Signature and Name of Invigilator
1. (Signature)
(Name)
2. (Signature)
(Name)
J—0 9 0 8 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—0908
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—0908 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 ¥´·¤)

The Green Revolution helped to increase the productivity of crops such as

wheat and rice. The knowledge revolution on the otherhand, helps to enhance
human productivity and creativity in several dimensions. The Government of
India launched ‘Grameen Gyan Abhiyan’ with an objective to establishing the
linkage between scientific know-how and the field level do-how. For this purpose,
village resource centres and village knowledge centres will have to be intimately
linked with appropriate programmes such as Sarva Shiksha Abhiyan for literacy,
the Yuva and Mahila Sakthi Abhiyan. To expand the number of those being
provided relevant information and services in retail trade in fruits, vegetables
and grains as well as on methods of safe-handling, packaging and marketing, a
quality literacy movement will have to be launched. The Gramin Gyan Abhiyan
will launch a knowledge on wheels programme for the provision of services relevant
to rural livelihood. To start with, soil health care, water conservation and
management, eye care and post harvest technology will be covered with mobile
vans. As a single step the rural knowledge revolution is likely to have largest
beneficial impact on physical, economic and social well being of more than 700
million people living in villages. Poverty will persist under conditions where
human resource is undervalued and material resources are over valued. Once
the Abhiyan spreads, there will be perceptible impact on parameters governing
human resource development. This in turn, will lead to a paradigm shift from
unskilled to skilled workers in villages. This is the pathway of achieving the goal
of eradication of hunger and poverty.

J—0908 3 P.T.O.
 ãçÚUÌ ·ý¤æ´çÌ »ð´ãê ¥æñÚU ¿æßÜ È¤âÜæð´ ·¤è ©ˆÂæη¤Ìæ ·¤æð ÕɸæÙð ×ð´ âãæØ·¤ ãé§üÐ ÎêâÚè ÌÚUȤ ™ææÙ

·ý¤æ´çÌ ×æÙßèØ ©ˆÂæη¤Ìæ °ß´ âëÁÙàæèÜÌæ ·ð¤ çßçÖóæ Âÿææð´ ·¤è ¥çÖßëçh ·¤ÚUÙð ×ð´ âãæØ·¤ ãé§ü ãñÐ
ÖæÚUÌ âÚU·¤æÚU Ùð çߙææÙ ·¤è ÁæÙ·¤æÚUè °ß´ ÿæð˜æèØ ¥ÙéÖß ·¤æð ç×ÜæÙð ·ð¤ ©gðàØ âð Ò»ýæ×è‡æ ™ææÙÓ ¥çÖØæÙ
¿ÜæØæ ãñÐ §â ÂýØæðÁÙ âð, »ýæ×è‡æ â´âæÏÙ ·ð¤‹Îýæð´ ¥æñÚU »ýæ×è‡æ ™ææÙ ·ð¤‹Îýæð´ ·ð¤ çÜ° âßü çàæÿææ ¥çÖØæÙ
ÌÍæ Øéßæ ×çãÜæ àæç€Ì ¥çÖØæÙæð´ mæÚUæ ×éØ M¤Â âð ÁæðǸæ Áæ°»æ ©Ù Üæð»æð´ ·¤è ⴁØæ ßëçh ·¤ÚUÙð ·ð¤ çÜ°
çÁ‹ãð´ Âýæâ´ç»·¤ âê¿Ùæ °ß´ ¹éÎÚUæ ÃØæÂæÚU, ȤÜæð´-âçŽÁØæð´ ¥æñÚU ¥ÙæÁ ·ð¤ ÚU¹ ÚU¹æß-çÇUŽÕæ ՋÎè ¥æñÚU
Õæ$ÁæÚUè·¤ÚU‡æ Áñâè âðßæ°´ ©ÂÜŽÏ ·¤ÚUæÙè ÂǸð»è, »é‡æߞææÂê‡æü âæÿæÚUÌæ ¥çÖØæÙ ¿ÜæÙæ ÂǸð»æÐ »ýæ×è‡æ
ÚUãÙ-âãÙ ·ð¤ Âýæâ´ç»·¤ âðßæ¥æð´ ·ð¤ ÂýæçßÏæÙ ·ð¤ çÜ°, »ýæ×è‡æ ™ææÙ ¥çÖØæÙ â¿Ü ™ææÙ ·¤æØü·ý¤×
¿Üæ°»æÐ ÂýæÚUçÖ·¤ ÌæñÚU ÂÚU, Öêç×-SßæS‰Ø âéÚUÿææ, ÁÜ-âéÚUÿææ °ß´ ÂýՋÏÙ, ÎëçcÅU-âéÚUÿææ ÌÍæ ȤâÜæðÂÚUæ‹Ì
Ì·¤Ùè·¤è ¥æçÎ ·¤æð â¿Ü ßæãÙæð´ mæÚUæ ÂýçÌÂæçÎÌ ç·¤Øæ Áæ°»æÐ °ðâæ âæð¿æ Áæ ÚUãæ ãñ ç·¤ »ýæ×è‡æ ™ææÙ
·ý¤æ´çÌ, °·¤ ãè ÂýØæâ mæÚUæ 70 Üæ¹ »ýæ×è‡æ Üæð»æð´ ·ð¤ çÜ° àææÚUèçÚU·¤, ¥æçÍü·¤ ¥æñÚU âæ×æçÁ·¤ ÌæñÚU ÂÚU
ÜæÖ·¤æÚUè çâh ãæð»èÐ »ÚUèÕè ·¤æ SÍæçØˆß ©‹ãè´ ÂçÚUçSÍçÌØæð´ ×ð´ ãæðÌæ ãñ Áãæ¡ ×æÙß â´âæÏÙæð´ ·¤æ
¥ß×êËØÙ ÌÍæ ÖæñçÌ·¤ â´âæÏÙæð´ ·¤æ ¥çÏ×êËØæ´·¤Ù ç·¤Øæ ÁæÌæ ãñÐ °·¤ ÕæÚU §â ¥çÖØæÙ ·ð¤ çßSÌæÚU
ãæðÙð ·ð¤ ÕæÎ ×æÙß â´âæÏÙæð´ ·ð¤ âÖè Âÿææð´ ÂÚU ÂýˆØÿææˆ×·¤ ÂýÖæß ãæð»æÐ §â·ð¤ ¥ÙéL¤Â »æßæð´ ×ð´ ¥·é¤àæÜ
âð ·é¤àæÜ ·¤æØü·¤Ìæü ÕÙÙð âð °·¤ çÙÎàææüˆ×·¤ ÂçÚUßÌüÙ ãæð»æÐ §ââð Öê¹ ¥æñÚU »ÚUèÕè ·¤è â×æçŒÌ ·ð¤
ÜÿØ ·¤æð ÂýæŒÌ ·¤ÚUÙð ×ð´ çÙçà¿Ì M¤Â âð °·¤ ÂÍÂýÎàæü·¤ ©ÂÜçŽÏ ãæð»èÐ

1. What is meant by knowledge revolution ?

™ææÙ ·ý¤æ´çÌ âð €Øæ ¥çÖÂýæØ ãñ?

J—0908 4
2. What are the objectives of establiship village knowledge centres ?
»ýæ×è‡æ ™ææÙ ·ð¤‹Îýæð´ ·¤æð SÍæçÂÌ ·¤ÚUÙð ·¤æ ©gðàØ €Øæ ãñ?

3. What is the need for quality literacy movement ?

»é‡æߞææ Âê‡æü âæÿæÚUÌæ ¥çÖØæÙ ·¤è €Øæ ¥ßàØ·¤Ìæ ãñ?

J—0908 5 P.T.O.
4. What are the similarities and differences between Sarva Shiksha Abhiyan and Grameen
Gyan Abhiyan ?
âßü çàæÿææ ¥çÖØæÙ °ß´ »ýæ×è‡æ çàæÿææ ¥çÖØæÙ ×𴠀Øæ â×æÙÌæ°´ °ß´ çÖóæÌæ°¡ ãñ?

5. Which ideology seems to be underlying this passage ?

§â »læ´àæ ×𴠀Øæ çß¿æÚU ÏæÚUæ çÙçãÌ ãñ?

J—0908 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. Describe the main methods of teaching according to Naturalism :

Âý·ë¤çÌßæÎ ·ð¤ ¥ÙéâæÚU çàæÿæ‡æ ·¤è Âý×é¹ çßçÏØæð´ ·¤æ ߇æüÙ ·¤èçÁ°Ð

J—0908 7 P.T.O.
7. How does reservation policy help in promoting education of socially and economically
disadvantaged section of society ?
¥æÚUÿæ‡æ ÙèçÌ ç·¤â Âý·¤æÚU âæ×æçÁ·¤ °ß´ ¥æçÍü·¤ M¤Â âð ß´ç¿Ì ß»æðZ ·ð¤ çàæÿææ âß´ÏüÙ ×ð´ âãæØ·¤ ãñ?

8. How does population explosion act as a barrier in social change ?

ÁÙⴁØæ çßSȤæðÅU ç·¤â Âý·¤æÚU âæ×æçÁ·¤ ÂçÚUßÌüÙ ×ð´ ¥ßÚUæðÏ·¤ ·¤æ ·¤æ× ·¤ÚUÌæ ãñ?

J—0908 8
9. Describe briefly any two characteristics of ‘formal operational thought.’
Ò×êÌü Âýç·ý¤Øæ çß¿æÚÓU (Ȥæ×üÜ ¥æÂÚðUàæÙÜ çß¿æÚU) ·¤è ç·¤‹ãè´ Îæð çßàæðáÌæ¥æð´ ·¤æ â´çÿæŒÌ ߇æüÙ ·¤Úð´UÐ

10. Define Hulls’ reinforcement theory and give one example.

ãÜ ·ð¤ ÂéÙÕüÜÙ çâhæ´Ì ·¤æð ÂçÚUÖæçáÌ ·¤Úð´U ¥æñÚU °·¤ ©ÎæãÚU‡æ Îð´Ð

J—0908 9 P.T.O.
11. Name the seven kinds of intelligences as described by Howard Gardner in the theory of
multiple intelligences.
ãæßÇüU »æÇüUÙÚU ·ð¤ Õãé-Õéçh çâhæ´Ì ×ð´ ßç‡æüÌ âæÌ Âý·¤æÚU ·¤è ÕéçhØæð´ ·¤æ Ùæ×·¤ÚU‡æ çܹð´Ð

12. Describe trait approach to personality.

ÃØç€Ìˆß ·ð¤ çßàæðá »é‡æ ©Âæ»× ·¤æ ߇æüÙ ·¤Úð´UÐ

J—0908 10
13. Define ‘defence mechanism’, giving example from class room.
·¤ÿææ âð ©ÎæãÚU‡æ ÜðÌð ãé° ÒÚUÿææ Øéç€ÌÓ ·¤æð ÂçÚUÖæçáÌ ·¤Úð´UÐ

14. How does guidance differ from counselling in terms of understanding of an individual ?
ÃØç€Ì ·¤æð â×ÛæÙð ·ð¤ ×æ×Üð ×ð´ ÂÚUæ×àæü ß ×æ»üÎàæüÙ ×𴠀Øæ ¥´ÌÚU ãñ?

J—0908 11 P.T.O.
15. Distinguish between sampling error and non-sampling error.
ÂýçÌÎàæü ˜æéçÅU ß »ñÚU ÂýçÌÎàæü ˜æéçÅU ×ð´ ¥´ÌÚU SÂcÅU ·¤Úð´UÐ

16. Compare action research and fundamental research with respect to their purpose and
application.
©gðàØ ß ©ÂØæð» ·¤è ÎëçcÅU âð ç·ý¤Øæˆ×·¤ ß ×êÜ àææðÏ ·¤è ÌéÜÙæ ·¤Úð´UÐ

J—0908 12
17. Explain any three types of interview techniques.
âæÿæ户¤æÚU Ì·¤Ùè·¤ ·ð¤ ÌèÙ Âý·¤æÚU ·¤è ÃØæØæ ·¤Úð´UÐ

18. Mention one major difference in the educational administration in UK and India at the
primary level.
ÂýæÍç×·¤ çàæÿææ ·ð¤ àæñçÿæ·¤ ÂýàææâÙ ÿæð˜æ ×ð´ Øê.·ð¤. ß ÖæÚUÌ ×ð´ ·¤æð§ü °·¤ ÕÇ¸æ ¥´ÌÚU ÕÌæ°¡Ð

J—0908 13 P.T.O.
19. Differentiate between Curriculum and Syllabus.
ÂæÆ÷UØ¿Øæü ß ÂæÆ÷UØ·ý¤× ·ð¤ ¥‹ÌÚU ·¤æð SÂcÅU ·¤Úð´UÐ

20. Describe role of grass-root workers in curriculum construction.

ÂæÆ÷UØ¿Øæü çÙ×æü‡æ ×ð´ ×êÜ ·¤æØü·¤Ìæü¥æð´ ·¤è Öêç×·¤æ ·¤æ ߇æüÙ ·¤Úð´UÐ

J—0908 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. How does ‘Educational Management’ differ from Educational Administration’ ? Explain
with examples.
Òàæñçÿæ·¤ ÃØßSÍæÓ ç·¤â Âý·¤æÚU Òàæñçÿæ·¤ ÂýàææâÙÓ âð çÖóæ ãñÐ âæðÎæãÚU‡æ ÃØæØæ ·¤Úð´UÐ

22. What are the qualities of a good leader ? What type of leader would be more successful
in Government run institutions ? Give reasons.
°·¤ ÙðÌæ ·ð¤ €Øæ »é‡æ ãñ´? àææâ·¤èØ â´SÍæ¥æð´ ×ð´ ç·¤â Âý·¤æÚU ·¤æ ÙðÌëˆß ¥çÏ·¤ âÈ¤Ü ãæð»æ? ·¤æڇæ çܹð´Ð

23. Describe the need and functions of educational planning. Explain with example.
àæñçÿæ·¤ ØæðÁÙæ ·¤è ¥æßàØ·¤Ìæ ß ·¤æØæðZ ·¤æ çßßÚU‡æ çܹð´Ð ©Ù·¤è âæðÎæãÚU‡æ ÃØæØæ ·¤Úð´UÐ

24. Describe role of head of institutions in supervision.

â´SÍæ¥æð´ ·ð¤ Âý×é¹ ·¤è ÂØüßðÿæ‡æ ·¤è Öêç×·¤æ ·¤æ ߇æüÙ ·¤Ú´ðUÐ

25. Describe the procedures of developing good human resource and relation development
in any institution.
ç·¤âè â´SÍæ ×ð´ ¥‘ÀUð ×æÙß â´âæÏÙ ß â´Õ´Ï çß·¤æâ ·ð¤, ·¤è Âýç·ý¤Øæ¥æð´ ·¤æ ߇æüÙ ·¤Úð´UÐ

OR / ¥Íßæ

J—0908 15 P.T.O.
 Elective - II
°ðç‘À·¤—II

21. Define measurement and evaluation. Describe the characteristics of a good evaluation
tool.
×æÂÙ ß ×êËØæ´·¤Ù ·¤è ÂçÚUÖæáæ çܹð´Ð °·¤ ¥‘ÀðU ×êËØæ´·¤Ù ©Â·¤ÚU‡æ ·¤è çßàæðáÌæ¥æð´ ·¤æ ߇æüÙ ·¤Úð´UÐ

22. Which one of the two concepts - ‘Reliability and Validity’ - is more important ? Justify
your answer with examples.
ÒçßàßâÙèØÌæ ß ßñlÌæÓ ×ð´ âð ·¤æñÙ âæ â´ÂýˆØØ ¥çÏ·¤ ×ãˆßÂê‡æü ãñ? âæðÎæãÚU‡æ ¥ÂÙ𠩞æÚU ·¤è ÂéçcÅU ·¤Úð´UÐ

23. Explain the importance of Grading System. Compare it with the stanine scaling :
»ýðçÇ´U» Âý‡ææÜè ·¤è ×ãˆßÌæ ·¤è ÃØæØæ ·¤Úð´UÐ §â·¤è ÌéÜÙæ ÒSÅðUÙæ§Ù S·ð¤Üè´»Ó âð ·¤Úð´UÐ

24. Discuss any three defects of the present day examination system in schools. How can
these be rectified by ‘portfolio’ assessment ?
ßÌü×æÙ ·¤æÜ ×ð´ çßlæÜØè ÂÚUèÿææ ·¤è ×éØ ÌèÙ ˜æéçÅUØæð´ ·¤è çßßð¿Ùæ ·¤Úð´Ð ÒȤæ§Ü (ÂæðÅüUȤæðçÜØæð)Ó ×êËØæ´·¤Ù
mæÚUæ §âð ·ñ¤âð âéÏæÚUæ Áæ â·¤Ìæ ãñÐ

25. Mention the characteristics of objectives type test items.

ßSÌéçÙcÆU ÂÚUèÿæ‡æ ÂÎ ·¤è çßàæðáÌæ¥æð´ ·¤æ ©ËÜð¹ ·¤Úð´UÐ

OR / ¥Íßæ

Elective - III

°ðç‘À·¤—III

21. Describe five scopes of Educational Technology with examples.

Âýælæñç»·¤è ·ð¤ Âæ¡¿ ÿæð˜ææð´ ·¤æ âæðÎæãÚU‡æ ߇æüÙ ·¤Úð´UÐ

22. Discuss specific operations that a teacher would perform during interactive stage of
teaching.

¥´ÌÑç·ý¤Øæ SÌÚU ÂÚU çàæÿæ·¤ mæÚUæ çßçàæcÅU ç·ý¤Øæ¥æð´ ·¤è çßßð¿Ùæ ·¤Úð´UÐ

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23. Describe strengths and weaknesses of Flander’s Interaction Analysis.

Üð‡ÇUÚU ¥´ÌÑç·ý¤Øæ çßàÜðá‡æ ·¤è »é‡æ ß Îæðáæð´ ·¤æ ߇æüÙ ·¤Úð´UÐ

24. Identify and describe message related barriers in class room communication.

·¤ÿææ â´Âýðá‡æ ×ð´ â´ßæÎ âð â´Õ´çÏÌ ßæÏ·¤æð´ ·¤æð Âã¿æÙ ·¤ÚU ©Ù·¤æ ߇æüÙ ·¤Úð´UÐ

25. Describe the concept and working of student’s support services in Distance
Education.

ÎêÚU»æ×è çàæÿææ ×ð´ ÀUæ˜æ âãæØ·¤ âðßæ ·¤è ·¤æØüÂý‡ææÜè ß â´ÂýˆØØ ·¤æ ߇æüÙ ·¤Úð´UÐ

OR / ¥Íßæ

Elective - IV

°ðç‘À·¤—IV

21. Identify six characteristics of educable mentally retarded children. Suggest five strategies
that can be used to handle such children in the classroom.

çàæÿæ‡æ Øæð‚Ø ×æÙçâ·¤ ×´çÎÌ Õ“ææð´ ·ð¤ ÀUÑ »é‡ææð´ ·¤æð Âã¿æÙðÐ ·¤ÿææ ×ð´ ©ÂçSÍÌ °ðâð Փææð´ âð çÙÂÅUÙð ·ð¤ çÜ° Âæ¡¿
ÌÚUè·ð¤ ÕÌæ°¡Ð

22. Define visual acuity. What provisions should a teacher make to educate low visioned
and partially blind children with normal children ?

ÎëçcÅU Ìèÿ‡æÌæ (°ð€ØêÅUè) ·¤æð ÂçÚUÖæçáÌ ·¤Úð´UÐ âæÏæÚU‡æ ÀUæ˜ææð´ ·ð¤ âæÍ Âɸ ÚUãð ¥æ´çàæ·¤ ÎëçcÅUãèÙ ß ¥Ë ÎëçcÅU
ßæÜæð´ ·¤æð ÂɸæÙð ·ð¤ çÜ° çàæÿæ·¤ ·¤æð €Øæ ÂýßÏæÙ ·¤ÚUÙæ ¿æçã°Ð

23. What are the characteristics of juvenile delinquents ? How can juvenile delinquency be
prevented ?

ÕæÜæ¿æÚUè ·¤è €Øæ çßàæðáÌæ°¡ ãñ´Ð §âð ç·¤â Âý·¤æÚU ÚUæð·¤æ Áæ â·¤Ìæ ãñ?

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24. Name the three characteristics of a creative child. What are the measures a teacher
should take to develop a creative child’s potential to its full capacity ?
âëÁÙàæèÜ Õ“ææð´ ·¤è ÌèÙ çßàæðáÌæ¥æð´ ·¤æð ÕÌæ°´Ð ç·¤âè âëÁÙàæèÜ Õ“æð ·¤æð ÿæ×Ìæ ·ð¤ Âê‡æü çß·¤æâ ·ð¤ çÜ°
¥ŠØæ·¤ ·¤æð ·¤æñÙ âð ©ÂæØ ·¤ÚUÙð ¿æçã°¡Ð

25. What are the characteristics of a learning disabled child ? Differentiate between a
learning disabled child and a mentally retarded one.
ç·¤âè ¥çÏ»× ¥àæ€ÌÌæ çàæàæé ·¤è €Øæ çßàæðáÌæ°¡ ãñ´Ð ¥çÏ»× ¥àæ€ÌÌæ ß ×æÙçâ·¤ çÂÀUǸðÂÙ ×ð´ ¥‹ÌÚU
çܹð´Ð

OR / ¥Íßæ

Elective - V
°ðç‘À·¤—V

21. Describe the aims and objectives of teacher education with reference to secondary and
higher education levels.
×æŠØç×·¤ ÌÍæ ©“æçàæÿææ ·ð¤ â´ÎÖü ×ð´ ¥ŠØæ·¤ çàæÿææ ·ð¤ ©gðàØæð´ ß Üÿææð´ ·¤æ ߇æüÙ ·¤Úð´UÐ

22. “Assessment of teacher performance by students is necessary for better functioning of

the system.” Comment on this statement and discuss the benefits and problems in the
implementation with special reference to higher education.
Âý‡ææÜè ·ð¤ âé¿æM¤ ·¤æØü ·ð¤ çÜ° ¥ŠØæ·¤æð´ ·¤æ ÀUæ˜ææð´ mæÚUæ ×êËØæ´·¤Ù ·¤ÚUÙæ ¥æßàØ·¤ ãñÐ §â ·¤ÍÙ ÂÚU çß¿æÚU
çܹð´Ð ©“æ çàæÿææ ·ð¤ â´ÎÖü ×ð´ §âð Üæ»ê ·¤ÚUÙð ×ð´ â×SØæ¥æð´ ß ÜæÖ ·¤è çßßð¿Ùæ ·¤Úð´UÐ

23. Explain the role of SCERT and DIETs in inservice teacher education of your state with
examples.
¥æ·ð¤ ÚUæ’Ø ×ð´ âðßæÚUÌ ¥ŠØæ·¤ çàæÿææ ×ð´ SCERT ¥æñÚU DIETs ·¤è Öêç×·¤æ ·¤è âæðÎæãÚU‡æ ÃØæØæ ·¤Úð´UÐ

24. How the continuing education of teachers can be realized through distance mode ?
Explain.
ÎêÚU»æ×è çàæÿææ ×æŠØ× â𠥊Øæ·¤ ·¤è âÌÌ÷ çàæÿææ ·ñ¤âð ·¤è Áæ â·¤Ìè ãñ? ÃØæØæ ·¤Úð´UÐ

25. ‘Whether the revision of curriculum in teacher education is in tune with the changes
in the curriculum of schools ? Discuss with the help of examples.
ҀØæ çßlæÜØ ·¤è ÂæÆ÷UØ¿Øæü ×ð´ ÂçÚUßÌüÙ ·ð¤ âæÍ ¥ŠØæ·¤ çàæÿææ ÂæÆK¿Øæü ×ð´ Öè ÂçÚUßÌüÙ ¥æØæ ãñ?Ó
âæðÎæãÚU‡æ çßßð¿Ùæ ·¤Úð´UÐ

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 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 ×ðð´ âð ·¤æð§ü °·¤ ÂÚU çÙՋÏæˆ×·¤ ©žæÚU çÜç¹°Ð

Role of self-financing institutions in promoting education of masses in India.

ÖæÚUÌ ×ð´ ÁÙâ×êã ·ð¤ çàæÿææ âß´ÏüÙ ×ð´ Sß-çßçžæØ â´SÍæ¥æð´ ·¤è Öêç×·¤æÐ

OR / ¥Íßæ

‘Choice Based Credit System’ as best examination reform.

ßÚU‡æ ¥æÏæçÚUÌ ·ýð¤çÇUÅU Âý‡ææÜè ÂÚUèÿææ âéÏæÚU ·¤æ âÕ â𠥑ÀUæ ÌÚUè·¤æ ãñÐ

OR / ¥Íßæ

Edu Sat can promote learning level in schools.

°ÁéâñÅU S·ê¤Üæð´ ×ð´ ¥çÏ»× ·¤æ SÌÚU âéÏæÚU â·¤Ìæ ãñÐ

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 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 .............................

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