Signature and Name of Invigilator Roll No.

1. (Signature) (In figures as per admission card)

(Name)
Roll No.
2. (Signature) (In words)
(Name)
Test Booklet No.
D—0 9 0 6 PAPER—III
Time : 2½ hours] EDUCATION [Maximum Marks : 200
Number of Pages in this Booklet : 40 Number of Questions in this Booklet : 26
Instructions for the Candidates ÂÚUèÿææçÍüØô¢ ·ð¤ çÜU° çÙÎðüàæ
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from the invigilator within the period of 5 ¥æ·¤ô Âæ¡¿ ç×ÙÅU çÎØð ÁæØð¢»ðÐ ©â·ð¤ ÕæÎ Ù Ìô ¥æ·¤è
minutes. Afterwards, neither the question ÂýàÙ-ÂéçSÌ·¤æ ßæÂâ Üè ÁæØð»è ¥õÚU Ù ãè ¥æ·¤ô ¥çÌçÚUQ¤
booklet will be replaced nor any extra time will â×Ø çÎØæ ÁæØð»æÐ
be given.
4. ¥‹ÎÚU çÎØð »Øð çÙÎðüàæô¢ ·¤ô ŠØæÙÂêßü·¤ Âɸð¢UÐ
4. Read instructions given inside carefully.
5. One page is attached for Rough Work at the end of 5. ©U•æÚU-ÂéçSÌ·¤æ ·ð¤ ¥‹Ì ×𢠷¤“ææ ·¤æ× (Rough Work) ·¤ÚUÙð ·ð¤
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of the Answer Sheet, except for the space allotted for çÁââð ¥æ·¤è Âã¿æÙ ãô â·ð¤, ¤ç·¤âè Öè Öæ» ÂÚU ÎàææüÌð Øæ ¥¢ç·¤Ì
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disqualification. 7. ¥æ·¤ô ÂÚUèÿææ â×æ# ãôÙð ¤ÂÚU ©•æÚU-ÂéçSÌ·¤æ çÙÚUèÿæ·¤ ×ãôÎØ ·¤ô
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compulsorily and must not carry it with you outside
the Examination Hall. 8. ·ð¤ßÜ ÙèÜð / ·¤æÜð ÕæÜU Œßæ§ZÅU ÂñÙ ·¤æ ãè §SÌð×æÜ ·¤Úð¢UÐ
8. Use only Blue/Black Ball point pen. 9. ç·¤âè Öè Âý·¤æÚU ·¤æ ⢻‡æ·¤ (·ñ¤Ü·é¤ÜðÅUÚU) UØæ Üæ» ÅðUÕÜ
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D—0906 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) ¥´·¤æ´ð ·¤æ ãñ °ß´ §â×ð´ ¿æÚ (4) ¹´Ç ã´ñÐ ¥•ØçÍüØæð´ ·¤æð §Ù ×ð´ â×æçãÌ
ÂýàÙæð´ ·¤æ ©•æÚ ¥Ü» çÎØð »Øð çßSÌëÌ çÙÎðüàææ𴠷𤠥ÙéâæÚ ÎðÙæ ãñÐ

D—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´ çÙ•ÙçÜç¹Ì ¥Ùé‘ÀðÎ ÂÚ ¥æÏæçÚÌ Âæ¡¿ (5) ÂýàÙ ãñ´Ð ÂýˆØð·¤ ÂýàÙ ·¤æ ©•æÚ Ü»Ö»
Ìèâ (30) àæ•Îæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ ÂýˆØð·¤ ÂýàÙ Âæ¡¿ (5) ¥´·¤æð ·¤æ ãñÐ
(5x5=25 ¥´·¤)

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

Formative evaluation is used to monitor learning progress during instruction.

Its purpose is to provide continuous feedback to both pupil and teacher concerning

learning successes and failures. Feedback to students provides reinforcement of

successful learning and identifies the specific learning errors that need correction.

Feedback to the teacher provides information for modifying instruction and for

prescribing group and individual remedial work. Formative evaluation depends

heavily on specially prepared tests for each segment of instruction (e.g. unit,

chapter). These are usually mastery tests that provide direct measures of all the

intended learning outcomes of the segment. Prescriptions for alternative or

remedial instruction are typically keyed to each item in the test or each set of

items measuring a separate skill. Tests used for formative evaluation are most

frequently teacher made, but customized tests (tests made to order by publishers)

can also serve this function. Observational techniques are, of course, also useful

in monitoring pupil progress and identifying learning errors. Since formative

evaluation is directed toward improving learning instruction, the results are

typically not used for assigning course grades.

D—0906 3 P.T.O.
 çÙ•Ù »læ´àæ ·¤æð Âɸð´ ÌÍæ çÎØð »Øð ÂýàÙæ𴠷𤠩•æÚ çܹð´ (1 âð 5) Ñ
çÙ×æü‡ææˆ×·¤ ×êËØæ´·¤Ù ·¤æ ©ÂØæð» ¥ÙéÎðàæÙ ·¤è Âýç·ý¤Øæ ¥çÏ»× ·¤è Âý»çÌ ·¤æ ¥ÙéŸæß‡æ ·¤ÚÙð
ãðÌé ç·¤Øæ ÁæÌæ ãñÐ §â·¤æ ©gðàØ çßlæÍèü ÌÍæ çàæÿæ·¤ ÎæðÙæð´ ·ð¤ çÜØð ¥çÏ»× ·¤è âȤÜÌæ¥æð´ ÌÍæ
çßȤÜÌæ¥æð´ ·¤è çÙÚ‹ÌÚ ÂýçÌÂéçcÅ ·¤ÚÙæ ãæðÌæ ãñÐ Øã ÂýçÌÂéçcÅ çßlæÍèü ·ð¤ çÜØð âÈ¤Ü ¥çÏ»× ·¤æ
ÂéÙÕüÜÙ ·¤ÚÌè ãñ ÌÍæ ¥çÏ·¤ âð â•Õç‹ÏÌ ©Ù ˜æéçÅØæð´ ·¤æð ç¿çqÌ ·¤ÚÌè ãñ çÁÙ×ð´ âéÏæÚ ·¤è ¥æßàØ·¤Ìæ
ãæðÌè ãñÐ ÂýçÌÂéçcÅ âð çàæÿæ·¤æð´ ·¤æð ¥ÙéÎðàæÙ ·¤æð ÂçÚ×æçÁüÌ ·¤ÚÙð ÌÍæ âæ×êçã·¤ °ß´ ßñØç•Ì·¤ ©Â¿æÚæˆ×·¤
·¤æØü ·¤æð Âý·¤çËÂÌ ·¤ÚÙð ·ð¤ â´ÎÖü ×ð´ âê¿Ùæ ÂýæŒÌ ãæðÌè ãñÐ çÙ×æü‡ææˆ×·¤ ×êËØæ´·¤Ù ×é•Ø M¤Â âð ¥ÙéÎðàæÙ
·ð¤ ÂýˆØð·¤ Öæ» ·ð¤ çÜØð (Áñâð §·¤æ§ü, ÂæÆ) çßàæðá Âý·¤æÚ âð çÙç×üÌ ç·¤Øð »Øð ÂÚèÿæ‡ææð´ ÂÚ çÙÖüÚ ãæðÌæ ãñÐ
Øð çßàæðá Âý·¤æÚ âð çÙç×üÌ ÂÚèÿæ‡æ âæ×æ‹ØÌØæ ÎÿæÌæ ÂÚèÿæ‡æ ãæðÌð ãñ´ Áæð ç·¤ ¥ÙéÎðàæÙ ·ð¤ ©â Öæ» ·ð¤
çÜØð â´·¤çËÂÌ ¥çÏ»× ·ð¤ ÂçÚ‡ææ×æð´ ·ð¤ â´ÎÖü ×ð´ ÂýˆØÿæ â×æÏæÙ ÂýÎæÙ ·¤ÚÌð ãñ´Ð ßñ·¤çË·¤ ¥Íßæ
©Â¿æÚæˆ×·¤ ¥ÙéÎðàæÙ ·ð¤ çÜØð çÙçÎücÅ ©Â¿æÚ çßçÏØæ´ ¥Ü»-¥Ü» ·¤æñàæÜæð´ ·¤æ ×æÂÙ ·¤ÚÙð ßæÜð
ÂÚèÿæ‡æ ·ð¤ ÂýˆØð·¤ ¥æ§Å× ¥Íßæ ¥æ§Å×æð´ ·ð¤ ÂýˆØð·¤ ß»ü âð çßàæðá M¤Â âð â×ç‹ßÌ ãæðÌè ãñ´Ð çÙ×æü‡ææˆ×·¤
×êËØæ´·¤Ù ·ð¤ çÜØð ©ÂØæð» ×ð´ ÜæØð ÁæÙð ßæÜð ÂÚèÿæ‡æ ¥çÏ·¤ÌÚ çàæÿæ·¤ çÙç×üÌ ãæðÌð ãñ´ ÂÚ´Ìé ¥æàæéË·¤èØ
ÂÚèÿæ‡æ (Âý·¤æçàæÌ ÂÚèÿæ‡æ) Öè Øã ·¤æØü ·¤Ú â·¤Ìð ãñ´Ð ¥ßÜæð·¤Ù Ì·¤Ùè·ð´¤ çßlæÍèü ·¤è Âý»çÌ ·¤æ
¥ÙéŸæß‡æ ·¤ÚÙð ÌÍæ ¥çÏ»× ·¤è ˜æéçÅØæð´ ·¤æð ç¿çqÌ ·¤ÚÙð ×ð´ Öè ©ÂØæð»è ãæð â·¤Ìè ãñ´Ð çÙ×æü‡ææˆ×·¤
×êËØæ´·¤Ù ·ð¤ ÂçÚ‡ææ×æ𴠷𤠥æÏæÚ ÂÚ ÂæÆ÷Ø·ý¤× »ýðÇ Ùãè´ ÂýÎæÙ ç·¤Øð ÁæÌð ãñ´ •Øæð´ç·¤ §â Âý·¤æÚ ·¤æ
×êËØæ´·¤Ù ¥çÏ»× ÌÍæ ¥ÙéÎðàæÙ ·ð¤ âéÏæÚ ·ð¤ çÜØð ç·¤Øæ ÁæÌæ ãñÐ

1. Describe two main purposes of Formative Evaluation.

çÙ×æü‡ææˆ×·¤ ×êËØæ´·¤Ù ·ð¤ Îæð ×é•Ø ©gðàØæð´ ·¤æ ߇æüÙ ·¤èçÁØðÐ

D—0906 4
2. Write any two uses of formative evaluation for a teacher.
°·¤ çàæÿæ·¤ ·ð¤ çÜØð çÙ×æü‡ææˆ×·¤ ×êËØæ´·¤Ù ·ð¤ Îæð ©ÂØæð»æð´ ·¤æð çÜç¹ØðÐ

3. What is the main purpose of mastery test as mentioned in the above paragraph ?
©ÂØéü•Ì ÂñÚæ»ýæȤ ·ð¤ ¥ÙéâæÚ ÎÿæÌæ ÂÚèÿæ‡æ ·¤æ ×é•Ø ©gðàØ •Øæ ãñ?

D—0906 5 P.T.O.
4. Write two uses of observational techniques.
Âýðÿæ‡æ-çßáØ·¤ Ì·¤Ùè·¤æð´ ·ð¤ Îæð ©ÂØæð» çÜç¹ØðÐ

5. Why are the results of formative evaluation not used for assigning course grades ?
çÙ×æü‡ææˆ×·¤ ×êËØæ´·¤Ù ·ð¤ ÂçÚ‡ææ×æð´ ·¤æ ©ÂØæð» ÂæÆ÷Ø·ý¤× »ýðÇ ÂýÎæÙ ·¤ÚÙð ãðÌé •Øæð´ Ùãè´ ç·¤Øæ ÁæÌæ ãñ?

D—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 ©•æÚ Ü»Ö» Ìèâ (30) àæ•Îæð́ ×ð́ ¥ÂðçÿæÌ ãñÐ
(5x15=75 ¥´·¤)

6. What is meant by absolute knowledge according to Vedant ?

ßðÎæ‹Ì ÎàæüÙ ·ð¤ ¥ÙéâæÚ Âê‡æü ™ææÙ âð •Øæ ÌæˆÂØü ãñÐ

D—0906 7 P.T.O.
7. Why is religion one of the constraints in the process of social change ?
âæ×æçÁ·¤ ÂçÚß•æüÙ ·¤è Âýç·ý¤Øæ ×ð´ Ï×ü °·¤ ÕæÏæ •Øæð´ ãñ?

8. Explain : “Mind is Tebbula-Rasa”

SÂcÅ ·¤èçÁØð Ñ ÒÒ×Ù ·¤æðÚè SÜðÅ ãñÓÓÐ

D—0906 8
9. Discuss the constraints on social change in relation to caste.
âæ×æçÁ·¤ ÂçÚß•æüÙ ÂÚ ÁæçÌ ·ð¤ â´ÎÖü ×ð´ ÕæÏæ¥æð´ ·¤è ¿¿æü ·¤èçÁØðÐ

10. Differentiate between egocentric and communicative speech.

Sß·ð¤ç‹Îý·¤ ßæ·÷¤ ÌÍæ Âýðá‡æàæèÜ ßæ·÷¤ ×ð´ ¥‹ÌÚ ·¤èçÁØðÐ

D—0906 9 P.T.O.
11. Describe the influence of peer group on the development of social attitudes.
âæ×æçÁ·¤ ¥çÖßëç•æØæð´ ·ð¤ çß·¤æâ ×ð´ çטæ ×´ÇÜè ·ð¤ ÂýÖæß ·¤æ ߇æüÙ ·¤èçÁØðÐ

12. Highlight the importance of intrinsic motives as compared to the extrinsic motives.
Õæs ÂýðÚ·¤æð´ ·¤è ÌéÜÙæ ×ð´ ¥æ‹ÌçÚ·¤ ÂýðÚ·¤æð´ ·ð¤ ×ãˆß ·¤æð ©Áæ»Ú ·¤èçÁØðÐ

D—0906 10
13. Differentiate between normal and healthy personality.
âæ×æ‹Ø °ß´ SßSÍ ÃØç•Ìˆß ×ð´ ¥‹ÌÚ SÂcÅ ·¤èçÁØðÐ

14. Discuss the principles of guidance.

çÙÎðüàæÙ ·ð¤ çâhæ‹Ìæð ·¤è ÃØæ•Øæ ·¤èçÁØðÐ

D—0906 11 P.T.O.
15. What do you mean by occupational information ? How is it useful for students ?
ÃØßâæçØ·¤ âê¿Ùæ âð ¥æ •Øæ â×ÛæÌð ãñ? Àæ˜ææð ·ð¤ çÜØð Øã ç·¤â Âý·¤æÚ ©ÂØæð»è ãæð â·¤Ìæ ãñ?

16. Discuss the importance of follow up programme in guidance and counselling.

çÙÎðüàæÙ ¥æñÚ ÂÚæ×àæü ·ð¤ â´ÎÖü ×ð´ ¥ÙéßÌèü ·¤æØü·ý¤× ·ð¤ ×ãˆß ·¤è çßßð¿Ùæ ·¤èçÁØðÐ

D—0906 12
17. State the essential characteristics of interview as a tool of data collection.
ÂýΕæ â´»ý㠷𤠰·¤ M¤Â ×ð´ âæÿæ户¤æÚ ·ð¤ ×é•Ø çßàæðáÌæ¥æð´ ·¤æ ߇æüÙ ·¤èçÁ°Ð

18. Decribe any two characterstics of qualitative research in education.

çàæÿææ ×ð´ »é‡ææˆ×·¤ ¥Ùéâ‹ÏæÙ ·¤è ç·¤‹ãè Îæð çßàæðáÌæ¥æð´ ·¤æ ߇æüÙ ·¤èçÁ°Ð

D—0906 13 P.T.O.
19. Define Hypothesis. Describe the use of hypothesis in educational research.
ÂçÚ·¤ËÂÙæ ·¤æð ÂçÚÖæçáÌ ·¤èçÁ°Ð àæñçÿæ·¤ àææðÏ ×ð´ ÂçÚ·¤ËÂÙæ¥æ𴠷𤠩ÂØæð» ·¤æ ߇æüÙ ·¤èçÁ°Ð

20. What are the advantages and disadvantages of open-ended and closed-ended
questions ?
×éQ¤ ©•æÚ ß çÙØ狘æÌ ©•æÚ ÂýàÙæð´ ·ð¤ ÜæÖ ß ãæçÙØæ¡ •Øæ ãñ´?

D—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 ©•æÚ ÎðÙæ ãñÐ ÂýˆØð·¤ ÂýàÙ ÕæÚã (12) ¥´·¤æð́
·¤æ ãñ ß ©â·¤æ ©•æÚ Ü»Ö» Îæð âæñ (200) àæ•Îæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ (ÂýàÙ 21 âð 25)
(12x5=60 ¥´·¤)

Elective - I

°ðç‘À·¤U—I

21. State the characteristics of Human Relations Approach to administration. How far
Human Relations Approach has overcome the defects of bureucracy in educational
administration ?

ÂýàææâÙ ×ð´ ×æÙß â•Õ‹Ï ©Âæ»× ·ð¤ Üÿæ‡ææð´ ·¤æ ߇æüÙ ·¤èçÁØðÐ ×æÙß â•Õ‹Ï ©Âæ»× Ùð Ùæñ·¤Úàææãè
(bureucracy) ·ð¤ Îæðáæð´ ·¤æð àæñçÿæ·¤ ÂýàææâÙ ×ð´ ·¤ãæ¡ Ì·¤ ÎêÚ ç·¤Øæ ãñ?

22. What do you mean by decision making ? Explain the process of decision making in the
context of educational management.

çßçÙà¿Øè·¤Ú‡æ âð ¥æ •Øæ â×ÛæÌð ãñ? àæñçÿæ·¤ ÂýÕ‹Ï ·ð¤ â´ÎÖü ×ð´ çßçÙà¿Øè·¤Ú‡æ ·¤è Âýç·ý¤Øæ ·¤æð SÂcÅ
·¤èçÁØðÐ

23. Define Leadership. What are the various leadership styles ? Suggest with examples
the most suitable leadership style for the schools in India.

ÙðÌëˆß ·¤æð ÂçÚÖæçáÌ ·¤èçÁØðÐ ÙðÌëˆß ·¤è çßçÖ‹Ù àæñçÜØæ¡ •Øæ ãñ? ©ÎæãÚ‡ææð âçãÌ ÖæÚÌèØ çßlæÜØæð´ ·ð¤ çÜØð
©ÂØé•Ì ÙðÌëˆß àæñÜè âéÛææ§üØðÐ

24. Explain the concept and need of institutional planning. Discuss in brief the various
steps for the development of institutional plan.

â´SÍæ»Ì çÙØæðÁÙ ·ð¤ ÂýˆØØ °ß´ ¥æßàØ·¤Ìæ ·¤æð SÂC ·¤èçÁØðÐ °·¤ â´SÍæ»Ì çÙØæðÁÙ ·¤æð çß·¤çâÌ ·¤ÚÙð ×ð´
âç‹ÙçãÌ çßçÖ‹Ù ÂÎæð´ ·¤æ ߇æüÙ ·¤èçÁØðÐ
D—0906 15 P.T.O.
25. Does supervision in school improve the teaching learning process ? Discuss as a
supervisor how would you plan a supervisory programme.

•Øæ çßlæÜØè ÂØüßðÿæ‡æ çàæÿæ‡æ-¥çÏ»× Âýç·ý¤Øæ ×ð´ âéÏæÚ ÜæÌæ ãñ? çßßð¿Ùæ ·¤èçÁØðÐ ÂØüßðÿæ·¤ ·ð¤ M¤Â ×ð´
¥æ °·¤ ÂØüßðÿæ‡æ ·¤æØü·ý¤× ·¤æ çÙØæðÁÙ ·ñ¤âð ·¤Úð´»ð?

OR / ¥Íßæ

Elective - II

°ðç‘À·¤—II

21. What do you understand by new trends in educational measurement and evaluation ?
Describe any two of these new trends.

àæñçÿæ·¤ ×æÂÙ ÌÍæ ×êËØæ´·¤Ù ×ð´ ÙßèÙ Âýßëç•æØæð´ âð ¥æ •Øæ â×ÛæÌð ãñ´? §Ù ÙßèÙ Âýßëç•æØæð´ ×ð´ âð ç·¤‹ãè´ Îæð ·¤æ
߇æüÙ ·¤èçÁØðÐ

22. What do you mean by standardized test ? Write the various steps involved in the
standardization of a test.

×æÙ·¤è·ë¤Ì ÂÚèÿæ‡æ âð ¥æ •Øæ â×ÛæÌð ãñ´? °·¤ ÂÚèÿæ‡æ ·ð¤ ×æÙ·¤è·¤Ú‡æ ×ð´ âç‹ÙçãÌ çßçÖ‹Ù ÂÎæð´ ·¤æ ߇æüÙ
·¤èçÁØðÐ

23. Define the term educational evaluation. Describe any two general principles of
educational evaluation.

àæñçÿæ·¤ ×êËØæ´·¤Ù ·¤æð ÂçÚÖæçáÌ ·¤èçÁØðÐ àæñçÿæ·¤ ×êËØæ´·¤Ù ·ð¤ Îæð âæ×æ‹Ø çâhæ‹Ìæð´ ·¤æ ߇æüÙ ·¤èçÁØðÐ

24. What do you understand by a standard score ? Describe the procedure of the
computation of any one standard score.

×æÙ·¤ ÂýæŒÌæ´·¤ âð ¥æ •Øæ â×ÛæÌð ãñ´? ç·¤âè °·¤ ×æÙ·¤ Âýæ#æ´·¤ ·¤è »‡æÙæ ·¤ÚÙð ·¤è çßçÏ ·¤æ ߇æüÙ ·¤èçÁØðÐ

25. Describe Differential Aptitude Tests battery.

çÇȤÚðç‹âØÜ °ÂÅèÅ÷ØêÇ ÅðSÅ÷â ÕñÅÚè ·¤æ ߇æüÙ ·¤èçÁØðÐ

OR / ¥Íßæ
D—0906 16
 Elective - III
°ðç‘À·¤—III

21. Define System. Discuss applicability of system approach in educational technology.

Âý‡ææÜè (çâSÅ×) ·¤æð ÂçÚÖæçáÌ ·¤Úð´Ð àæñçÿæ·¤ Âýæñlæðç»·¤è ×ð´ Âý‡ææÜè ©Âæ»× ·ð¤ ©ÂØæðç»Ìæ ·¤æ ߇æüÙ ·¤èçÁØðÐ
22. Explain the term ‘hardware’ and ‘software’ as used in Educational Technology. Write
three uses of each in education.
àæñçÿæ·¤ Âýæñlæðç»·¤è ×ð´ ÂýØé•Ì ÒãæÇüßðØÚÓ ß Òâæò•ÅßðØÚÓ àæ•Îæð´ ·¤è ÃØæ•Øæ ·¤èçÁ°Ð çàæÿææ ×ð´ ÂýˆØð·¤ ·ð¤ ÌèÙ
©ÂØæð»æð´ ·¤æð çܹð´Ð

23. Define Programmed Learning. Describe its basic principles.

·¤æØü·ý¤ç×Ì ¥ÙéÎðàæ ·¤æð ÂçÚÖæçáÌ ·¤èçÁ°Ð §â·ð¤ ¥æÏæÚÖêÌ çâhæ‹Ìæð´ ·¤æ ߇æüÙ ·¤èçÁ°Ð

24. Define the concept of distance education. Discuss its need and significance in the
present scenario.
ÎêÚßÌèü çàæÿææ ·ð¤ ÂýˆØØ ·¤æð ÂçÚÖæçáÌ ·¤Úð´Ð ¥æÁ ·ð¤ ÂçÚÎëàØ ×ð´ §â·¤è ¥æßàØ·¤Ìæ ß ×ãˆß ·¤è ¿¿æü
·¤èçÁ°Ð

25. Describe Flander’s Interaction Analysis technique. Discuss its effectiveness as a teaching
modification technique.
•Üñ‹Çâü ¥‹ÌÑç·ý¤Øæ çßàÜðá‡æ Ì·¤Ùè·¤ ·¤æ ߇æüÙ ·¤èçÁØðÐ çàæÿæ‡æ ÃØßãæÚ ·¤æð ¥æàææðÏÙ Ì·¤Ùè·¤ ·ð¤ M¤Â ×ð´
§â·¤è ÂýÖæßàæèÜÌæ ·¤è ¿¿æü ·¤èçÁØðÐ

OR / ¥Íßæ

Elective - IV
°ðç‘À·¤—IV

21. Give a critical note on historical developments in the field of special education in post
independent India.
SßÌ‹˜æÌæ ·ð¤ ©ÂÚæ‹Ì ÖæÚÌ ×ð´ çßàæðá çàæÿææ ·ð¤ ÿæð˜æ ×ð´ °ðçÌãæçâ·¤ çß·¤æâ ÂÚ °·¤ çŌ‡æè çÜç¹°Ð

22. Describe characteristics of visually disabled children. Discuss briefly its causes and
preventive measures.
ÎëçcÅ ÕæçÏÌ Õ“ææð´ ·¤è çßàæðáÌæ¥æð´ ·¤æ ߇æüÙ ·¤Úð´Ð §â·ð¤ ·¤æÚ‡ææð´ ß Õ¿æß ·ð¤ ©ÂæØæð´ ·¤è â´ÿæð ×ð´ ¿¿æü ·¤èçÁ°Ð
D—0906 17 P.T.O.
23. How would you identify creative children in schools ? Discuss educational programmes
for such children.
çßlæÜØæð´ ×ð´ âëÁÙæˆ×·¤ Õ“ææð´ ·¤æð ¥æ ·ñ¤âð ç¿ç‹ãÌ ·¤Úð´»ðÐ §Ù Õ“ææð´ ·ð¤ çÜ° àæñçÿæ·¤ ·¤æØü·ý¤×æð´ ·¤è ¿¿æü
·¤èçÁ°Ð

24. Define Hearing Impairment. Discuss its classification based on hearing loss with
implications for teaching in the classroom.
Ÿæ߇æ çß·¤Üæ´» ·¤æð ÂçÚÖæçáÌ ·¤Úð´Ð Ÿæ߇æ ãæçÙ ÂÚ ¥æÏæçÚÌ ß»èü·¤Ú‡æ ·¤æ ·¤ÿææ ×ð´ çàæÿæ‡æ ÂÚ ÂýÖæßæð´ ·ð¤ âæÍ
¿¿æü ·¤Úð´Ð

25. Define Orthopedic impairment. Discuss its types with their implications for education.
çß·¤Üæ´»Ìæ ·¤æð ÂçÚÖæçáÌ ·¤Úð´Ð §â·ð¤ Âý·¤æÚ ß ©Ù·ð¤ çàæÿææ ÂÚ ÂýÖæßæð´ ·¤è ¿¿æü ·¤èçÁØðÐ

OR / ¥Íßæ

Elective - V
°ðç‘À·¤—V

21. Discuss the important recommendations of National Policy of Education [1986]

regarding Teacher Education.
¥ŠØæ·¤ çàæÿææ ·ð¤ çßáØ ×ð´ ÚæcÅþèØ çàæÿææÙèçÌ (1986) ·¤è ×ãˆßÂê‡æü â´SÌéçÌØæð´ ·¤è ¿¿æü ·¤èçÁØðÐ

22. Describe some faculty improvement programmes for Teacher Education.

¥ŠØæ·¤ çàæÿææ ·ð¤ çÜØð´ ·é¤À â´·¤æØ âéÏæÚ ·¤æØü·ý¤×æð´ ·¤è ¿¿æü ·¤èçÁØðÐ

23. Describe the need and importance of orientation and refresher courses.
¥çÖÙ×Ù °ß´ ÂéÙpØæü ÂæÆK·ý¤×æð´ ·¤è ¥æßàØ·¤Ìæ °ß´ ×ãˆß ·¤æ ߇æüÙ ·¤èçÁØðÐ

24. Discuss the problems of Teacher Education in India.

ÖæÚÌ ×ð´ ¥ŠØæ·¤ çàæÿææ ·¤è â×SØæ¥æð´ ·¤è ¿¿æü ·¤èçÁØðÐ

25. Write a note on the need of research in the field of Teacher Education
¥ŠØæ·¤ çàæÿææ ·ð¤ ÿæð˜æ ×ð´ àææðÏ ·¤è ¥æßàØ·¤Ìæ ÂÚ çŌ‡æè çÜç¹ØðÐ
D—0906 18
D—0906 19 P.T.O.
D—0906 20
D—0906 21 P.T.O.
D—0906 22
D—0906 23 P.T.O.
D—0906 24
D—0906 25 P.T.O.
D—0906 26
D—0906 27 P.T.O.
D—0906 28
D—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 çÙÕ‹Ïæˆ×·¤ ÂýàÙ ãñ çÁâ·¤æ ©•æÚ çÙ•ÙçÜç¹Ì çßáØæð´
×ð´ âð ·ð¤ßÜ °·¤ ÂÚ, ֻܻ °·¤ ãÁæÚ (1000) àæ•Îæð́ ×ð́ ¥ÂðçÿæÌ ãñÐ
(40x1=40 ¥´·¤)

26. Higher Education in an Era of Liberalization, Privatization and Globalization.

©ÎæÚè·¤Ú‡æ, çÙÁè·¤Ú‡æ ÌÍæ Öê×´ÇÜè·¤Ú‡æ ·ð¤ Øé» ×ð´ ©“æ çàæÿææÐ

OR / ¥Íßæ

Education as a fundamental right.

çàæÿææ °·¤ ×êÜ ¥çÏ·¤æÚ ·ð¤ M¤Â ×ð´Ð

OR / ¥Íßæ

Education for the disadvantaged sections of society.

â×æÁ ·ð¤ ¥ßâÚ ß´ç¿Ì ß»æðZ ·ð¤ çÜØð çàæÿææÐ

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

D—0906 40