Signature and Name of Invigilator
1. (Signature)
(Name)
2. (Signature)
(Name)
J—0 9 0 5 PAPER—III
Time : 2½ hours] EDUCATION
Number of Pages in this Booklet : 40
Instructions for the Candidates
1. Write your roll number in the space provided on
the top of this page.
2. Answers to short answer/essay type questions are
to be given in the space provided below each question
or after the questions in the Test Booklet itself.
No Additional Sheets are to be used.
3. At the commencement of examination, the question
booklet will be given to you. In the first 5 minutes,
you are requested to open the booklet and
compulsorily examine it as below :
(i) To have access to the Test Booklet, tear off the
paper seal on the edge of this cover page. Do not
accept a booklet without sticker-seal and do not
accept an open booklet.
(ii) Tally the number of pages and number of
questions in the booklet with the information
printed on the cover page. Faulty booklets due
to pages/questions missing or duplicate or not
in serial order or any other discrepancy should
be got replaced immediately by a correct booklet
from the invigilator within the period of 5
minutes. Afterwards, neither the question
booklet will be replaced nor any extra time will
be given.
4. Read instructions given inside carefully.
5. One page is attached for Rough Work at the end of
the booklet before the Evaluation Sheet.
6. If you write your name or put any mark on any part
of the Test booklet, except for the space allotted for
the relevant entries, which may disclose your
identity, you will render yourself liable to
disqualification.
7. You have to return the Test booklet to the
invigilators at the end of the examination
compulsorily and must not carry it with you outside
the Examination Hall.
8. Use only Blue/Black Ball point pen.
9. Use of any calculator or log table etc. is prohibited.
10. There is NO negative marking.
J—0905
Roll No.
(In figures as per admission card)
Roll No.
(In words)
Test Booklet No.
[Maximum Marks : 200
Number of Questions in this Booklet : 26
ÂÚUèÿææçÍüØô¢ ·ð¤ çÜU° çÙÎðüàæ
1. ÂãÜðU ÂëDU ·ð¤ ª¤ÂÚU çÙØÌ SÍæÙ ÂÚU ¥ÂÙæ ÚUôÜU ِÕÚU çÜUç¹°Ð
2. ÜUƒæé ÂýàÙ ÌÍæ çÙÕ¢Ï Âý·¤æÚU ·ð¤ ÂýàÙô¢ ·ð¤ ©žæÚU, ÂýˆØð·¤ ÂýàÙ ·ð¤ Ùè¿ð Øæ
ÂýàÙô¢ ·ð¤ ÕæÎ ×ð¢ çÎØð ãéØð çÚU€Ì SÍæÙ ÂÚU ãè çÜUç¹ØðÐ
§â·ð¤ çÜ° ·¤ô§ü ¥çÌçÚU€Ì ·¤æ»Á ·¤æ ©ÂØô» Ùãè¢ ·¤ÚUÙæ ãñÐ
3. ÂÚUèÿææ ÂýæڐUÖ ãôÙð ÂÚU, ÂýàÙ-ÂéçSÌ·¤æ ¥æ·¤ô Îð Îè ÁæØð»èÐ ÂãÜðU
ÂUæ¡¿ ç×ÙÅU ¥æ·¤ô ÂýàÙ-ÂéçSÌ·¤æ ¹ôÜÙð ÌÍæ ©â·¤è çِÙçÜç¹Ì
Áæ¡¿ ·ð¤ çÜU° çÎØð ÁæØð¢»ð çÁâ·¤è Áæ¡¿ ¥æ·¤ô ¥ßàØ ·¤ÚUÙè ãñ Ñ
(i) ÂýàÙ-ÂéçSÌ·¤æ ¹ôÜÙð ·ð¤ çÜU° ©â·ð¤ ·¤ßÚU ÂðÁ¤ÂÚU ÜU»è âèÜU
·¤ô ȤæǸU Üð¢UÐ ¹éÜè ãé§ü Øæ çÕÙæ SÅUè·¤ÚU-âèÜU ·¤è ÂéçSÌ·¤æ
Sßè·¤æÚU Ù ·¤Úð¢UÐ
(ii) ·¤ßÚU ÂëDU ÂÚU ÀUÂð çÙÎðüàææÙéâæÚU ÂýàÙ-ÂéçSÌ·¤æ ·ð¤ ÂëDU ÌÍæ
ÂýàÙô¢ ·¤è ⢁Øæ ·¤ô ¥‘ÀUè ÌÚUã ¿ñ·¤ ·¤ÚU Üð¢U ç·¤ Øð ÂêÚðU ãñ¢UÐ
ÎôáÂê‡æü ÂéçSÌ·¤æ çÁÙ×ð¢ ÂëDU / ÂýàÙ ·¤× ãô¢ Øæ ÎéÕæÚUæ ¥æ »Øð
ãô¢ Øæ âèçÚUØÜU ×ð¢ Ù ãô¢ ¥ÍæüÌ ç·¤âè Öè Âý·¤æÚU ·¤è ˜æéçÅUÂê‡æü
ÂéçSÌ·¤æ Sßè·¤æÚU Ù ·¤Úð¢U ÌÍæ ©âè â×Ø ©âð ÜUõÅUæ·¤ÚU ©â·ð¤
SÍæÙ ÂÚU ÎêâÚUè âãè ÂýàÙ-ÂéçSÌ·¤æ Üð ÜðÐ U §â·ð¤ çÜ°
¥æ·¤ô Âæ¡¿ ç×ÙÅU çÎØð ÁæØð¢»ðÐ ©â·ð¤ ÕæÎ Ù Ìô ¥æ·¤è
ÂýàÙ-ÂéçSÌ·¤æ ßæÂâ Üè ÁæØð»è ¥õÚU Ù ãè ¥æ·¤ô ¥çÌçÚUQ¤
â×Ø çÎØæ ÁæØð»æÐ
4. ¥‹ÎÚU çÎØð »Øð çÙÎðüàæô¢ ·¤ô ŠØæÙÂêßü·¤ Âɸð¢UÐ
5. ©UžæÚU-ÂéçSÌ·¤æ ·ð¤ ¥‹Ì ×𢠷¤“ææ ·¤æ× (Rough Work) ·¤ÚUÙð ·ð¤
çÜ° ×êËØ梷¤Ù àæèÅU âð ÂãÜð °·¤ ÂëDU çÎØæ ãé¥æ ãñÐ
6. ØçÎ ¥æ ©žæÚU-ÂéçSÌ·¤æ ÂÚU ¥ÂÙæ Ùæ× Øæ °ðâæ ·¤ô§ü Öè çÙàææÙ
çÁââð ¥æ·¤è Âã¿æÙ ãô â·ð¤, ¤ç·¤âè Öè Öæ» ÂÚU ÎàææüÌð Øæ ¥¢ç·¤Ì
·¤ÚUÌð ãñ¢ Ìô ÂÚUèÿææ ·ð¤ çÜØð ¥Øô‚Ø ƒæôçáÌ ·¤ÚU çÎØð ÁæØð¢»ðÐ
7. ¥æ·¤ô ÂÚUèÿææ â×æ# ãôÙð ¤ÂÚU ©žæÚU-ÂéçSÌ·¤æ çÙÚUèÿæ·¤ ×ãôÎØ ·¤ô
ÜUõÅUæÙæ ¥æßàØ·¤ ãñ ¥õÚU §âð ÂÚUèÿææ â×æç# ·ð¤ ÕæÎ ¥ÂÙð âæÍ
ÂÚUèÿææ ÖßÙ âð ÕæãÚU Ù Üð·¤ÚU ÁUæØð¢Ð
8. ·ð¤ßÜ ÙèÜð / ·¤æÜð ÕæÜU Œßæ§ZÅU ÂñÙ ·¤æ ãè §SÌð×æÜ ·¤Úð¢UÐ
9. ç·¤âè Öè Âý·¤æÚU ·¤æ ⢻‡æ·¤ (·ñ¤Ü·é¤ÜðÅUÚU) UØæ Üæ» ÅðUÕÜ
¥æçÎ ·¤æ ÂýØô» ßçÁüÌ ãñÐ
10. »ÜÌ ©žæÚU ·ð¤ çÜ° ¥¢·¤ Ùãè¢ ·¤æÅðU ÁæØð¢»ðÐ
1 P.T.O.
 EDUCATION
çàæÿææ

PAPER—III
ÂýàÙ-˜æ—III

NOTE : This paper is of two hundred (200) marks containing four (4) sections.
Candidates are required to attempt the questions contained in these sections
according to the detailed instructions given therein.

ÙæðÅ Ñ Øã ÂýàÙ˜æ Îæð âæñ (200) ¥´·¤æð ·¤æ ãñ °ß´ §â×ð´ ¿æÚ (4) ¹´Ç ãñÐ ¥ØçÍüØæð´ ·¤æð §Ù ×ð´ â×æçãÌ
ÂýàÙæð´ ·¤æ ©žæÚ ¥Ü» çÎØð »Øð çßSÌëÌ çÙÎðüàææ𴠷𤠥ÙéâæÚ ÎðÙæ ãñÐ

J—0905 2
 SECTION - I
¹‡ÇU—I

NOTE : This section contains five (5) questions based on the following
paragraph. Each question should be answered in about thirty (30)
words and each carries five (5) marks.
(5x5=25 marks)

ÙæðÅ Ñ §â ¹‡Ç ×ð´ çِÙçÜç¹Ì ¥Ùé‘ÀðÎ ÂÚ ¥æÏæçÚÌ Âæ¡¿ (5) ÂýàÙ ãñ´Ð ÂýˆØð·¤ ÂýàÙ ·¤æ
©žæÚ Ü»Ö» Ìèâ (30) àæŽÎæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ ÂýˆØð·¤ ÂýàÙ Âæ¡¿ (5) ¥´·¤æð´ ·¤æ ãñÐ

(5x5=25 ¥´·¤)

Read the passage and answer Q.No. 1 to 5 :

An interview is a social situation in which two persons (or more) who are typically
unfamiliar to each other meet for a short period of time, on average around one or two
hours. The interviewer has set up this situation ‘in order that the respondent speaks
openly, authentically or truthfully, to produce valid reporting on some interior or exterior
state of affairs’ (Baker 1997:130) so that the interviewer can use this speech as ‘data’ in
a research publication. In interviews, localists argue, people are not reporting external
events but producing situated accounts, drawing upon cultural resources in order to
produce morally adequate accounts. Against the neopositivist and to a considerable
extent also the romantic view on the interview as a technique, localists see it as situated
acompolishment.

What takes place during the interview may be seen as a complex interaction in
which the participants make efforts to produce a particular order, drawing upon cultural
knowledge to structure the situation, and to minimize embarrassment and frustration,
feelings of asymmetrical relations of status and power etc. Making the other comfortable,
saving face, making him or her open up and engage in ‘relevant’, productive talk through
a mix of means, including providing clues as to what is interesting and what is not,
calls for activity on behalf of the interviewer. There are different opinions in the literature
concerning the optimum degree of friendliness versus neutrality and interviewer activity
versus the avoidance of the creation of bias through too much interfearance. The
dilemma is a classical one.

J—0905 3 P.T.O.
 çِ٠»læ´àæ ·¤æð ÂÉð´ ÌÍæ çÎØð »Øð ÂýàÙæ𴠷𤠩žæÚ çܹð´ (1 âð 5) Ñ
°·¤ âæÿæ户¤æÚ °·¤ âæ×æçÁ·¤ çSÍçÌ ãñ çÁâ×ð´ °·¤ ÎêâÚð âð Âê‡æü M¤Â âð ¥ÂçÚç¿Ì Îæð (Øæ ¥çÏ·¤)

ÃØç€Ì ¥æñâÌÙ °·¤ Øæ Îæð ƒæ‡Åð ·ð¤ çÜ° ç×ÜÌð ãñÐ âæÿæ户¤æÚ·¤Ìæü °ðâè çSÍçÌ çÙç×üÌ ·¤ÚÌæ ãñ Ìæç·¤ ©žæÚÎæÌæ

¹éÜ ·¤Ú Âýæ×æç‡æ·¤Ìæ Øæ âˆØßæçÎÌæ Âêßü·¤ ·é¤À ¥æ´ÌçÚ·¤ Øæ Õæs ×æ×Üæð´ ÂÚ ßñÏ ÂýçÌßðÎÙ ÂýSÌéÌ ·¤Ú â·ð¤,

Ìæç·¤ âæÿæ户¤æÚ·¤Ìæü §â ßæÌæüÜæ ·¤æð ¥Ùéâ´ÏæÙ ·ð¤ Âý·¤æàæÙ ×ð´ ÒΞæÓ ·ð¤ M¤Â ×ð´ ÂýØæð» ·¤Ú â·ð¤Ð SÍæÙèØ

Üæð» Ì·ü¤ ÎðÌð ãñ´ ç·¤ âæÿæ户¤æÚ ×ð´ ÃØç€Ì Õæs ƒæÅÙæ¥æð´ ·¤æ ÂýçÌßðÎÙ Ùãè´ ·¤ÚÌð ç·¤‹Ìé ÂçÚçSÍçÌ»Ì Üð¹æð´ ·¤æð

©ˆÂóæ ·¤ÚÌð ãñ´Ð ¥æàææßæçÎØæð´ ·ð¤ çßL¤h ·¤çËÂÌ (Úæð×æÙè) ÎëçC ×ð´ Öè SÍæÙèØ Üæð» âæÿæ户¤æÚ ·¤æð ·é¤À

çß¿æڇæèØ âè×æ Ì·¤ ¥Ùéâ´ÏæÙ ·¤è °·¤ ÂýçßçÏ ·ð¤ M¤Â ×ð´ ÌÍæ °·¤ ÂçÚçSÍçÌ·¤ ·¤æñàæÜ ·ð¤ M¤Â ×ð´ Îð¹Ìð ãñ´Ð

âæÿæ户¤æÚ ·ð¤ ÎæñÚæÙ Áæð ·é¤À ãæðÌæ ãñ ©âð °·¤ ÁçÅÜ ¥´ÌÑç·ý¤Øæ ·ð¤ M¤Â ×ð´ Îð¹æ Áæ â·¤Ìæ ãñ, çÁâ×ð´

ÂýçÌÖæ»è °·¤ çßçàæC ·ý¤× ÂýÎæÙ ·¤ÚÙð ·¤æ ÂýØæâ ·¤ÚÌæ ãñ, ÂçÚçSÍçÌ ·¤è â´Ú¿Ùæ ·¤ÚÙð ·ð¤ çÜ° ™ææÙ ÂýæŒÌ ·¤ÚÌæ

ãñ, ¥æñÚ ƒæÕÚæãÅ ÌÍæ ·é´¤Ææ, çSÍçÌ °ß´ âžææ ¥æçÎ ·ð¤ ¥ÃØßçSÍÌ â´Õ´Ïæð´ ·¤è ÖæßÙæ ·¤æð ·¤× ·¤ÚÌæ ãñÐ

âæÿæ户¤æÚ·¤Ìæü ·¤è ¥æðÚ âð âæÿæ户¤æÚ ©žæÚÎæÌæ ·¤æð ¥æÚæ×ÎæØ·¤ çSÍçÌ ×ð´ Üð ÁæÙæ, Õ¿æß ·¤ÚÙæ; ç×çŸæÌ âæÏÙæð´

âð ©âð ¹éÜ·¤Ú Âýæâ´ç»·¤ ¥æñÚ ©ÂØæð»è ßæÌæüÜæ ·¤ÚÙð ·ð¤ çÜ° §àææÚæ ÎðÙæ ãñÐ

âæçãˆØ ×ð´ âæÿæ户¤æÚ·¤Ìæü ¥ˆØæçÏ·¤ ãSÌÿæð âð Âêßæü»ýã ·ð¤ âëÁÙ ·¤è ©Âðÿææ ÕÙæ× ç·ý¤Øæ·¤ÜæÂ, °ß´

¥çÏ·¤Ì× ¥´àææð´ ×ð´ çטæÌæ ÕÙæ× çÙcÂÿæÌæ ·ð¤ ×æ×Üð ×𴠥ܻ ¥Ü» çß¿æÚ ãñ´Ð Øã °·¤ Âýæ¿èÙ ÎéçßÏæ ãñÐ

1. Localists say that people give morally adequate accounts rather than explaining events
as such for questions asked in interviews. Support this view by giving an example.
SÍæÙèØ Üæð» ·¤ãÌð ãñ´ ç·¤ Üæð» âæÿæ户¤æÚ ×ð´ ÂêÀð »° ÂýàÙæ𴠷𤠩žæÚ ×𴠃æÅÙæ¥æð´ ·¤æð Áñâæ ·¤æ Ìñâæ ÕØæÙ ·¤ÚÙð ·¤è
ÕÁæØ ÙñçÌ·¤ M¤Â âð Sßè·¤æØü ߇æüÙ ÂýSÌéÌ ·¤ÚÌð ãñ´Ð °·¤ ©Îæãڇæ Îð·¤Ú §â çß¿æÚ ·¤è ÂéçC ·¤èçÁ°Ð

J—0905 4
2. Explain “speaking openly” and “speaking authentically”.
¹éÜ·¤Ú ÕæðÜÙð ÌÍæ Âýæ×æç‡æ·¤Ìæ Âêßü·¤ ÕæðÜÙð ·¤è ÃØæØæ ·¤èçÁ°Ð

3. Explain with example, asymmetrical relations of status and power between interviewer
and interviewee.
âæÿæ户¤æÚ·¤žææü ¥æñÚ ©žæÚÎæÌæ ·ð¤ Õè¿ ¥â×ç×Ì âÕ‹Ïæð´, çSÍçÌØæð´ ÌÍæ àæç€ÌØæð´ ·¤æð ©Îæãڇæ âçãÌ â×Ûææ§ØðÐ

J—0905 5 P.T.O.
4. Explain the classical dilemma referred to in the passage.
»læ´àæ ×ð´ â´ÎçÖüÌ Âýæ¿èÙ ÎéçßÏæ ·¤æ ¥Íü SÂC ·¤èçÁ°Ð

5. Why is interview viewed as a complex interaction ?

âæÿæ户¤æÚ ·¤æð ÁçÅÜ ¥‹ÌÑç·ý¤Øæ ·ð¤ M¤Â ×𴠀Øæð´ Îð¹æ ÁæÌæ ãñ?

J—0905 6
 SECTION - II

¹‡ÇU—II

NOTE : This section contains fifteen (15) questions each to be answered in

about thirty (30) words. Each question carries five (5) marks.

(5x15=75 marks)

ÙæðÅ Ñ §â ¹‡Ç ×ð´ Âæ¡¿-Âæ¡¿ (5-5) ¥´·¤æ𴠷𤠴Îýã (15) ÂýàÙ ãñ´Ð ÂýˆØð·¤ ÂýàÙ ·¤æ ©žæÚ
ֻܻ Ìèâ (30) àæŽÎæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ

(5x15=75 ¥´·¤)

6. Differentiate between ‘Pragmatist’ and ‘Existentialist’ epistemology.

ÂýØæðÁÙßæçÎØæð´ ÌÍæ ¥çS̈ßßæçÎØæ𴠷𤠙ææÙàææS˜æ ×ð´ ¥‹ÌÚ SÂC ·¤èçÁ°Ð

J—0905 7 P.T.O.
7. Explain the effect of caste system on social change in Indian Society.
ÖæÚÌèØ â×æÁ ×ð´ ÁæçÌ ÂýÍæ ·ð¤ âæ×æçÁ·¤ ÂçÚßÌüÙ ÂÚ ÂýÖæß ·¤è ÃØæØæ ·¤èçÁ°Ð

8. Define Creativity and its components with the help of examples.

©Îæãڇææð´ ·¤è âãæØÌæ âð âëÁÙàæèÜÌæ ÌÍæ ©â·ð¤ ¥ßØßæð´ ·¤è ÂçÚÖæáæ ÎèçÁ°Ð

J—0905 8
9. What are the characteristics of emotional maturity ?
â´ßðÎÙæˆ×·¤ ÂçÚ€ßÌæ ·¤è çßàæðáÌæ°¡ €Øæ ãñ´?

10. Give a comprehensive definition of intelligence and explain the key words used in the
definition.
Õéçh ·¤è °·¤ ÃØæ·¤ ÂçÚÖæáæ ÎèçÁ° ÌÍæ ©â×ð´ ÂýØé€Ì ×éØ àæŽÎæð´ ·¤è ÃØæØæ ·¤èçÁ°Ð

J—0905 9 P.T.O.
11. Distinguish a ‘Personality Inventory’ from a ‘Rating Scale’.
ÃØç€Ìˆß-âê¿è ÌÍæ ×êËØ çÙÏæüڇæ ×æÂÙè, ×ð´ ¥‹ÌÚ SÂC ·¤èçÁ°Ð

12. Define sample and frame.

‹ØæÎàæü ÌÍæ Èýð¤× ·¤è ÂçÚÖæáæ ÎèçÁ°Ð

J—0905 10
13. Differentiate between Hypothesis and Assumptions.
ÂçÚ·¤ËÂÙæ ÌÍæ ×æ‹ØÌæ ×ð´ ¥‹ÌÚ SÂC ·¤èçÁ°Ð

14. Explain the need of control group in experimental studies.

ÂýØæð»æˆ×·¤ ¥ŠØØÙæð´ ×ð´ çÙ؋˜æ‡æ-â×êã ·¤è ¥æßàØ·¤Ìæ SÂC ·¤èçÁ°Ð

J—0905 11 P.T.O.
15. Define external validity of an experimental design.
°·¤ ÂýØæð»æˆ×·¤-ÂçÚM¤Â ·¤è Õæs ßñÏÌæ ·¤è ÂçÚÖæáæ ÎèçÁ°Ð

16. Explain the three main provisions to be made for Universalising Primary Education.
ÂýæÍç×·¤ çàæÿææ ·ð¤ âæßüÖæñ×è·¤Ú‡æ ·ð¤ çÜ° ç·¤° »° ×éØ ÂýæßÏæÙæð´ ·¤æ ߇æüÙ ·¤èçÁ°Ð

J—0905 12
17. Define Curriculum and Syllabus
ÂæÆ¿Øæü ÌÍæ ÂæÆ÷Ø·ý¤× ·¤è ÂçÚÖæáæ ÎèçÁ°Ð

18. Explain grassroot approach to curriculum development.

ÂæÆ¿Øæü çß·¤æ⠷𤠥æÏæÚÖêÌ-¥çÖ»× ·¤è ÃØæØæ ·¤èçÁ°Ð

J—0905 13 P.T.O.
19. Discuss the uses of ‘interview’ as a tool for guidance services.
çÙÎðüàæÙ âðßæ¥æð´ ·ð¤ â´Ø´˜æ ·ð¤ M¤Â ×ð´ âæÿæ户¤æÚ ·ð¤ ©ÂØæð» ÂÚ ¿¿æü ·¤èçÁ°Ð

20. Explain the process of establishing guidance and counselling cell in a school.
çßlæÜØ ×ð´ çÙÎðüàæÙ ÌÍæ ÂÚæ×àæü âðÜ ·¤è SÍæÂÙæ ·¤ÚÙð ·¤è çßçÏ ·¤æ ߇æüÙ ·¤èçÁ°Ð

J—0905 14
 SECTION - III
¹‡ÇU—III

NOTE : This section contains five (5) questions from each of the electives /
specialisations. The candidate has to choose only one elective /
specialisation and answer all the five questions from it. Each question
carries twelve (12) marks and is to be answered in about two hundred
(200) words.
(12x5=60 marks)

ÙæðÅ Ñ §â ¹‡Ç ×ð´ ÂýˆØð·¤ °ðç‘À·¤ §·¤æ§ü/çßàæðá™æÌæ âð Âæ¡¿ (5) ÂýàÙ ãñ´Ð ¥ØÍèü ·¤æð ·ð¤ßÜ
°·¤ °ðç‘À·¤ §·¤æ§ü/çßàæðá™æÌæ ·¤æð ¿éÙ·¤Ú ©âè ×ð´ âð Âæ¡¿æð ÂýàÙæð´ ·¤æ ©žæÚ ÎðÙæ ãñÐ ÂýˆØð·¤
ÂýàÙ ÕæÚã (12) ¥´·¤ ·¤æ ãñ ß ©â·¤æ ©žæÚ Ü»Ö» Îæð âæñ (200) àæŽÎæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ

(12x5=60 ¥´·¤)

Elective - I

çß·¤ËÂU—I

21. Describe with an example how PERT could be used in school management.

çßlæÜØ ÂýÕ‹Ï ×ð´ Âè.§ü.¥æÚ.Åè. ·¤æ ©ÂØæð» ç·¤â Âý·¤æÚ ç·¤Øæ Áæ â·¤Ìæ ãñ ©Îæãڇæ âçãÌ ÃØæØæ ·¤èçÁ°Ð

22. Describe how an autocratic and a democratic heads of schools would differ in their
leadership behaviour in planning and conducting school annual day celebration.

߇æüÙ ·¤èçÁ° ç·¤ °·¤ çÙÚ´·é¤àæ ¥æñÚ °·¤ Üæð·¤Ìæ狘淤 çßlæÜØæð´ ·ð¤ ÂýÏæÙ S·ê¤Üæð´ ·ð¤ ßæçáü·¤ ©ˆâßæð´ ·ð¤
çÙØæðÁÙ ÌÍæ ç·ý¤Øæ‹ßØÙ ×ð´ ç·¤â Âý·¤æÚ çÖóæ ãæð´»ðÐ

23. State the purpose and process of institutional planning.

â´SÍæ»Ì çÙØæðÁÙ ·ð¤ ©gðàØ ÌÍæ ©â·¤è Âýç·ý¤Øæ ÕÌæ§ØðÐ

24. Educational supervision today is more punitive than promotive - Comment on this
statement.

ÒÒàæñçÿæ·¤ ÂØüßðÿæ‡æ ¥æÁ Âýæðˆâæã·¤ ·ð¤ ÕÁæØ Î‡Çæˆ×·¤ ãñÓÓ §â ·¤ÍÙ ·¤è â×èÿææ ·¤èçÁ°Ð

J—0905 15 P.T.O.
25. Explain ‘theory X’ and ‘theory Y’ approaches to educational administration.

àæñÿæç‡æ·¤ ÂýàææâÙ ·ð¤ çÜ° Òçâhæ‹Ì XÓ ÌÍæ Òçâhæ‹Ì YÓ ·¤è çßçÏØæð´ ·¤è ÃØæØæ ·¤ÚæðÐ

OR / ¥Íßæ

Elective - II

çß·¤Ë—II

21. Which of the following is measurement, assessment and evaluation ? Give reason for
your answer.
(a) Marking the mathematics paper
(b) Taking the weight of a child

(c) Declaring the result of class V students.

çِ٠×ð´ âð ·¤æñÙâæ ×æÂÙ, ¥æ·¤ÜÙ ÌÍæ ×êËØæ´·¤Ù ãñ? ¥ÂÙ𠩞æÚ ·ð¤ â×ÍüÙ ×ð´ ·¤æڇæ Öè ÕÌæ§ØðÐ

(a) »ç‡æÌ ·¤æ ÂýàÙ-˜æ Áæ¡¿ÙæÐ

(b) °·¤ ÕæÜ·¤ ·¤æ ÖæÚ ™ææÌ ·¤ÚÙæÐ

(c) ·¤ÿææ V ·ð¤ Àæ˜ææð´ ·¤æ ÂÚèÿææ È¤Ü ƒææðçáÌ ·¤ÚÙæÐ

22. In the case of the following variables, which criterion or criteria can be used for doing
Item Analysis and why ?
Attitude towards Teaching, Creativity and Reasoning.

çِÙçÜç¹Ì ¿Úæð´ ·ð¤ çÜ° ÂÎ çßàÜðá‡æ ·¤ÚÙð ·ð¤ çÜ° 緤⠷¤âæñÅè Øæ ·¤âæñçÅØæð´ ·¤æ ÂýØæð» ãæð»æ?

çàæÿæ‡æ ·ð¤ ÂýçÌ ¥çÖßëçžæ, âëÁÙàæèÜÌæ, ÌÍæ Ì·ü¤àæç€Ì

23. (a) A researcher developed an achievement test comprising 21 items relating to 21

aspects in a subject. Split half method was used for establishing the reliability.
The reliability coeffecient was found to be 0.31. Interpret this result.
(b) Why can reliability coefficient not be negative ?

(a) °·¤ àææðÏ·¤Ìæü Ùð °·¤ çßáØ ·ð¤ 21 ÂãÜé¥æð´ ÂÚ 21 ÂýàÙæð´ ·¤æ °·¤ ©ÂÜçŽÏ ÂÚèÿæ‡æ ÌñØæÚ ç·¤ØæÐ
çßàßâÙèØÌæ çÙÏæüçÚÌ ·¤ÚÙð ·ð¤ çÜ° ¥Ïü-çߑÀðÎ çßçÏ ·¤æ ©ÂØæð» ç·¤Øæ »ØæÐ çßàßâÙèØÌæ »é‡ææ´·¤
0.31 ÂýæŒÌ ãé¥æÐ §â·¤è çßßð¿Ùæ ·¤èçÁ°Ð

(b) çßàßâÙèØÌæ »é‡ææ´·¤ €Øæð´ «¤‡ææˆ×·¤ Ùãè´ ãæð â·¤Ìæ?

J—0905 16
24. Select any one topic and develop a criterion referenced test comprising Five questions.

·¤æð§ü çßáØ ¿éçÙØð ÌÍæ Âæ¡¿ ÂýàÙæð´ ßæÜæ °·¤ ·¤âæñÅè-â´ÎçÖüÌ ÂÚèÿæ‡æ ÌñØæÚ ·¤èçÁ°Ð

25. How can computer be used for improving the quality of evaluation ? Justify your
answer.

×êËØæ´·¤Ù ·¤è »é‡æߞææ âéÏæÚÙð ·ð¤ çÜ° ·¤ŒØêÅÚ ·¤æ ©ÂØæð» ç·¤â Âý·¤æÚ ç·¤Øæ Áæ â·¤Ìæ ãñ? ¥ÂÙ𠩞æÚ ·¤è
ÂéçC Öè ·¤èçÁ°Ð

OR / ¥Íßæ

Elective - III

çß·¤Ë—III

21. Explain Communication barriers that a teacher may face in the classroom at primary
level.

©Ù â´Âýðá‡æ ÕæÏæ¥æð´ ·¤è ÃØæØæ ·¤èçÁ° Áæð °·¤ ¥ŠØæ·¤ ·ð¤ âæ×Ùð ÂýæÍç×·¤ SÌÚ ·¤è ·¤ÿææ ×ð´ ¥æ â·¤Ìè ãñ´Ð

22. How can multi-media approach help in improving the quality of teaching at secondary
level ?

×æŠØç×·¤ SÌÚ ÂÚ Õãé-×æŠØ× çßçÏ ç·¤â Âý·¤æÚ çàæÿææ ·¤è »é‡æߞææ ×ð´ âéÏæÚ ·¤ÚÙð ×ð´ âãæØ·¤ ãæð â·¤Ìè ãñ?

23. Explain different stages of teaching with suitable examples.

çàæÿæ‡æ ·ð¤ çßçÖóæ SÌÚæð´ ·¤æ âæðÎæãڇæ ߇æüÙ ·¤èçÁ°Ð

24. Select a concept in a subject of your choice and write instructional material based on
the principles of programmed instruction to be used in distance mode of teaching.

ç·¤âè çßáØ âð °·¤ ¥ßÏæڇææ ¿éçÙØð ÌÍæ ¥çÖ·ý¤ç×Ì çàæÿæ‡æ ·ð¤ çâhæ‹Ìæ𴠷𤠥ÙéâæÚ ÎêÚSÍ çàæÿææ ×ð´ Áæð
çàæÿæ‡æ âæ×»ýè ÂýØé€Ì ·¤è Áæ â·¤Ìè ãñ ©â·¤æ ߇æüÙ ·¤èçÁ°Ð

J—0905 17 P.T.O.
25. Select an appropriate topic to teach through concept attainment model of teaching
and explain the steps you would follow while using that model.

â´·¤ËÂÙæ ÂýæçŒÌ ÂýçÌ×æÙ mæÚæ çàæÿæ‡æ ·ð¤ çÜ° °·¤ ©ÂçßáØ Àæ¡çÅØð ÌÍæ §â ÂýçÌ×æÙ mæÚæ çàæÿæ‡æ ×ð´ ÂýØé€Ì
âæðÂæÙæð´ ·¤æ ߇æüÙ ·¤èçÁ°Ð

OR / ¥Íßæ

Elective - IV

çß·¤Ë—IV

21. Explain the terms ‘special education’, ‘integrated education and ‘inclusive education’,
giving suitable examples of each.

©ç¿Ì ©Îæãڇæ ÎðÌð ãé° çßçàæC çàæÿææ, â×æ·¤çÜÌ çàæÿææ ÌÍæ â×æßðàææˆ×·¤ çàæÿææ ¥æçÎ ÂÎæð´ ·¤è ÃØæØæ
·¤èçÁ°Ð

22. What are the charecteristics of a mentally retarded child ? Discuss the programmes
that you would use to help him.

°·¤ ׋Î-Õéçh ÕæÜ·¤ ·¤è €Øæ çßàæðáÌæØð´ ãñ´? ©â·¤è âãæØÌæ ·ð¤ çÜ° ¥æ ·¤æñÙâð ·¤æØü·ý¤×æð´ ·¤æ ©ÂØæð»
·¤Úð´»ð, ©Ù·¤è ÃØæØæ ·¤èçÁ°Ð

23. How will you identify a creative child in the classroom ? Discuss the measures that you
take to help him develop his creative ability to the full.

¥æ ¥ÂÙè ·¤ÿææ ×ð´ âëÁÙàæèÜ ÕæÜ·¤ ·¤è Âã¿æÙ ç·¤â Âý·¤æÚ ·¤Úð´»ð? ©â·¤è âëÁÙàæèÜÌæ ·¤æ âÂê‡æü çß·¤æâ
ãæð â·ð¤ §â·ð¤ çÜ° ¥æ €Øæ ©ÂæØ ·¤Úð´»ð, â×Ûææ§ØðÐ

24. What is meant by ‘learning disability’ ? How will you identify and help a learning
disabled child ?

¥çÏ»× ÕæçÏÌæ âð €Øæ ÌæˆÂØü ãñ? ¥æ °·¤ ¥çÏ»× ÕæçÏÌ Àæ˜æ ·¤è Âã¿æÙ ÌÍæ âãæØÌæ ç·¤â Âý·¤æÚ
·¤Úð´»ðÐ

J—0905 18
25. What is meant by ‘Juvenile Delinguency’ ? Discuss its genesis and suggest programmes
for rehabilitation.

ÕæÜ-¥ÂÚæÏ âð €Øæ ÌæˆÂØü ãñ? §â·¤è ©ˆÂçžæ ·¤æ ߇æüÙ ·¤èçÁ° ÌÍæ ÂéÙßæüâ ·ð¤ çÜ° âéÛææß ÎèçÁ°Ð

OR / ¥Íßæ

Elective - V

çß·¤Ë—V

21. Give a brief account of the development of teacher education in India during the pre -
independance period.

SßÌ´˜æÌæ âð Âêßü ÖæÚÌ ×ð´ ¥ŠØæ·¤ çàæÿææ ·ð¤ çß·¤æâ ·¤æ â´çÿæŒÌ ŽØæñÚæ ÎèçÁ°Ð

22. Discuss the recommendations of Education Commission (1964 - 66) regarding

recruitment and professional growth of school teachers ?

çàæÿææ-¥æØæð» (1964 - 66) ·ð¤ mæÚæ çßlæÜØæ𴠷𤠥ŠØæ·¤æ𴠷𤠿ØÙ /ÖÌèü ÌÍæ ÃØßâæçØ·¤ çß·¤æâ ·ð¤ çÜ°
Îè »§ü çâȤæçÚàææð´ ·¤è ¿¿æü ·¤èçÁ°Ð

23. Describe the proposals made in the NPE - 1986 regarding training of teachers in higher
education. Discuss how these proposals are being implemented.

©“æ çàæÿææ ×ð´ ¥ŠØæ·¤æð´ ·ð¤ Âýçàæÿæ‡æ ·ð¤ çÜ° ÚæCþèØ çàæÿææ ÙèçÌ 1986 ×ð´ çÎØð »° ÂýSÌæßæð´ ·¤æ ߇æüÙ ·¤èçÁ°Ð
§Ù ÂýSÌæßæð´ ÂÚ ç·¤â Âý·¤æÚ ¥×Ü ãæð Úãæ ãñ, Øã Öè ÕÌæ§ØðÐ

24. Describe the characteristics of a profession, and hence evaluate the status of teaching
as a profession.

°·¤ ÃØßâæØ ·¤è çßàæðáÌæØð´ ÕÌæ§üØð, ÌÍæ ÌÎæÙéâæÚ çàæÿæ‡æ ·¤æØü ·¤æ ×êËØæ´·¤Ù °·¤ ÃØßâæØ ·ð¤ M¤Â ×ð´
·¤èçÁ°Ð

25. Discuss some of the areas of teacher education which deserve an urgent attention of
the research workers. Give examples in support of your answer.

¥ŠØæ·¤ çàæÿææ ·ð¤ ·é¤À °ðâð ÿæð˜ææð´ ·¤è ¿¿æü ·¤èçÁ° çÁÙ·¤è ¥æðÚ àææðÏ·¤Ìæü¥æð´ ·¤æ ŠØæÙ ¥æ·¤áü‡æ ·¤ÚÙæ
¥æßàØ·¤ ãñÐ ¥ÂÙ𠩞æÚ ·¤è ÂéçC ×ð´ ©Îæãڇæ ÎèçÁ°Ð

J—0905 19 P.T.O.
J—0905 20
J—0905 21 P.T.O.
J—0905 22
J—0905 23 P.T.O.
J—0905 24
J—0905 25 P.T.O.
J—0905 26
J—0905 27 P.T.O.
J—0905 28
J—0905 29 P.T.O.
 SECTION - IV

¹‡Ç—IV

NOTE : This section consists of one essay type question of forty (40) marks to
be answered in about one thousand (1000) words on any of the
following topics.
(40x1=40 marks)

ÙæðÅ Ñ §â ¹´Ç ×ð´ ¿æÜèâ (40) ¥´·¤æð ·¤æ çÙՋÏæˆ×·¤ ÂýàÙ ãñ çÁâ·¤æ ©žæÚ çِÙçÜç¹Ì
çßáØæð´ ×ð´ âð ·ð¤ßÜ °·¤ ÂÚ, ֻܻ °·¤ ãÁæÚ (1000) àæŽÎæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ

(40x1=40 ¥´·¤)

26. Write an essay on any ONE of the following :

çِÙçÜç¹Ì ×ð´ âð ç·¤âè °·¤ ÂÚ çÙÕ‹Ï çÜç¹° Ñ

Examination Reforms in School Education.

çßlæÜØè çàæÿææ ×ð´ ÂÚèÿææ âéÏæÚÐ

OR / ¥Íßæ

Feasibility of ICT (Information Communication Technology) in Education in the present

context in India.

ßÌü×æÙ ÖæÚÌèØ â‹ÎÖü ×ð´ çàæÿææ ×ð´ ÒÒâê¿Ùæ ÌÍæ â´¿æÚ Âýæñlæðç»·¤èÓÓÐ

OR / ¥Íßæ

Preservice Teacher Education through Distance Mode.

ÎêÚSÍ çàæÿææ çßçÏ mæÚæ âðßæÂêßü ¥ŠØæ·¤ çàæÿææÐ

J—0905 30
J—0905 31 P.T.O.
J—0905 32
J—0905 33 P.T.O.
J—0905 34
J—0905 35 P.T.O.
J—0905 36
J—0905 37 P.T.O.
J—0905 38
J—0905 39 P.T.O.
 FOR OFFICE USE ONLY
Marks Obtained

Obtained

Obtained

Obtained

Obtained
Question

Question

Question

Question
Number

Number

Number

Number
Marks

Marks

Marks

Marks
1 26 51 76
2 27 52 77
3 28 53 78
4 29 54 79
5 30 55 80
6 31 56 81
7 32 57 82
8 33 58 83
9 34 59 84
10 35 60 85
11 36 61 86
12 37 62 87
13 38 63 88
14 39 64 89
15 40 65 90
16 41 66 91
17 42 67 92
18 43 68 93
19 44 69 94
20 45 70 95
21 46 71 96
22 47 72 97
23 48 73 98
24 49 74 99
25 50 75 100

Total Marks Obtained (in words) .....................................

(in figures) ....................................

Signature & Name of the Coordinator ...............................

(Evaluation) Date .............................

J—0905 40