Signature and Name of Invigilator
1. (Signature)
(Name)
2. (Signature)
(Name)
J—0 9 0 6 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 Answer Sheet, 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—0906
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-Â˜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) ¥´·¤æ´ð ·¤æ ãñ °ß´ §â×ð´ ¿æÚ (4) ¹´Ç ã´ñÐ ¥ØçÍüØæð´ ·¤æð §Ù ×ð´ â×æçãÌ
ÂýàÙæð´ ·¤æ ©žæÚ ¥Ü» çÎØð »Øð çßSÌëÌ çÙÎðüàææ𴠷𤠥ÙéâæÚ ÎðÙæ ãñÐ

J—0906 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 question no. 1 to 5 :

The Choice Based Credit System (CBCS) involves continuous internal

assessment which keeps the students very fruitfully engaged in their studies and
at the same time eliminates lackadaisical attitude on the part of the teachers. It is
based on a very comprehensive and scientific system of evaluation of the genuine
abilities or capabilities of students unlike the traditional system of evaluation
through examination where the emphasis is on memory. The evaluation depends
upon internal assessment and semester examinations encourage seminars, take
home assignment, group discussions, brain storming sessions providing
opportunity for students to give frank and open expression of their ideas. The
teachers also are more comfortable with this kind of evaluation of students since
there is a high degree of flexibility and transparency in the system. The CBCS
with its emphasis on what is known as modular course makes the teachers
frequently consult the literature in the library in the form of books, journals and
other data or information concerning the course that they are offering. Normally
the teacher in every course provides a synopsis of the Course that is being offered
so that the students know in advance the nature, scope and significance of the
Syllabi. All this presupposes the availability of adequate infrastructure facilities
like classrooms, relevant teaching aid etc; including availability of highly qualified
teachers and voluntary cooperation from the students. In addition to the above,
a combination of internal and external assessment, the credit system and the
grading system are important aspects of the CBCS primarily emphasising a
scientific system of student learning and evaluation.
J—0906 3 P.T.O.
 çِ٠»læ´àæ ·¤æð Âɸð´ ÌÍæ çÎØð »Øð ÂýàÙæ𴠷𤠩žæÚ çܹð´Ð ( 1 âð 5).
âè Õè âè °â ×ð´ âæ̈ØÂê‡æü ¥æ‹ÌçÚ·¤ ×êËØæ´·¤Ù â×æçßcÅ ãæðÙð âð ßã Àæ˜ææð´ ·¤æð ¥ÂÙ𠥏Øæâ ×ð´

âȤÜÌæ Âêßü·¤ ×»A Ú¹Ùð ·ð¤ âæÍ ãè çàæÿæ·¤æð´ ·¤è ¥æÇ´ÕÚÂê‡æü ¥çÖßëçžæ ·¤æð Öè ÎêÚ ·¤ÚÌæ ãñÐ S×ëçÌ ÂÚ

ÕÜ ÎðÙð ßæÜè ÂÚèÿææ mæÚæ ×êËØæ´·¤Ù ·¤ÚÙð ·¤è ÂæÚ´ÂçÚ·¤ Âý‡ææÜè ·ð¤ çßÂÚèÌ ßã Àæ˜ææð´ ·¤è çßçàæcÅ

àæç€ÌØæð´ ß ÿæ×Ìæ¥æð´ ·¤è ¥çÌ ÃØæ·¤ °ß´ ßñ™ææçÙ·¤ Âý‡ææÜè ÂÚ ¥æÏæçÚÌ ãñÐ ×êËØæ´·¤Ù ¥æ‹ÌçÚ·¤

çÙÏæÚü‡æ ÂÚ çÙÖüÚ ·¤ÚÌæ ãñ ¥æñÚ â×ðSÅÚ ÂÚèÿææ°¡, ÂçÚâ´ßæÎ, »ëã·¤æØü, â×êã ¿¿æü ·ð¤ ¥ßâÚ ÂýÎæÙ ·¤Ú

Àæ˜ææð´ ·ð¤ çß¿æÚæð´ ·¤è SÂcÅ ß ×é€Ì ¥çÖÃØç€Ì ·¤æð ÂýæðˆâæçãÌ ·¤ÚÌæ ãñÐ Âý‡ææÜè ×ð´ Ü¿èÜæÂÙ ß

ÂæÚÎàæü·¤Ìæ ·¤æ SÌÚ ª¡¤¿æ ãæðÙð ·¤è ßÁã âð Àæ˜ææ𴠷𤠧â Âý·¤æÚ ·ð¤ ×êËØæ´·¤Ù âð çàæÿæ·¤æð´ ·¤æð ¥çÏ·¤

âéçßÏæ ÚãÌè ãñÐ âéÂçÚç¿Ì ×æðÇØéÜÚ ÂæÆ÷Ø·ý¤× ÂÚ ÕÜ Îð·¤Ú âè Õè âè °â çàæÿæ·¤æð´ ·¤æð ÂæÆØçßáØ

ÂýSÌéÌ ·¤ÚÙð ×ð´ ÂéSÌ·¤, Âç˜æ·¤æ ¥‹Ø âæ×»ýè âê¿Ùæ SßL¤Â âæçãˆØ ·ð¤ çÜØð ÂéSÌ·¤æÜØ ·¤æ ÕæÚÕæÚ

âÂ·ü¤ ·¤ÚÙð ·ð¤ çÜØð ÕæŠØ ·¤ÚÌæ ãñÐ âæ×æ‹ØÌØæ çàæÿæ·¤ ÂýˆØð·¤ ÂæÆØçßáØ ·¤è L¤ÂÚð¹æ ÂýSÌéÌ ·¤ÚÌæ

ãñ, çÁââð Àæ˜æ ÂãÜð âð ÂæÆØæ´àæ ·ð¤ SßL¤Â, çßSÌæÚ ¥æñÚ ×ãˆß ·¤æð ÁæÙ â·ð´¤Ð §Ù âÕ ×ð´ ©“æ ÂÎßèÏæÚè

çàæÿæ·¤æð´ ·¤è ÂýæŒØÌæ, Àæ˜ææ𴠷𤠰ðç‘À·¤ âãØæð» âçãÌ ß»ü¹‡Ç, àæñçÿæ·¤ ©Â¿æÚ ¥æçÎ ¥æ‹ÌÚ â´Ú¿Ùæ ·¤è

ÂýæŒÌÌæ Âêßü»ëãèÌ ãñÐ ©ÂØüé€Ì ·ð¤ ¥çÌçÚQ¤ ×êÜÌÑ Àæ˜æ ¥çÏ»× ß ×êËØæ´·¤Ù ·¤è ßñ™ææçÙ·¤ ÃØßSÍæ ×ð´

¥æ‹ÌçÚ·¤ ß Õæs çÙÏæüÚ‡æ ·¤æ â׋ßØ, ·ý¤ðçÇÅ Âý‡ææÜè °ß´ »ýðÇè´» Âý‡ææÜè âè Õè âè °â ×ãˆßÂê‡æü

¥´» ãñÐ

1. What do you understand by Choice Based Credit System ?

ßÚ‡æ ¥æÏæçÚÌ ·ðý¤çÇÅ Âý‡ææÜè âð ¥æ €Øæ â×ÛæÌð ãñ´?

J—0906 4
2. Describe two chief merits of Choice Based Credit System.
ßÚ‡æ ¥æÏæçÚÌ ·ðý¤çÇÅ Âý‡ææÜè ·¤è Îæð Âý×é¹ çßàæðáÌæ¥æð´ ·¤æ ߇æüÙ ·¤èçÁØðÐ

3. What are the main bases of Choice Based Credit System ?

ßÚ‡æ ¥æÏæçÚÌ ·ðý¤çÇÅ Âý‡ææÜè ·ð¤ ×éØ ¥æÏæÚ ·¤æñÙ âð ãñ´?

J—0906 5 P.T.O.
4. In what ways students are given opportunities to give free and frank opinion to their
ideas through Choice Based Credit System ?
ßÚ‡æ ¥æÏæçÚÌ ·ðý¤çÇÅ Âý‡ææÜè mæÚæ çßlæçÍüØæð´ ·¤æð ¥ÂÙð çß¿æÚæð´ ·¤è SßÌ´˜æ ÌÍæ ÕðÕæ·¤ ¥çÖÃØç€Ì ·ð¤ ¥ßâÚ
ç·¤â Âý·¤æÚ ÂýÎæÙ ç·¤Øð ÁæÌð ãñ´?

5. What preparations are required for the effective use of Choice Based Credit System ?
ßÚ‡æ ¥æÏæçÚÌ ·ðý¤çÇÅ Âý‡ææÜè ·ð¤ ÂýÖæßè ©ÂØæð» ãðÌé ç·¤â Âý·¤æÚ ·¤è ÌñØæçÚØæð´ ·¤è ¥æßàØ·¤Ìæ ãæðÌè ãñ?

J—0906 6
 SECTION - II
¹‡ÇU—II

Note : This section contains fifteen (15) questions numbered 6 to 20 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´, çÁٷ𤠷ý¤×æ´·¤ 6 âð 20 ãñ´Ð ÂýˆØð·¤
ÂýàÙ ·¤æ ©žæÚ Ü»Ö» Ìèâ (30) àæŽÎæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ
(5x15=75 ¥´·¤)

6. Why does an Existentialist reject the Idealist Concept of Value ?

¥çS̈ßßæÎè ¥æÎàæüßæÎè ×êËØ ÂçÚ·¤ËÂÙæ ·¤æ çÙÚâÙ €Øæð´ ·¤ÚÌæ ãñ?

J—0906 7 P.T.O.
7. Mention the main implications of the educational thinking of Gandhi ?
»æ´çÏÁè ·ð¤ àæñçÿæ·¤ 翋ÌÙ ·ð¤ ×éØ çÙçãÌæÍü ÕÌæ§ØðÐ

8. What do you understand by Social Change ? How does education effect the social
change ?
âæ×æçÁ·¤ ÂçÚßÌüÙ âð ¥æ €Øæ â×ÛæÌð ãñ? âæ×æçÁ·¤ ÂçÚßÌüÙ ·¤æð çàæÿææ ç·¤â Âý·¤æÚ ÂýÖæçßÌ ·¤ÚÌè ãñ?

J—0906 8
9. What are the constitutional provisions for equality of educational opportunity ?
àæñçÿæ·¤ ¥ßâÚæð´ ·¤è â×æÙÌæ ·ð¤ çÜØð â´ßñÏæçÙ·¤ ÂýæßÏæÙ €Øæ ãñ?

10. Write two main principles of curriculum development.

Âæɸطý¤× çß·¤æâ ·ð¤ Îæð ×éØ çâhæ‹Ìæð´ ·¤æð çÜç¹ØðÐ

J—0906 9 P.T.O.
11. What is the difference between convergent thinking and divergent thinking ?
¥çÖ âæÚè 翋ÌÙ ÌÍæ ¥ÂâæÚè 翋ÌÙ ×𴠀Øæ ¥‹ÌÚ ãæðÌæ ãñ?

12. Write the names of any five kinds of intelligences as described by Howard Gardner in
the theory of Multiple Intelligences.
ãæðÕæÇü »æÇüÙÚ ·ð¤ Õãé ÕéçhØæð´ ·ð¤ çâhæ‹Ì ×ð´ ßç»üÌ ÕéçhØæð´ ×ð´ âð ç·¤‹ãè Âæ¡¿ Âý·¤æÚ ·¤è ÕéçhØæð´ ·ð¤ Ùæ× çÜç¹ØðÐ

J—0906 10
13. Describe two important educational implications of Thorndike’s connectionism.
ÍæðÙüÇ槷¤ ·ð¤ âÕ‹ÏßæÎ ·ð¤ Îæð ×ãˆßÂê‡æü àæññçÿæ·¤ çÙçãÌæÍæðü ·¤æ ߇æüÙ ·¤èçÁØðÐ

14. Describe Pavlov’s classical conditioning paradigm.

ÂßÜß ·ð¤ €Üæçâ·¤Ü ·´¤çÇàæçÙ´» ÂñÚæÇæ§× ·¤æ ߇æüÙ ·¤èçÁØðÐ

J—0906 11 P.T.O.
15. Explain the difference between guidance and counselling.
çÙÎðüàæÙ °ß´ ÂÚæ×àæü ×𴠀Øæ ¥´ÌÚ ãñ §â·¤è ÃØæØæ ·¤èçÁØðÐ

16. How is educational guidance related to vocational guidance ?

àæñçÿæ·¤ çÙÎðüàæÙ ÌÍæ ÃØæßâæçØ·¤ çÙÎðüàæÙ ·ð¤ â´Õ´Ï ·¤æð SÂcÅ ·¤èçÁØðÐ

J—0906 12
17. Describe the salient features of interview as a tool for guidance.
çÙÎðüàæÙ ·ð¤ ©Â·¤Ú‡æ ·ð¤ L¤Â ×ð´ âæÿæ户¤æÚ ·¤è ×éØ çßàæðáÌæ¥æð´ ·¤æ ߇æüÙ ·¤èçÁØðÐ

18. Describe the meaning and merits of stratified sampling.

SÌÚè·ë¤Ì ‹ØæÎàæüÙ ·ð¤ ¥Íü ß »é‡ææð´ ·¤æ ߇æüÙ ·¤èçÁ°Ð

J—0906 13 P.T.O.
19. What do you understand by historical criticism ? How does it help a researcher in
establishing the authenticity of data.
°ðçÌãæçâ·¤ ¥æÜæð¿Ùæ âð ¥æ €Øæ â×ÛæÌð ãñ´? °·¤ àææðÏ·¤Ìæü ·¤æð ÂýΞææð´ ·¤æð â´SÍæçÂÌ ·¤ÚÙð ×ð´ Øã ·ñ¤âð âãæØÌæ
·¤ÚÌæ ãñ?

20. Briefly describe the intervening variables in educational research with suitable examples.
àæñçÿæ·¤ ¥Ùéâ‹ÏæÙ ×ð´ ׊ØßÌèü ¿Úæð´ ·¤æ ©Îæãڇæ âçãÌ â´ÿæð ×ð´ ߇æüÙ ·¤Úð´Ð

J—0906 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. (Questions
21 to 25)
(12x5=60 marks)

ÙæðÅ Ñ §â ¹´Ç ×ð´ ÂýˆØð·¤ °ðç‘À·¤ §·¤æ§ü/çßàæðá™æÌæ âð Âæ¡¿ (5) ÂýàÙ ãñд ¥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) ¥´·¤æð´
·¤æ ãñ ß ©â·¤æ ©žæÚ Ü»Ö» Îæð âæñ (200) àæŽÎæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ (ÂýàÙ 21 âð 25)
(12x5=60 ¥´·¤)

Elective - I
°ðç‘À·¤U—I

21. Briefly describe the scientific principles of management propounded by F.W. Taylor
and discuss their applicability in educational institutions.
°È÷¤.ǎÜê ÅðÜÚ mæÚæ ÂýçÌÂæçÎÌ ÂýÕ‹Ï ·ð¤ ßñ™ææçÙ·¤ çâhæ‹Ìæð´ ·¤æ â´çÿæ# ߇æüÙ ·¤èçÁØð ÌÍæ àæñçÿæ·¤ â´SÍæÙæð´ ×ð´
§Ù·¤è ©ÂØéQ¤Ìæ ·¤è çßßð¿Ùæ ·¤èçÁØðÐ

22. “Administrative issues may not be resolved in isolation, they need to be examined in
totality”. In the light of the statement discuss the applicability of System Approach in
educational administration.
ÒÒÂýàææâçÙ·¤ â×SØæ¥æð´ ·¤æð ÂëÍ·¤ ·¤Ú Ùãè´ âéÜÛææØæ Áæ â·¤Ìæ ãñ, §Ù ·ð¤ çÜØð â×»ýÌæ ×ð´ ÂÚèÿææ ·¤ÚÙð ·¤è
¥æßàØ·¤Ìæ ãñÓÓ §â ·¤ÍÙ ·ð¤ ¥æÜæð·¤ ×ð´ àæñçÿæ·¤ ÂýàææâÙ ×ð´ ÃØßSÍæ ¥çÖ»× ·¤è ©ÂØéQ¤Ìæ Îàææü§ØðÐ

23. “Success of the leadership is mainly dependent upon the favourable situations in the
organisation”. In the light of the above statement discuss Fred Fiedler’s theory of
leadership.
ÙðÌëˆß ·¤è âȤÜÌæ ×éØÌÑ â´»ÆÙ ×ð´ ¥Ùé·ê¤Ü ÂçÚçSÍçÌØæð´ ÂÚ çÙÖüÚ ·¤ÚÌè ãñÐ

24. What are the various approaches to educational planning ? Which approach do you
consider most appropriate in the Indian context and why ?
àæñçÿæ·¤ çÙØæðÁÙ ·ð¤ çßçÖóæ ©Âæ»× €Øæ ãñ? ÖæÚÌèØ â´ÎÖü ×ð´ ¥æ 緤⠩Âæ»× ·¤æð âßæüçÏ·¤ ©ÂØéQ¤ â×ÛæÌð
ãñ´ ¥æñÚ €Øæð´?

J—0906 15 P.T.O.
25. Define educational supervision. Describe the various functions of educational
supervision.
àæñÿæç‡æ·¤ ÂØüßðÿæ‡æ ·¤æð ÂçÚÖæçáÌ ·¤èçÁØðÐ àæñÿæç‡æ·¤ ÂØüßðÿæ‡æ ·ð¤ çßçÖóæ ·¤æØæðü ·¤è çßßð¿Ùæ ·¤èçÁØðÐ

OR / ¥Íßæ

Elective - II
°ðç‘À·¤—II

21. Describe three important characteristics of a good measuring instrument.

×样𤠩·¤Ú‡ææð´ ·¤è ÌèÙ Âý×é¹ çßàæðáÌæ¥æð´ ·¤æ ߇æüÙ ·¤èçÁØðÐ

22. Explain the difference between Norm - referenced tests and criterion referenced tests.
×æÙ·¤ â‹ÎçÖüÌ ©Â·¤Ú‡ææð´ ÌÍæ çÙ·¤á-â´ÎçÖüÌ ÂÚèÿæ‡ææð´ ·ð¤ ×ŠØ ¥‹ÌÚ ·¤æð SÂcÅ ·¤èçÁØðÐ

23. Make a list of six tools of educational measurement and evaluation. Describe any two
of these tools.
àæñÿæç‡æ·¤ ×æÂÙ ¥æñÚ ×êËØæ´·¤Ù ·ð¤ À㠩·¤Ú‡ææð´ ·¤è âê¿è ÕÙæ§Øð, §Ù×ð´ âð ç·¤‹ãè´ Îæð ©Â·¤Ú‡ææð´ ·¤æ ߇æüÙ
·¤èçÁØðÐ

24. Write the names of four types of evaluation procedures ? Describe any two of these
evaluation procedures.
¿æÚ Âý·¤æÚ ·¤è ×êËØæ´·¤Ù çßçÏØæð´ ·ð¤ Ùæ× çÜç¹ØðÐ §Ù×ð´ âð ç·¤‹ãè´ Îæð ×êËØæ´·¤Ù çßçÏØæð´ ·¤æ ߇æüÙ ·¤èçÁØðÐ

25. Describe Guilford’s structure of intellect model.

ç»ÜȤÇü ·ð¤ Õéçh â´Ú¿Ùæ ÂýçÌ×æÙ ·¤æ ߇æüÙ ·¤èçÁØðÐ

OR / ¥Íßæ

Elective - III
°ðç‘À·¤—III

21. Discuss nature and scope of Educational Technology (E.T). How ‘technology of
Education’ is different from ‘technology in education’ ?
àæñÿæç‡æ·¤ Âýæñlæðç»·¤è ·ð¤ SßL¤Â ß çßáØ ÿæð˜æ ·¤æ ߇æüÙ ·¤Úð´Ð Òçàæÿææ ·¤è Âýæñlæðç»·¤èÓ Òçàæÿææ ×ð´ Âýæñlæðç»·¤èÓ âð
ç·¤â Âý·¤æÚ çÖóæ ã´ñ?

J—0906 16
22. Now with E.T. stress is laid on mathetic principle of learning more than the traditional
pedagogic principles of teaching”. Comment.
ÒÒ¥Õ §ü.Åè. ·ð¤ ¥æÙð âð ¥çÏ»× ·ð¤ ×ñÍðçÅ·¤ çâhæ‹Ì ÂÚ çàæÿæ‡æ ·ð¤ M¤É¸èßæÎè â´àæñçÿæ·¤è çâhæ‹Ì âð ¥çÏ·¤
ÉæÜ çÎØæ ÁæÌæ ãñÓÓÐ çŌ‡æè ·¤Úð´Ð

23. State the types of communication barriers. What steps would you take to overcome
them ?
â´Âýðá‡æ ·ð¤ ÕæÏ·¤ ·ð¤ Âý·¤æÚ ·¤æð çÜç¹°Ð §Ù·¤æð ÎêÚ ·¤ÚÙð ·ð¤ çÜ° ¥æ €Øæ ·¤Î× ©ÆæØð´»ð´Ð

24. What do you understand by levels of teaching ? Differentiate between memory and
reflective levels of teaching.
çàæÿæ‡æ ·ð¤ SÌÚ âð ¥æ €Øæ â×ÛæÌð ãñ´? çàæÿæ‡æ ·¤è S×ëçÌ ß çß×àæèü SÌÚ ×ð´ ¥‹ÌÚ SÂcÅ ·¤èçÁ°Ð

25. Define Microteaching. Discuss advantages and limitations as a technique to improve

the teaching skills of proposed teachers.
âêÿ× çàæÿæ‡æ ·¤æð ÂçÚÖæçáÌ ·¤èçÁØðÐ Öæßè ¥ŠØæ·¤æð´ ·ð¤ çàæÿæ‡æ ·¤æñàæÜ ·ð¤ âéÏæÚ ãðÌé §â Ì·¤çÙ·¤ ·ð¤ ÜæÖ ß
âè×æ¥æð´ ·¤è ¿¿æü ·¤èçÁØðÐ

OR / ¥Íßæ

Elective - IV
°ðç‘À·¤—IV

21. Write a critical note on the need and present status of integrated Education of disabled
children in India.
çß·¤Üæ´» Փææð´ ãðÌé °·¤è·ë¤Ì çàæÿææ ·¤è ¥æßàØ·¤Ìæ, °ß´ ßÌü×æÙ çSÍçÌ ÂÚ °·¤ ¥æÜæð¿Ùæˆ×·¤ çŌÂÙè çܹð´Ð

22. Define blindness. How does ICT help in reducing the effects of blindness in education
and rehabilitation of the Visually disabled children ?
ÎëçcÅ ÕæçÏÌæ ·¤æð ÂçÚÖæçáÌ ·¤Úð´Ð ÎëçcÅ ÕæçÏÌæ ·ð¤ ÂýÖæß ·¤æð ·¤× ·¤ÚÙð ·ð¤ çÜ° âê¿Ùæ °ß´ â´Âýðá‡æ Ì·¤Ùè·¤è ·ð¤
çàæÿææ ß ÂéÙßæüâ ·ñ¤âð âãæØ·¤ ãñ?

23. Differentiate between AAMR and PWD Act, 1995 definitions of Mental Retardation.
Discuss briefly the educational programmes for Educable Mentally Retarded (EMR)
children.
° ° °× ¥æÚ ÌÍæ Âè. ǎÜê Çè. °€Å 1995 ·¤è ×æÙçâ·¤ çß·¤Üæ´»Ìæ ·¤è ÂçÚÖæáæ ×ð´ çßÖðÎ ·¤èçÁØðÐ çàæÿææ
Øæð‚Ø ×æÙçâ·¤ çß·¤Üæ´» (§ü.°×.¥æÚ.) Փææð´ ·ð¤ àæñçÿæ·¤ ·¤æØüR¤× ·¤è â´ÿæð ×ð´ ¿¿æü ·¤Úð´Ð

J—0906 17 P.T.O.
24. Describe characteristics of gifted children. Discuss teaching approaches to such children
in brief.

Âý¹Ú Փææð´ ·ð¤ Üÿæ‡æ çܹð´Ð §Ù Փææð´ ·ð¤ àæñçÿæ·¤ ·¤æØü·ý¤×æð´ ·¤è â´ÿæð ×ð´ ÃØæØæ ·¤èçÁ°Ð

25. What are different types of learning disabilities ? Discuss its causes and preventive
measures.

¥çÏÙÌ çß·¤Üæ´»Ìæ ç·¤ÌÙð Âý·¤æÚ ·¤è ãæðÌè ãñ? §â·ð¤ ·¤æڇææð´ ß Úæð·¤Íæ× ·ð¤ ©ÂæØæð´ ·¤è ¿¿æü ·¤èçÁØðÐ

OR / ¥Íßæ

Elective - V

°ðç‘À·¤—V

21. Describe the main recommendations of Kothari Commission regarding Teacher

Education.

¥ŠØæ·¤ çàæÿææ ·ð¤ çßáØ ×ð´ ·¤æðÆæÚè ¥æØæð» ·¤è Âý×é¹ â´SÌéçÌØæð´ ·¤æ ߇æüÙ ·¤èçÁØðÐ

22. Keeping the aims of secondary teacher education in mind discuss the problems of their
application.

×æŠØç×·¤ ¥ŠØæ·¤ çàæÿææ ·ð¤ ©gðàØæð´ ·¤æð ×gðÙ$ÁÚ Ú¹Ìð ãé° ©Ù·ð¤ ©ÂØæð» ·¤è â×SØæ¥æð´ ·¤è ¿¿æü ·¤èçÁØðÐ

23. Examine critically the role of in service Teacher programme for quality assurance.

»é‡æߞææ ¥æàßæâÙ ×ð´ âðßæ·¤æÜèÙ ¥ŠØæ·¤ çàæÿææ ·¤æØü·ý¤× ¥æÜæð¿Ùæˆ×·¤ ÂÚèÿæ‡æ ·¤èçÁØðÐ

24. Discuss the role of N.C.T.E.

°Ù÷.âè.Åè.§. ·¤è Öêç×·¤æ ·¤è ¿¿æü ·¤èçÁØðÐ

25. “The implementation of Practice Teaching at Secondary Teacher Education is the main
weakness of the total programme”. Give your comments with suitable examples.

ÒÒ×æŠØç×·¤ ¥ŠØæ·¤ çàæÿææ ·ð¤ â×»ý ·¤æØü·ý¤× ×ð´ ¥ŠØæÙ ¥Øæâ ×éØ ×ØæüÎæ ãñÓÓ ©ÂØé€Ì ©Îæãڇææð´ ·ð¤ âæÍ
¥ÂÙè çŌÂç‡æØæ¡ ÎèçÁØðÐ

J—0906 18
J—0906 19 P.T.O.
J—0906 20
J—0906 21 P.T.O.
J—0906 22
J—0906 23 P.T.O.
J—0906 24
J—0906 25 P.T.O.
J—0906 26
J—0906 27 P.T.O.
J—0906 28
J—0906 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 ¥´·¤)

Write an essay on any one of the following :

çِÙçÜç¹Ì ×ð´ âð ç·¤âè °·¤ ÂÚ çÙÕ‹Ï çÜç¹ØðÐ

26. Quality Assurance in Education.

çàæÿææ ×ð´ »é‡æߞææ ¥æàßæâÙÐ

OR / ¥Íßæ

Universalization of Elementary Education.

ÂýæÚçÖ·¤ çàæÿææ ·¤æ âæßüÖæñ×跤ڇæÐ

OR / ¥Íßæ

Empowerment of Women through Education.

çàæÿææ ·ð¤ ×æŠØ× âð ×çãÜæ âàæ€Ì跤ڇæ

J—0906 30
J—0906 31 P.T.O.
J—0906 32
J—0906 33 P.T.O.
J—0906 34
J—0906 35 P.T.O.
J—0906 36
J—0906 37 P.T.O.
J—0906 38
J—0906 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—0906 40