜÊÜá±ÜPÜìÊÝX¨æ.
(B) A˜±ÜñÜ ñÜ P Ü ì (R) : GÇÝÉ ñÜ Ã Ü W Ü £ CíoÃÝÂPÜ Ò ®…
(C) ÔÌàPÜêñÜ ÓÜí±ÜŨݿá ËÍæÉàÐÜOæWÜÙÜá ñÜÃÜWÜ£¿áÈÉ ÊÜåèUPÜ ÊÜñÜì®æWÜÙÜ
ÊæáàÇæ ÊÜÞvÜƳvÜáñܤÊæ.
(D) ÓÜÊÜáÓæ G¨ÜáÄvÜáÊÜ ÎPÜÒ|
(A) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ ÊÜáñÜá¤
67. ÊÜÞ®ÜÓÜaÝÆ®æ PæÒàñÜŨÜÈÉ®Ü PæÙÜX®Ü ÊÜñÜì®æWÜÙÜ (R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞX¨æ
(B) (A) ÊÜáñÜᤠ(R) GÃÜvã Ü ÓÜñÂÜ ÊÝXÊæ ÊÜáñÜᤠ(R)
ÓÜÄ¿Þ¨Ü PÜÅÊÜÞ®ÜáWÜ£¿á®Üá° WÜáÃÜá£ÔÄ. (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃO Ü ¿ æ ÞXÃÜáÊÜâ©ÆÉ
(A) A®ÜáPÜÃÜOæ, PÜáÍÜÆŸÙÜPæ, ÓÜá#oñæ, ¯SÃÜñæ, (C) (A) ÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) AÓÜñÜÂÊÝX¨æ
®æçÓÜXàìPÜÃÜ| (D) (A) AÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) ÓÜñÜÂÊÝX¨æ
(B) A®ÜáPÜÃÜOæ, PÜáÍÜÆŸÙÜPæ, ÓÜá#oñæ,
70. ±Üqr – I ®Üá° ±Üqr – IIÃæãí©Wæ Öæãí©ÔÄ.
®æçÓÜXàìPÜÃÜ|, ¯SÃÜñæ
(C) A®ÜáPÜÃÜOæ, ÓÜá#oñæ, PÜáÍÜÆŸÙÜPæ, ¯SÃÜñæ,       ±Üqr – I          ±Üqr – II
®æçÓÜXàìPÜÃÜ|     (ÊÜÂñÜ¿áÓÝ«ÜÂWÜÙÜá)      (ÊÜ|ì®æWÜÙÜá)
(D) A®ÜáPÜÃÜOæ, PÜáÍÜÆŸÙÜPæ, ¯SÃÜñæ, ÓÜá#oñæ, a. ÊÜáá®Ü°ÄÊÜâ i. ¸æãà«Ü®Ý ñÜíñÜÅ,
ÊÜÂñÜ¿áÓÝ«ÜÂWÜÙÜá PÜÈ¿ááÊÜ
®æçÓÜXàìPÜÃÜ| Ë«ÜWÜÙÜá ÊÜáñÜá¤
WÜáÄWÜÙÜá
68. PæÙÜWæ GÃÜvÜá ÖæàÚPæWÜÙÜ®Üá° ¯àvÜÇÝX¨æ, Jí¨Ü®Üá°

±ÜÅ£±Ý¨Ü®æ (A) Gí¨Üã, C®æã°í¨Ü®Üá° ñÜPÜì (R) b. ±ÜÅQÅÁá ii. ˨ݦìWÜÙÜ Aí£ÊÜá
Gí¨Üã ÖæÓÜÄÓÜÇÝX¨æ. ÊÜÂñÜ¿áÓÝ«ÜÂWÜÙÜá Zor¨Ü ÊÜñÜì®æWÜÙÜá,
±ÜÅ£±Ý¨Ü®æ (A) : ±èÅyÜ ÎPÜÒ|ÊÜâ ËÎÐÜrÊÝX PÝ¿áìÊÜÂÊÜÓæ§
c. ÓÜí¨ÜÍÜì®Ü iii. ˨ݦìWÜÙÜ
ÊÜ¿áÓÜRÃÜ PÜÈPæWæ ԨݜíñÜÊÜ®Üá° A¼ÊÜê©œ±ÜwÓÜáÊÜ ÊÜÂñÜ¿áÓÝ«ÜÂWÜÙÜá ÊÜá®æãàÓÝÊÜÞiPÜ
Jí¨Üá ±ÜÅ¿áñÜ°ÊÝXÃÜáñܤ¨æ. Ô§£WÜ£,
ñÜPì
Ü (R) : ÊÜ¿áÓÜRÃáÜ ÓÜÌ&¯¨æàìÎñÜÃÝX¨Üáª, AÊÜÃÜ AÊÜÃÜ ×ñÝÓÜQ¤WÜÙÜá
¯«ÝìÃÜWÜÚWæ ÖæãOæWÝÄPæ ñæWæ¨ÜáPæãÙÜáÛÊÜâ¨Ü®Üá° ÊÜáñÜᤠ¯ÄàPæÒWÜÙÜá
d. Eñܳ®Ü° iv. ÎPÜÒPÜ®Ü Ÿá©œÍÜQ¤,
¯ÄàQÒÓÜÇÝX¨æ. ÊÜÂñÜ¿áÓÝ«ÜÂWÜÙÜá PèÍÜÆ, ±ÝÅÊÜÞ~PÜñæ,
(A) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ ÊÜáñÜᤠÓÝÌ»ÝËPÜ ±ÜÅÊÜ꣤
(R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞX¨æ       ÓÜíPæàñÜWÜÙÜá :
(B) (A) ÊÜáñÜᤠ(R) GÃÜvã Ü ÓÜñÂÜ ÊÝXÊæ B¨ÜÃæ (R) a b c d
(A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃO Ü ¿ æ ÞXÃÜáÊÜâ©ÆÉ (A) iv i iii ii
(B) i iv iii ii
(C) (A) ÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) AÓÜñÜÂÊÝX¨æ (C) iv i ii iii
(D) (A) AÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) ÓÜñÜÂÊÝX¨æ (D) iii ii i iv
Paper II 26 K – 1220

66. The process by which a theory, lesson 69. Given below are two statements, one
or skill is practised, embodied or realised is labeled as Assertion (A) and the other
(A) Banking Education labeled as Reason (R).
Assertion (A) : Each system of analysis
(B) Hegemony
of classroom interaction is structurally
(C) Praxis inadequate.
(D) Problem posing Education Reason (R) : All classroom interaction
analysis are done on verbal behaviours
67. Identify the correct sequence of the in the classroom.
following behaviours in psychomotor (A) Both (A) and (R) are true and (R) is
domain. the correct explanation of (A)
(A) Imitation, manipulation, articulation, (B) Both (A) and (R) are true but (R) is
precision, naturalization not the correct explanation of (A)
(C) (A) is true but (R) is false
(B) Imitation, manipulation, articulation,
(D) (A) is false but (R) is true
naturalization, precision
(C) Imitation, articulation, manipulation, 70. Match List – I with List – II in the following.
precision, naturalization       List – I          List – II
    (Variables)        (Descriptions)
(D) Imitation, manipulation, precision, a. Presage variables i. Teaching strategy,
articulation, naturalization types of learning
and objects
68. Given below are two statements one
b. Process variables ii. Terminal
labeled as Assertion (A) and the other behaviour of
labeled as Reason (R). students, work
system
Assertion (A) : Andragogy is an attempt
to develop a theory specifically for adult c. Interviewing iii. Psycho-social
variables status of students,
learning. their interests and
Reason (R) : Adults are self-directed expectations
and expect to take responsibility for d. Product variables iv. Intelligence, skill,
devisions. sincerity, aptitude
of teacher
(A) Both (A) and (R) are true and (R) is
      Codes :
the correct explanation of (A) a b c d
(B) Both (A) and (R) are true but (R) is (A) iv i iii ii
not the correct explanation of (A) (B) i iv iii ii
(C) (A) is true but (R) is false (C) iv i ii iii
(D) (A) is false but (R) is true (D) iii ii i iv
K – 1220 27 Paper II

71. PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâÊÜâWÜÙÜá ¨Üã ÃÜ ÎPÜÒ|PæR 75. PæÙÜWæ GÃÜvÜá ÖæàÚPæWÜÙÜ®Üá° ¯àvÜÇÝX¨æ, Jí¨Ü®Üá°
hÝn®WÜ ÅÜ ÖÜ| ÊÜÞWÜì¨Ü ÓÜãaÝÂ¥ÜìWÜÙÝXÊæ ? ±ÜÅ£±Ý¨Ü®æ (A) Gí¨Üã, C®æã°í¨Ü®áÜ ° ñÜPì
Ü (R)
(A) ÊÜÞ×£ ±ÜÅQÅÁá (ÓÜíÓÜRÃ| Ü )
Gí¨Ü ã Öæ Ó Ü Ä ÓÜ Ç ÝX¨æ . Pæ Ù Ü W æ Pæ ã qrÃÜ á ÊÜ
(B) ±æäÅàWÝÅÂ í¾ v… ¸æãà«Ü®æ
(C) hÝn®W Ü ÅÜ ÖÜ| ±ÜÅQÅÁá ÓÜíPæàñÜWÜÚí¨Ü EñܤÃÜÊÜ®Üá° BÁáR ÊÜÞw.
(D) Óݾp…ì ¸æãàv…ì ±Ü Å £±Ý¨Ü ® æ (A) : ¸æ ã à«Ü ® æ ÓÜ á «ÝÃÜ O æ W æ

72. ÊÜááTÝÊÜááU ÊÜáñÜᤠC&PÜÈPæ GÃÜv®
Ü ã
Ü ° ŸÙÜÓáÜ ÊÜ ®æÃÜÊÝWÜÆá ±æäàÓ…r &pæÓ…rWÜÙÜá AñÜÂƳ E±Ü¿ááPܤ
ËáÍÜÅ ÊÜÞWÜìÊÜ®áÜ ° ×àWæ ÊÜ~ìÓÜÇÝWÜáñܤ¨æ ÊÜÞ×£¿á®Üá° J¨ÜXÓÜáñܤÊæ.
(A) aÜÃÜ PÜÈPæ
ñÜPì
Ü (R) : ±æäàÓ…r &pæÓ…rWÙÜ áÜ ÃÜã{ EÇæÉàUñܨíÜ ñæ
(B) ÖÜ¨Ë Ü áÍÜÅ| PÜÈPæ
(C) ÓÝí±ÜŨÝÀáPÜ PÜÈPæ (®ÝÊÜå…ì Ãæ´ÜÃæ®…Õv…) ÊÜޮܨÜívÜ &EÇæÉàUñÜ
(D) C&ƯìíW… (PæùqàÄ¿á®… Ãæ´ÜÃæ®…Õv…) BWÜŸÖÜá¨Üá.

73. CÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Üá ÃÜaÜ®ÝñܾPÜñæ¿á 5E WÜÙÜ (A) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ ÊÜáñÜá¤
PÜÅÊÜÞ®ÜáWÜñWÜ ã
æ ÚÓÜáËPæ¿ÞX¨æ ? (R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞX¨æ
i. Engage
(B) (A) ÊÜáñÜᤠ(R) GÃÜvã
Ü ÓÜñÂÜ ÊÝXÊæ ÊÜáñÜᤠ(R)
ii. Explore
(A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃO
Ü ¿
æ ÞXÃÜáÊÜâ©ÆÉ
iii. Explain
iv. Elaborate (C) (A) ÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) AÓÜñÜÂÊÝX¨æ
v. Evaluate
(D) (A) AÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) ÓÜñÜÂÊÝX¨æ
(A) i iii ii iv v
(B) i iv ii v iii 76. BÓÜá¸æÇ… ÊÜÞ¨ÜÄ¿áÈÉ PÝ~ÔPæãÙÜáÛÊÜ ÓÜÄ¿Þ¨Ü
(C) i ii   iii iv v PÜÅÊÜÞ®ÜáWÜ£¿á®Üá° PæÙÜX®ÜÊÜâWÜÙÜÈÉ WÜáÃÜá£ÔÄ.
(A) ËÍæÉàÐÜOæ, Ë®ÝÂÓÜ, ËPÝÓÜ, ÊÜåèÆÂÊÜޱܮÜ,
(D) i ii   iv iii v
hÝÄ
74. PæÙX
Ü ®ÜÊâÜ WÜÙÈ
Ü É ¿ÞÊÜâ¨Üá ÓÜÊáÜ PÝÈPÜ PÜÈPæWæ Jí¨Üá (B) ËÍæÉàÐÜOæ, Ë®ÝÂÓÜ,, ËPÝÓÜ, hÝÄ,
E¨ÝÖÜÃO Ü ¿
æ ÞXÃÜáñܤ¨æ ? ÊÜåèÆÂÊÜޱܮÜ
(A) ÊÜááTÝÊÜááU aÜaì æ (C) Ë®ÝÂÓÜ, ËPÝÓÜ, hÝÄ, ËÍæÉàÐÜOæ,
(B) PÜÈPæ ¯ÊÜìÖÜOæ ±Ü¨œÜ £ ÊÜåèÆÂÊÜޱܮÜ
(C) aÜaìæ ¸æãàv…ìWÜÙáÜ (D) Ë®ÝÂÓÜ, ËPÝÓÜ, ËÍæÉàÐÜOæ, hÝÄ
(D) Ê清&®æÃË Ü ®Ü ±ÜsÂÜ ±ÜâÓܤPÜ ÊÜåèÆÂÊÜޱܮÜ
Paper II 28 K – 1220

71. Which of the following are the 75. Given below are two statements, one
implications of cognitive approach to labeled as Assertion (A) and other
distance education ?
labeled as Reason (R). select your
(A) Information Processing
answer from codes given below.
(B) Programmed Instruction
(C) Cognitive Processing Assertion (A) : Post-tests provide little
(D) Smart board useful information to assist in improving

72. A hybrid approach of using both face to instruction.
face and e-learning is described Reason (R) : Post tests can be
(A) Mobile learning norm referenced as well as criterion
(B) Blended learning
referenced.
(C) Conventional learning
(D) e-learning (A) Both (A) and (R) are true and (R) is
the correct explanation of (A)
73. Which is the correct sequencing of the
(B) Both (A) and (R) are true, but (R) is
5E’s of constructionism ?
not the correct explanation of (A)
i. Engage
ii. Explore (C) (A) is true but (R) is false
iii. Explain (D) (A) is false but (R) is true
iv. Elaborate
v. Evaluate
76. Identify the correct sequence in which
(A) i iii ii iv v
they appear in asubel model.
(B) i iv ii v iii
(A) Analysis, design, development,
(C) i ii   iii iv v
evaluation, implementation
(D) i ii   iv iii v
(B) Analysis, design, development,
74. Which one is an example of synchronous implementation, evaluation
learning ?
(C) Design, development, implementation,
(A) Face to face discussion
(B) Learning management system analysis, evaluation
(C) Discussion boards (D) Design, development, analysis,
(D) Web-supported textbook implementation, evaluation
K – 1220 29 Paper II

77. PæÙÜX®ÜÊÜâWÜÙÜÈÉ ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ 79. ÓÜíÍæãà«Ü®æ ÊÜáñÜᤠE®Ü°ñÜ ÎPÜÒ| ÍæçPÜÒ~PÜ PæÆÓܨÜÈÉ
Öæãí©ÔÄ. ÊÜÞ×£ ÊÜáñÜᤠÓÜíÊÜÖ®Ü WÜ ÙÜ Ü ñÜíñÜÅhÝn®Ü (ICT) ÊÜ®áÜ °
    ±Üqr – I        ±Üqr – II
ÓÜã§ÆÊÝX ×àWæ ËíWÜwÓÜŸÖÜá¨ÝX¨æ
    (PÜÈPæ Ë«Ý®ÜWÜÙÜá)    (ÊÜ|ì®æWÜÙÜá)
a. ÖܨÜËáÍÜÅ| PÜÈPæ i. ÓÜÌ&PÜÈPæ¿á®Üá° ¨ÜãÃÜ I. ÓÜíÊÜÖÜ®Ü
ÎPÜÒ|¨æãí©Wæ ËáÍÜÅ II. ÊÜÞ×£ ÖÜíbPæãÙÜáÛÊÜâ¨Üá
ÊÜÞvÜáñܤ¨æ
III. A®ÜáÓÜÃÜ|
b. ÓÜÊÜáPÝÈPÜ PÜÈPæ ii. ˨ݦìPæàí©ÅñÜ
ÊÝX¨æ ÊÜáñÜᤠIV. ÊÜåèÆÂÊÜޱܮÜ
ÍÝÇæ¿á ÖæãÃÜWÜvæ (A) I, II, III, IV (B) I, III, II, IV
ÖÜíbPæãÙÜáÛÊÜ (C) II, III, I, IV (D) IV, III, II, I
B®…Çæç®…
ÊÜÞ×£¿á®Üá° 80. PæÙÜWæ GÃÜvÜá ÖæàÚPæWÜÙÜ®Üá° ¯àvÜÇÝX¨æ, Jí¨Ü®Üá°
ŸÙÜÓÜáñܤ¨æ
±ÜÅ£±Ý¨Ü®æ (A) Gí¨Üã, C®æã°í¨Ü®Üá° ñÜPÜì (R)
c. AÓÜÊÜáPÝÈPÜ PÜÈPæ iii. ÓÝí±ÜŨÝÀáPÜ ñÜÃÜWÜ£
Ë«Ý®ÜWÜÙæãí©Wæ Gí¨Üã ÖæÓÜÄÓÜÇÝX¨æ.
B®…Çæç®… wioÇ… ±ÜÅ£±Ý¨Ü®æ (A) : ˨ݦìWÜÙáÜ CÇæPÝó¯P… ÖÝWÜã
ÊÜÞ«ÜÂÊÜá
d. CPD iv. HPÜ PÝƨÜÈÉ
B®…Çæç®… ÊÜáñÜᤠÓÝí±ÜŨÝÀáPÜ ÊÜááTÝÊÜááU
˨ݦì WÜáí±ÜâWÜÙÜá PÜÈÓÜáËPæ ÊÜááTÝíñÜÃÜ PÜÈ¿ááÊÜ Jí¨Üá ÎPÜÒ|
ñæãvÜXÔPæãÙÜáÛÊÜâ¨Üá ÍæçÈ¿áá ÖܨÜËáÍÜÅ| PÜÈPæ¿ÞX¨æ.
      ÓÜíPæàñÜWÜÙÜá :
ñÜPì
Ü (R) : ÖܨË
Ü áÍÜÅ|PæR ÎPÜÒPÜ ÊÜáñÜᤠ˨ݦìWÜÙÜ
a b c d
(A) iii iv ii i ®ÜvÜáÊæ ¨æç×PÜ ÊÜá«ÜÂÔ§Pæ ¸æàPÝWÜáÊÜâ©ÆÉ.
(B) iii ii iv i       ÓÜíPæàñÜWÜÙÜá :
(C) ii iii i iv
(A) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ ÊÜáñÜá¤
(D) iv ii iii i
(R) (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞX¨æ
78. wioÇ…ÊÜÓÜá¤WÜÙÜ ÍæàSÃÜOæWæ Jí¨Üá B®…Çæç®…
±ÜñÝÅWÝÃÜ (B) (A) ÊÜáñÜᤠ(R) GÃÜvã
Ü ÓÜñÂÜ ÊÝXÊæ ÊÜáñÜᤠ(R)
(A) B®…Çæç®… WÜÅí¥ÝÆ¿á (A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃO
Ü ¿
æ ÞXÃÜáÊÜâ©ÆÉ
(B) wioÇ… ÓÜíWÜÅÖÜOæ
(C) (A) ÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) AÓÜñÜÂÊÝX¨æ
(C) B®…Çæç®… »ÜívÝÃÜ
(D) B®…Çæç®… ÊÜÓÜá¤ÓÜíWÜÅÖÝÆ¿á (D) (A) AÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) ÓÜñÜÂÊÝX¨æ

Paper II 30 K – 1220

77. Match List – I with List – II in the following. 79. ICT in research and Higher Education
    List – I        List – II academic work can be broadly divided
    (Types of learning)    (Descriptions)
into
a. Blended learning i. Combines
I. Communication
self study
with distance II. Information sharing
education III. Simulation
b. Synchronous learning ii. Pupil IV. Evaluation
centred and
uses online (A) I, II, III, IV (B) I, III, II, IV
information (C) II, III, I, IV (D) IV, III, II, I
sharing
outside the 80. Given below are two statements one
school
labeled as Assertion (A) and the other
c. Asynchronous iii. Online digital
learning media with labeled as Reason (R).
traditional
Assertion (A) : Blended learning is a
classroom
methods style of education in which students learn
d. CPD iv. Group of via electronic and online media as well
students are
as traditional face-to-face teaching.
engaging at
the same time Reason (R) : Blended learning doesnot
      Codes : requires the physical intervention
a b c d between teachers and students.
(A) iii iv ii i
(B) iii ii iv i       Codes :
(C) ii iii i iv (A) Both (A) and (R) are true and (R) is
(D) iv ii iii i the correct explanation of (A)
78. An online archive for storage of digital (B) Both (A) and (R) are true but (R) is
objects is
(A) Online library not the correct explanation of (A)
(B) Digital collection (C) (A) is true but (R) is false
(C) Online repository
(D) Online museum (D) (A) is false but (R) is true
K – 1220 31 Paper II

81. ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ Öæãí©ÔÄ. 84. ÊÝÆr à … Íæ Ê Ýp…ìÃÜ WÜ á |ÊÜ á or ¯ÊÜ ì ÖÜ O Ý
     ±Üqr – I          ±Üqr – II BÊÜñÜì¨Ü ÓÜÄ¿Þ¨Ü PÜÅÊÜÞ®ÜáWÜ£
(A) PÜÅÊáÜ ñæW¨
æ áÜ Pæã, ñܱÝÔÓÜá, ÁãàiÓÜá, ÊÜÞvÜá
   ( ÊÜá®æãàËhÝn¯WÜÙÜá)    ( ÊÜááS ÓÜãñÜÅ)
(B) ÁãàiÓÜá, ÊÜÞvÜá, ñܱÝÔÓÜá, PÜÅÊáÜ ñæW¨ æ áÜ Pæã
a. BÓÜá¸æÇ… i. ÓÝÌíXàPÜÃÜ| ÊÜáñÜᤠ(C) ÁãàiÓÜá, PÜÅÊáÜ ñæW¨ æ áÜ Pæã, ñܱÝÔÓÜá, ÊÜÞvÜá
Öæãí¨Ý~Pæ (D) ÊÜÞvÜá, ñܱÝÔÓÜá, ÁãàiÓÜá, PÜÅÊáÜ ñæW¨ æ áÜ Pæã
b. ÔR®Ü°Ã… ii. ¯PÜoÓܧ A¼ÊÜê©œ ÊÜÆ¿á 85. ÓÜ í Óæ § Á ãí¨Ü Ã Ü Joár WÜ á |ÊÜ á or ¯ÊÜ ì ÖÜ O æ
c. ²¿Þhæ iii. B±ÜÃæíp… PÜíwÐܯíW… (TQM) C¨ÜÃæãí©Wæ ÊÜÂÊÜÖÜÄÓÜáÊÜâ©ÆÉ
d. ÊæçWæãàp…ÔR iv. ÊÜááíbñÜ ÓÜíZoPÜ (A) ˨ݦìPæàí©ÅñÜ ÓÜíÓæ§
(B) ×ñÝÓÜPܤÃÜ ±ÝÇæãYÙÜáÛËPæ
      ÓÜíPæàñÜWÜÙÜá : (C) ÎPÜÒ|PæR ÊÜÂÊÜÓæ§ ÊÜÞWÜì
a b c d (D) Eñܳ®æã°à®Üá¾S ÊÜÞWÜì ÊÜÞñÜÅ
(A) iv iii i ii 86. PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜ WÜá|ÊÜáorWÜÙÜá WÜáÃÜá ÊÜáñÜá¤
(B) iii ii i iv BñÜ®Ü PæãvÜáWæWÜÙÜÈÉ ñܱݳX Öæãí©ÓÜƳqrÊæ ?
(C) i iii ii iv     ±Üqr – I          ±Üqr – II
(D) ii iv i iii    (PÝÌÈq WÜáÃÜáWÜÙÜá)     (PæãvÜáWæWÜÙÜá)
I. vÝ. PèÃÜá – PÝÃÜ| ±ÜÄOÝÊÜá
82. PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Üá »ÝÃÜñܨÜÈÉ E®Ü°ñÜ ÎPÜÒ|
CÎPÜÊÜ ÃæàTÝbñÜÅ ÊÜáñÜá¤
AÓæÓ…Êæáíp… Hg¯Õ¿ÞXÃÜáñܤ¨æ ?
WÜá|ÊÜáor¨Ü HÙÜá ÊÜáãÆ
(A) UGC (B) NCERT E±ÜPÜÃÜ|WÜÙÜá
(C) NAAC (D) NUEPA II. vÝ. vÜŸãÉ$Â. – ÊÜÞ®æàh…Êæáíp…®Ü HÙÜá
83. Ÿ¨ÜÇÝÊÜOæ ±ÜÅQÅÁá¿á ÊÜáãÃÜá ÖÜíñÜWÜÙÜá GvÜÌv…Õì væËáW… ÊÜÞÃÜOÝí£PÜ ÃæãàWÜWÜÙÜá
(A) ¯Ÿìí«ÜWÙÜ Ü ÓÜwÈPæ, ÊÜááí¨ÜáÊÜÿ
æ ááÊÜâ¨Üá, III. vÝ. ÊÝÆrÃ… – ±ÝÉ$®… , vÜá, aæP…, BÂP…r
ÍæÊÝp…ì BÊÜñÜì
±Üâ®Ü¯ìŸìí—àPÜÄÓÜáÊÜâ¨Üá
IV. vÝ. Ô.Pæ. – WÜá|ÊÜáor ñÜÅÀá
(B) ÊÜááí¨ÜáÊÜÿ
æ ááÊÜâ¨Üá, ¯Ÿìí«ÜWÙÜ Ü ÓÜwÈPæ, ±ÜÅÖÝɨ… Áãàg®æ, ÓÜá«ÝÃÜOæ
Öæãí¨Ý~Pæ ÊÜáñÜᤠWÜá|ÊÜáor
(C) Öæãí¨Ý~Pæ, ¯Ÿìí«ÜWÙÜ Ü ÓÜwÈPæ, ¯¿áíñÜÅ|
ÊÜáÃÜáÖæãí¨Ý~Pæ       ÓÜíPæàñÜWÜÙÜá :
(D) ÊÜáÃÜáÖæãí¨Ý~PÜ, ÊÜááí¨ÜáÊÜÿ
æ ááÊÜâ¨Üá, (A) I (B) II
±Üâ®Ü¯ìŸìí—àPÜÄÓÜáÊÜâ¨Üá (C) III (D) IV
Paper II 32 K – 1220

81. Match List – I with List – II in the following. 84. Correct sequence of Walter Shewhart
Quality Management Cycle
     List – I         List – II
(A) Act, Check, Plan, Do
   (Psychologists)    (Main tenet) (B) Plan, Do, Check, Act
(C) Plan, Act, Check, Do
a. Asubel i. Assimilation and
(D) Do, Check, Plan, Act
Accommodation
b. Skinner ii. Zone of proximal 85. Total quality management (TQM) of
an educational institution doesnot deal
development
with
c. Piaget iii. Operant conditioning (A) Student focused institution
(B) Involvement of stakeholders
d. Vygotsky iv. Advance organiser
(C) System approach to education
      Codes : (D) Only product oriented approach

a b c d 86. Which of the following quality Guru and
(A) iv iii i ii his contributions are incorrectly matched ?
    List – I          List – II
(B) iii ii i iv
   (Quality Gurus)     (Contributions)
(C) i iii ii iv
I. Dr. Kaoru – Cause effect diagram
(D) ii iv i iii Ishikawa and seven basic tools
of quality
82. Which of the following is an assessment II. Dr. W. Edwards – Seven deadly
agency for Higher Education in India ? Demig disease of
management
(A) UGC (B) NCERT
III. Dr. Walter – Plan, Do, Check, Act
(C) NAAC (D) NUEPA
Shewhart Cycle

83. The three stages of change process are IV. Dr. C.K. – Quality triology
Prahalad planning, improvement
(A) Unfreezing, moving, refreezing
and control of quality
(B) Moving, unfreezing, adjustment
      Codes :
(C) Adjustment, unfreezing, readjustment
(A) I (B) II
(D) Readjustment, moving, refreezing (C) III (D) IV
K – 1220 33 Paper II

87. ±Ü Å QÅÁá ÓÜ á «ÝÃÜ O æ W ÝX BÃÜ á ÔWݾ©í¨Ü 89. ¸æ É àP… - ÊÜ å èo®… ÊÜ Þ væ Ç …®Ü È É AñÜ Â íñÜ
ŸÙÜ Ó Ü Æ ³vÜ á ÊÜ Êæ ç «Ý¯PÜ ñ æ ¿ á ÓÜ Ä ¿Þ¨Ü
PÜÅÊÜÞ®ÜáWÜ£¿á®Üá° WÜáÃÜá£ÔÄ. ±ÜÄOÝÊÜáPÝÄ ®Ý¿áPÜñÜÌ ÍæçÈ Gí¨ÜÃæ
(A) A¥Üì ËÊÜÃÜOæ ¯àvÜá, AÙæ, ËÍæÉàÑÓÜá,
(A) PÜíqÅ PÜɸ… ÊÜÞ®æàh…Êæáíp…
¯¿áí£ÅÓÜá
(B) AÙæ, A¥Üì ËÊÜÃÜOæ ¯àvÜá, ËÍæÉàÑÓÜá, (B) AÊÜPÝÍÜÊÝ© ¯ÊÜìÖÜOæ
¯¿áí£ÅÓÜá
(C) ËÍæÉàÑÓÜá, AÙæ, A¥Üì ËÊÜÃÜOæ ¯àvÜá, (C) ñÜívÜ ¯ÊÜìÖÜOæ
¯¿áí£ÅÓÜá
(D) A¥Üì ËÊÜÃO Ü æ ¯àvÜá, ËÍæÉàÑÓÜá, ¯¿áí£ÅÓÜá, (D) Eñݳ©Ô CÆÉÊæà ®ÝÍÜÊÝX ¯ÊÜìÖÜOæ
AÙæ
88. ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ Öæãí©ÔÄ. 90. ®Ý¿áPÜ ñ Ü Ì P æ R ÓÝíÓÜ ¢ £PÜ ÊÜ Þ WÜ ì C¨Ü P æ R JñÜ á ¤
±Üqr – I ±Üqr – II
¯àvÜáñܤ¨æ
(ÊÜÞ¨ÜÄ) (´æäàPÜÓ…)
a. ¸æÉàP… ÊÜáñÜᤠi. ÓÜíZo®æÁãí¨ÜÃÜÈÉ (A) ®Ý¿áPÜñŲ̈æãí©Wæ ÓÜíÓÜWÜì Öæãí©ÃÜáÊÜ
ÊÜåèo®…ÃÜ ®Ý¿áPÜ®æãàÊÜì®Ü
ÊÜÞ®æiàÄ¿áÇ… ±ÜÄOÝÊÜáñÜÌPæR WÜá|WÜÙÜá
XÅv… ÓÜíŸí—Ô¨æ
(B) ®Ý¿áPÜ ÊÜáñÜᤠA®Üá¿ÞÀáWÜÙÜ ®ÜvÜáË®Ü
b. µàÆxÃ…ÃÜÊÜÃÜ ii. ÓÝí¨Ü¼ìPÜ ¸æàwPæWÜÙÜ
PÝíqhæ¯Õ ±ÜÄPÜƳ®æ ÓÜíŸí«Ü
ÊÜÞvæÇ…
c. pæù væçÊæá®ÜÏ®ÜÇ… iii. ÊÜááí¨ÝÙÜáWÜÙÜá (C) ÓÜíZo®æÁãÙÜWæ PæÆÓÜ¨Ü ÊÝñÝÊÜÃÜ|
ÊÜÞvæÇ… ñÜÊÜá¾ ÍæçÈWÜÙÜ®Üá°
A®Üá¿ÞÀáWÜÙÜá (D) A®Üá¿ÞÀáWÜÙÜ®Üá° ±ÜÅ»ÝËÓÜÆá ±ÜÅŸÆ
ÊÜáñÜᤠAÊÜÃÜ
ÓÝÊÜá¥ÜÂìWÜÚWæ ÓÜÌ&¹íŸÊÜ®Üá° ŸÙÜÓÜáÊÜâ¨Üá
Öæãí©ÔPæãÙÜáÛÊÜâ¨Üá
d. ÖÜÓæì ÊÜáñÜᤠiv. g®ÜÃÜ PÝÙÜi ÊÜáñÜᤠ91. POSDCORB ±Ü¨Ü¨Ü ÓÜêÑr CÊÜÄí¨Ü
¸ÝÉíaÜv…ìÃÜ Eñܳ®Ü°PÝRX PÝÙÜi
ÊÜÞvæÇ… (A) Öæ¯Å ´æà¿áÇ…
      ÓÜíPæàñÜWÜÙÜá :
a b c d (B) Æã¥ÜÃ… WÜÈÉP…
(A) iii iv ii i
(B) iv ii i iii (C) pæàÆÃ…
(C) iv i ii iii
(D) iii ii iv i (D) hæãàÓæ´… vÜ´…rì

Paper II 34 K – 1220

87. Identify the correct sequence of 89. In the Blake-Mouton model, the most
methodology used by six sigma for
effective leadership style is
process improvement
(A) Define, Measure, Analyze, Control (A) Country club management
(B) Measure, Define, Analyze, Control
(C) Analyze, Measure, Define, Control (B) Opportunistic management
(D) Define, Analyze, Control, measure
(C) Team management
88. Match List – I with List – II in the following.
(D) Produce or perish Management
        List – I       List – II
  (Model)         (Focus)
90. Cultural approach to leadership
a. Blake and Mouton’s i. Concerned with the
managerial Grid effectiveness of emphasise
a leader in an
organization (A) Qualities associated with leadership

b. Fielder’s contingency ii. Concept of (B) Relationship between leader and
Model situational
demands followers

c. Tri-dimensional iii. Leaders adjust (C) The working environment within the
Model their styles to the
followers and their organization
abilities (D) Using strong self-image of leader to
d. Hersey and iv. Concern of
influence the followers
Blanchard’s model people and the
concern for
production 91. POSDCORB was coined by
      Codes :
(A) Henry Fayol
a b c d
(A) iii iv ii i (B) Luther Gullik
(B) iv ii i iii
(C) Tayler
(C) iv i ii iii
(D) iii ii iv i (D) Joseph Derft

K – 1220 35 Paper II

92. ÍæçPÜÒ~PÜ BvÜÚñÜ ÊÜáívÜÚ¿á aÜoáÊÜqPæWÜÙÜ®Üá° 94. ÊÜáãÃÜá Öæhæj Ÿ¨ÜÇÝÊÜOæ ÊÜÞ¨ÜÄ¿áÈÉ
ÓÜÄ¿Þ¨Ü PÜÅÊÜá¨ÜÈÉ WÜáÃÜá£ÔÄ. ±Üâ®Ü¯ìŸìí—àPÜÄÓÜáÊÜâ¨Üá CÊÜâWÜÙÜ®Üá°
ÓÜíPæà£ÓÜáñܤ¨æ
(A) ÁãàiÓÜ á ÊÜ â ¨Ü á , ÓÜ í ZqÓÜ á ÊÜ â ¨Ü á ,
¯¨æìàÎÓÜáÊÜâ¨Üá, ¯¿áí£ÅÓÜáÊÜâ¨Üá ÊÜáñÜᤠi. Ÿ¨Ü Ç ÝÊÜ O æ ¿ á ®Ü í ñÜ Ã Ü Öæ ã ÓÜ Ô§£¿á
ÊÜåèÆÂÊÜÞ±Ü®Ü ÊÜÞvÜáÊÜâ¨Üá ŸÆÊÜ«Üì®æ
(B) ÁãàiÓÜáÊÜâ¨Üá, ÊÜåèÆÂÊÜÞ±Ü®Ü ÊÜÞvÜáÊÜâ¨Üá, ii. Ÿ¨Ü Ç ÝÊÜ O æ ¿ á ®Ü í ñÜ Ã Ü Öæ ã ÓÜ Ô§£¿á
ÓÜíZqÓÜáÊÜâ¨Üá, ¯¨æìàÍÜÓÜáÊÜâ¨Üá ÊÜáñÜᤠԧÄàPÜÃÜ|
¯¿áí£ÅÓÜáÊÜâ¨Üá iii. Ÿ¨Ü Ç ÝÊÜ O æ ¿ á ®Ü í ñÜ Ã Ü Öæ ã ÓÜ Ô§ £ ¿á®Ü á °
(C) ÁãàiÓÜ á ÊÜ â ¨Ü á , ÓÜ í ZqÓÜ á ÊÜ â ¨Ü á , WÜqrWæãÚÓÜáÊÜâ¨Üá
ÊÜåèÆÂÊÜÞ±Ü®Ü ÊÜÞvÜáÊÜâ¨Üá, iv. Ÿ¨Ü Ç ÝÊÜ O æ ¿ á ®Ü í ñÜ Ã Ü Öæ ã ÓÜ Ô§ £ ¿á®Ü á °
¯¨æìàÎÓÜáÊÜâ¨Üá ÊÜáñÜᤠ¯¿áí£ÅÓÜáÊÜâ¨Üá ¯¿áí£ÅÓÜáÊÜâ¨Üá
(D) ÁãàiÓÜ á ÊÜ â ¨Ü á , ¯¿áí£ÅÓÜ á ÊÜ â ¨Ü á
(A) i, ii ÊÜáñÜᤠiii ÊÜÞñÜÅ
ÓÜíZqÓÜáÊÜâ¨Üá, ÊÜåèÆÂÊÜÞ±Ü®Ü ÊÜÞvÜáÊÜâ¨Üá (B) i, iii ÊÜáñÜᤠiv ÊÜÞñÜÅ
ÊÜáñÜᤠ¯¨æìàÎÓÜáÊÜâ¨Üá (C) i ÊÜáñÜᤠii ÊÜÞñÜÅ
(D) iv ÊÜáñÜᤠiii ÊÜÞñÜÅ
93. PæÙÜWæ GÃÜvÜá ÖæàÚPæWÜÙÜ®Üá° ¯àvÜÇÝX¨æ, Jí¨Ü®Üá°
±ÜÅ£±Ý¨Ü®æ (A) Gí¨Üã, C®æã°í¨Ü®Üá° ñÜPÜì (R) 95. PæÙÜX®ÜÊÜâWÜÙÜÈÉ ÓÜÊÜÞÊæàÎ (AíñÜËìÐÜr) ÎPÜÒ|PæR
Gí¨Üã ÖæÓÜÄÓÜÇÝX¨æ. ñÜvæWÜÙÜá ¿ÞÊÜâÊÜâ ?
±ÜÅ£±Ý¨Ü®æ (A) : g®Ü Ã Ü ÊÜ á ñÜ á ¤ PÝ¿áì¨Ü i. ÃÝÂí±…WÜÙÜá CÆÉ©ÃÜáÊÜâ¨Üá
Êæ á àÇæ WÜ Ê Ü á ®Ü Pæ à í©ÅàPÜ Ä ÓÜ á ÊÜ â ¨Ü á C®Ü ° ÐÜ á r ii. ˨ݦìWÜÚWæ ˨ݦìÊæàñÜ®Ü
Öæbc®Ü ÎPÜÒPÜ ÓÜíñÜ겤 ÊÜáñÜᤠWÜá|ÊÜáor¨Ü ÎPÜÒ|PæR iii. ÎPÜÒPÜ®Ü ®æàñÝÂñܾPÜ ÊÜá®æãà«ÜÊÜáì
PÝÃÜ|ÊÝWÜáñܤ¨æ. iv. ˨ݦìWÜÚWæ ±ÜâÃÜÓÝRÃÜ
ÓÜíPæàñÜWÜÙÜá :
ñÜPÜì (R) ÓÜŸÈàPÜÃÜ|, Ÿ¨Üœñæ, ®Üí¹Pæ ÊÜáñÜá¤
(A) i ÊÜáñÜᤠiv
B¨ÜÃÜ CÊÜâWÜÙÜá ñÜívÜ ÊÝñÝÊÜÃÜ| ÓÜê²rÓÜáÊÜÈÉ
(B) i ÊÜáñÜᤠiii
±ÜÅÊÜááS AíÍÜWÜÙÝXÊæ.
(C) ii ÊÜáñÜᤠiii
(A) (A) ÊÜáñÜᤠ(R) GÃÜvÜã ÓÜñÜÂÊÝXÊæ ÊÜáñÜᤠ(D) ii ÊÜáñÜᤠiv
(R) (A) ¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞX¨æ
96. PæÙX
Ü ®ÜÊâÜ WÜÙÈ
Ü É ¿ÞÊÜâ¨Üá ¯¿áÊÜá& ñÜíñÜÅhÝn®,Ü
(B) (A) ÊÜáñÜᤠ(R) GÃÜvã
Ü ÓÜñÂÜ ÊÝXÊæ ÊÜáñÜᤠ(R) ÓÜÖÝ¿áPÜ ñÜíñÜÅhÝn®Ü ÓÝ«Ü®ÜÊÝXÃÜáñܤ¨æ ?
(A)¿á ÓÜÄ¿Þ¨Ü ËÊÜÃÜOæ¿ÞXÃÜáÊÜâ©ÆÉ (A) ¨ÜêÍÜ ÐævÜãÂÇ…WÜÙÜá
(B) ±ÝsÜ©í¨Ü ÊÜÞ£Wæ ÓÝ´…rÊæàÃ…
(C) (A) ÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) AÓÜñÜÂÊÝX¨æ
(C) ÍÝÅÊÜ PÝWÜá~ñÜ ±ÜÄàPæÒ
(D) (A) AÓÜñÜÂÊÝX¨æ ÊÜáñÜᤠ(R) ÓÜñÜÂÊÝX¨ææ (D) ±æäàpæìŸÇ… ÊÜv…ì ±æäÅÓæÓÜÃ…

Paper II 36 K – 1220

92. Identify the correct order of educational 94. In three-step-change model refreezing
management activities. symbolizes these
i. Reinforcing the new state after the
(A) Planning, organizing, Directing,
change
Controlling and Evaluating ii. Stabilizing the new state after the
(B) Planning, Evaluating, Organizing, change
Directing and controlling iii. Solidifying the new state after the
change
(C) Planning, Organizing, Evaluating, iv. Controlling of new state after the
Directing and Controlling change
(D) Planning, Controlling, Organizing, (A) i, ii and iii only
Evaluating and Directing (B) i, iii and iv only
(C) i and ii only
(D) iv and iii only
93. Given below are two statements one
labeled as Assertion (A) and the other 95. Which of the following are barriers to
inclusive education ?
labeled as Reason (R).
i. Absence of ramps
Assertion (A) : Focus on people and task ii. Scholarship to students
iii. Negative attitude of the teacher
will result in higher teacher satisfaction
iv. Rewards to students
and quality education.
      Codes :
R e a s o n ( R ) : E m p o w e r m e n t , (A) i and iv
Commitment, trust and respect are (B) i and iii
key elements in creating a team (C) ii and iii
atmosphere. (D) ii and iv
(A) Both (A) and (R) are true and (R) is 96. Which of the following is an example of
the correct explanation of (A) law – technology, assistive technology
(B) Both (A) and (R) are true but (R) is device ?
(A) Visual schedules
not the correct explanation of (A)
(B) Text to speech software
(C) (A) is true but (R) is false (C) Audio spell check
(D) (A) is false but (R) is true (D) Portable word processor
K – 1220 37 Paper II

97. ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ Öæãí©ÔÄ. 98. UNCRPD (¿áá®æçpv æ … ®æàÍÜ®…Õ PÜ®…Êæ®Ü ÏÜ ®… B®…
© Ãæçp… B´… ±ÜÓÜì®…Õ Ë¥… wÓ…Áá¹ÈqàÓ…)
±Üqr – -I ±Üqr – II ®ÜÈÉ ¯©ìÐÜrÊÝX JÙÜWæãíw¨Ü᪙, B¨ÜÃæ CñÜÃÜ
(PÜÈÓÜáÊÜ ñÜíñÜÅWÜÙÜá) (ËÊÜÃÜOæ) ÓÜÊÜÞÊæàÍÜWÜÙÜÈÉ JÙÜWæãÙÜÛ©ÃÜáÊÜ Jí¨Üá ÖÜPÜáR
(A) ®ÝWÜÄPÜ ÊÜáñÜᤠÃÝgQà¿á ÖÜPÜáR
a. ÖܨÜËáÍÜÅ| i. ÓÝÊÜÞ®ÜÂÊÝX
(B) B¦ìPÜ ÊÜáñÜᤠÓÝÊÜÞiPÜ ÖÜPÜáR
PÜÈ¿ááËPæ ¨æç×PÜ ÎPÜÒ|PæR (C) Æ»ÜÂñæ ÖÜPÜáR
ŸÙÜÓÜÇÝWÜáñܤ¨æ (D) ²àvÜ®æ ËÃÜá¨Üœ ÖÜPÜáR

b. ÓÜíaÝÄ ii. ñÜíñÜÅhÝn®Ü¨æãí©Wæ 99.   ±Üqr – I ®Üá° ±Üqr – II Ãæãí©Wæ Öæãí©ÔÄ.
ÓæàÄPæãívÜ        ±Üqr – I          ±Üqr – II
ÓÝí±ÜŨÝÀáPÜ PÜÈPæ (±ÝÈÔWÜÙÜá («æãàÃÜOæWÜÙÜá) (ÊÜÐÜì)
c. ñÜívÜ PÜÈÓÜáËPæ iii. ËÎÐÜr PæÒàñÜÅWÜÙÜÈÉ ÊÜáñÜᤠÍÝÓÜ®ÜWÜÙÜá)
a. »ÝÃÜñÜ¨Ü ±Üâ®ÜÊÜìÓÜ£ i. 2006
˨ݦì PÜÈPæ¿á®Üá°
±ÜÄÐÜñ… PÝÀá¨æ
¸æíŸÈÓÜÆá b. ÃÝÑóà¿á ÎPÜÒ| ii. 1995
ñÜÃܸæ࣠±Üvæ¨Ü ±ÝÈÔ
±ÜÅ¿Þ~ÓÜáÊÜ ËÍæàÐÜ c. AÓÝÊÜá¥ÜÂìWÜÙæãí©X®Ü iii. 1986
ÊÜÂQ¤WÜÙÜ PÝÀá¨æ
ñÜgn d. AÓÝÊÜá¥ÜÂìWÜÙÜ ÃÝÑóà¿á iv. 1992
d. STEP iv. AvÜPÜ ËÐÜ¿á¨ÜÈÉ ±ÝÈÔ
ËÍæàÐÜ       ÓÜíPæàñÜWÜÙÜá :
ñÜgnñæÁãí©X®Ü a b c d
(A) ii iii i iv
ÎPÜÒPÜ ÊÜáñÜᤠËÍæàÐÜ (B) iv iii ii i
ÎPÜÒ| ¸æãà—ÓÜáÊÜâ¨Üá (C) iv ii iii i
(D) ii iii iv i
      ÓÜíPæàñÜWÜÙÜá :
100. A®ÜáWÜÊÜá®Ü ÎPÜÒ|
a b c d (A) PÜ o ár ¯ pÝr ¨ Ü ±Ü Å Êæ à ÍÜ Ë«Ý®Ü W Ü Ù Ü ® Ü á °
(A) ii iii iv i ±æäÅàñÝÕ×ÓÜáñܤ¨æ
(B) bíñÜ®æWÜÙÜ BÊæàÍÜ®ÜÊÜ®Üá° ±æäÅàñÝÕ×ÓÜáñܤ¨æ
(B) ii iv iii i
(C) ËÍæàÐÜ ÎPÜÒ|ÊÜ®Üá° ±æäÅàñÝÕ×ÓÜáÊÜâ©ÆÉ
(C) iv iii ii i (D) ñÜ Ã Ü W Ü £ ¿áÈÉ Êæ Â Ë«Ü Â ¨Ü HQàPÜ Ã Ü | ÊÜ ® Ü á °
(D) ii i iii iv ±æäÅàñÝÕ×ÓÜáñܤ¨æ
Paper II 38 K – 1220

97. Match List – I with List – II in the following. 98. A right specifically included by UNCRPD
(United Nations conventions on the
     List – I       List – II right of persons with disabilities) but
(Teaching strategies)   (Discription) not covered by other conventions is
(A) Civil and political rights
a. Blended learning i. Usually used (B) Economic and social right
for physical (C) Right to accessability
education (D) Right against torture

99. Match List – I with List – II in the follwing.
b. Itinerant ii. Traditional
       List – I         List – II
learning merged
(Policies and            (Year)
with technology   Legislations)
a. Rehabilitation i. 2006
c. Team Teaching iii. Travelling Council of India Act
specialist who is b. National Policy of ii. 1995
trained to support Education
c. Persons with iii. 1986
student learning in
Disabilities Act
specialized areas d. National Policy iv. 1992
of Disabilities
d. STEP iv. Teacher with       Codes :
specialization a b c d
in content and a (A) ii iii i iv
special education (B) iv iii ii i
teaching (C) iv ii iii i
(D) ii iii iv i
      Codes :
100. Inductive education
a b c d (A) Encourages strict admission
procedures
(A) ii iii iv i (B) Encourages indoctrination of ideas
(B) ii iv iii i (C) Does not encourages special
education
(C) iv iii ii i
(D) Encourages integration of diversity
(D) ii i iii iv into classroom

K – 1220 39 Paper II

bñÜᤠŸÃÜÖÜPÝRX ÓܧÙÜ
Space for Rough Work

Paper II 40 K – 1220