1. What is Creativity?

(a) Ability to identify or prepare original and divergent solutions to problems.

(b) Creativity is best defined as an IQ of above 200.
(c) A form of intelligence that refers to skills that depend on accumulated
knowledge and experience.
(d) A form of intelligence that depends heavily on information-processing skills
including the speed of processing.

l`tukRedrk D;k gS\

(a) leL;kvksa ds ekSfyd vkSj vilkjh lek/kuksa dks igpkuus vFkok rS;kj djus dh
;ksX;rkA
(b) l`tukRedrk 200 ds mQij dh cqf¼yfC/ ls lokZfèkd csgrj <ax ls ifjHkkf"kr gksrh
gSA
(c) cqf¼ dk ,d izdkj tks mu dkS'kyksa ls lacafèkr gS tks lafpr fd, x, Kku vkSj
vuqHko ij fuHkZj gksrs gSa
(d) cqf¼ dk ,d izdkj tks lalk/u dh xfr dks 'kkfey djrs gq, lwpuk&izfØ;k
dkS'kyksa ij vR;f/d fuHkZj gksrk gSA
2. Children with learning disabilities:
(a) Have retarded mental development.
(b) Have low IQ
(c) Have confusion between letters and alphabets that
look alike.
(d) Easily recognise and comprehend sight words.

vf/xe v'kDrrk okys%

(a) cPpksa dk ekufld fodkl ean gksrk gSA
(b) cPpkas fuEu cqf¼yfC/ okys gksrs gSaA
(c) cPpksa dks ,d leku fn[kkbZ nsus okys v{kjksa vkSj o.kksZa esa Hkze gksrk gSA
(d) cPps n`';&'kCnksa (lkbV oM~Zl) dks vklkuh ls igpkurs vkSj le>rs
gSaA
3. Assessment is an integral part of teaching
learning process because:
(a) In today’s time marks are the only important thing in education.
(b) Children need to be marked so that they know where they stand in comparison
to their peers.
(c) Assessment helps the teacher to understand children’s learning and serves as a
feedback for her own teaching.
(d) Assessment is the only way to en­sure that teachers have taught and students
have learnt.

vkdyu f'k{k.k&vf/xe izfØ;k dk vfHkUu vax gS D;ksafd%

(a) vkt ds le; esa dsoy vad gh f'k{kk esa egRoiw.kZ gSaA
(b) cPpksa dks vad fn, tkus pkfg, rkfd osa le> ldsa fd vius lgikfB;ksa dh rqyuk
esa dgk¡ ij gSaA
(c) vkdyu ls vè;kid cPpksa esa vf/xe dks le>krk gS vkSj mlds vius f'k{k.k dh
izfriqf"V Hkh gksrh gSA
(d) vkdyu gh ,dek=k rjhdk gS tks v'oLr djrk gS fd f'k{kdksa us i<+k;k vkSj cPpksa
us lh[kkA
4. Gender bias refers to:
(a) Acknowledgement of differences between boys and girls due to
their physiology.
(b) Differential treatment of boys and girls based on expectations due
to cultural attitudes.
(c) Genetic difference that exist between boys and girls.
(d) Perception of self as relatively feminine and masculine in
characteristics.
fyax (tsaMj) i{kikr --------- dh vksj ladsr djrk gSA
(a) vius 'kjhj&foKku ds dkj.k yM+dksa vkSj yM+fd;ksa ds chp fofHkUurkvksa
dh LohÑfrA
(b) lkaLÑfrd vfHko`fÙk;ksa ds dkj.k vis{kkvksa ij vkèkkfjr yM+dksa vkSj
yM+fd;ksa ls fHkUu O;ogkj djukA
(c) vuqokaf'kd fofHkUurk,¡ tks yM+ds vkSj yM+fd;ksa esa ekStwn gSaA
(d) fL=k;ksfpr vkSj iq#"kksfpr fo'ks"krkvksa esa lkisf{kd :i ls Lo;a dk cks/A
5. A key feature of a child-centred classroom is that in
which:
(a) There’s coercive and psychological control of the teacher who determines the
learning trajectory and the behaviour of the children.
(b) The teacher lays down uniform ways of behaviour for children and gives them
appropriate rewards when do the same.
(c) The teacher’s role is to present the knowledge to be learned and to assess the
students on standard parameters.
(d) The students with the teacher’s guidance are made responsible for constructing
their own understanding.

cky&dsafnzr d{kk dh ^,d izeq[k fo'ks"krk gS fd mlesa%

(a) f'k{kd ds }kjk cy iz;ksx vkSj euksoSKkfud fu;a=k.k gksrk gS] tks vf/xe iFk vkSj cPpksa ds O;ogkj dks
fuèkkZfjr djrk gSA
(b) f'k{kd cPpksa ds fy, O;ogkj ds le:i rjhdksa dks fu/kZfjr djrk gS vkSj tc os mldk ikyu djrs
gS rks mUgsa mi;qDr iqjLdkj nsrk gSA
(c) f'k{kd dh Hkwfedk dks lh[kus ds fy, mls izLrqr djuk gS vkSj f'k{kkfFkZ;ksa dk ekud ekin.Mksa ij
vkdyu djuk gSA
(d) f'k{kd ds ekxZn'kZu ls f'k{kkfFkZ;ksa dks viuh Lo;a dh le> dk fuekZ.k djus ds fy, mÙkjnk;h cuk;k
tkrk gSA
6. Development of the capacity for abstract
scientific thinking is a characteristic of:
(a) Sensori-motor stage
(b) Pre-operational stage
(c) Concrete operational stage
(d) Formal operational stage

vewrZ oSKkfud fparu ds fy, {kerk dk fodkl

fuEufyf[kr voLFkkvksa esa ls fdldh ,d fo'ks"krk gS\
(a) laosnh&xked voLFkk
(b) iwoZ&lafØ;kRed voLFkk
(c) ewrZ lafØ;kRed voLFkk
(d) vkSipkfjd lafØ;kRed voLFkk
7. Which one of the following is related
to creativity?
(a) Divergent thinking (b) Convergent thinking
(c) Emotional thinking (d) Egoistic thinking

fuEufyf[kr esa ls dkSu&lk l`tukRedrk ls

lacafèkr gS\
(a) vilkjh fparu (b) vfHklkjh fparu
(c) lkaosfxd fparu (d) vgaoknh fparu
8. The individual differences of students in a
classroom are
(a) Disadvantageous as teachers need to control a diverse classroom
(b) Detrimental as they lead to student conflict
(c) Inexpedient as they reduce the speed of the curriculum transaction to the level
of the slowest student
(d) Advantageous as they lead teacher to explore a wider pool of cognitive
structures

d{kk esa fo|k£Fk;ksa ds oS;fDrd foHksn

(a) ykHkdkjh ugha gS] D;ksafd vè;kidksa dks oSfoè;iw.kZ d{kk dks fu;af=kr djus dh vko';drk gS
(b) gkfudkjd gSa] buesa fo|k£Fk;ksa esa ijLij }U} mRiUu gksrs gS
(c) vuqi;qDr gS] D;ksafd ;s lokZf/d eUn fo|kFkhZ ds Lrj rd ikB~;p;kZ ds LFkkukUrj.k dh xfr dks de
djrs gSA
(d) ykHkdkjh gS] D;kasfd ;s fo|k£Fk;ksa dh laKkukRed lajpukvksa dks [kkstus esa vè;kidksa dks izo`Ùk djrs
gSaA
9. Understanding Human Growth and
Development enables a teacher to
(a) Gain control of learners’ emotions while teaching.
(b) Be clear about teaching diverse learners.
(c) Tell students how they can improve their lives.
(d) Practice her teaching in an unbi­ased way.

ekuo cqf¼ ,oa fodkl dh le> f'k{k.k dks ______ ds

;ksX; cukrh gSA
(a) f'k{k.k ds le; f'k{kk£Fk;ksa ds laosxksa ij fu;a=k.k cuk, j[kus
(b) fofo/ f'k{kk£Fk;ksa ds f'k{k.k ds ckjs esa Li"Vrk
(c) f'k{kk£Fk;ksa dks ;g crk, dh os vius thou esa dSls lq/kj dj ldrs gSa
(d) fu"i{k #i ls vius f'k{k.k&vH;kl djus esa
10. An inclusive school
(a) Is committed to improve the learning outcomes of all students irrespective of
their capabilities
(b) Differentiate between students and sets less challenging achievement targets
for specially abled children
(c) Committed particularly to improve the learning outcomes of specially abled
students
(d) Decides learning needs of students according to their disability

,d lekos'kh fo|ky;
(a) f'k{kk£Fk;ksa dh {kerkvksa dh ijokg fd, fcuk lHkh ds vf/xe ifj.kkeksa dks lq/kjus
ds fy, izfrc¼ gksrk gSA
(b) f'k{kkfFk;ksa ds eè; varj djrk gS vkSj fo'ks"k :i ls l{ke cPpksa ds fy, de
pqukSrhiw.kZ miyC/ y{; fu/kZfjr djrk gSA
(c) fo'ks"k :i ls ;ksX; f'k{kk£Fk;ksa ds vf/xe&ifj.kkeksa dks lq/kjus ds fy, fof'k"V :i
ls izfrc¼ gksrk gSA
(d) f'k{kk£Fk;ksa dh fu;ksZX;rk ds vuqlkj mudh lh[kus dh vko';drkvksa dks fu/kZfjr
djrk gSA
11. Continuous and Comprehensive
Evaluation emphasizes
(a) Continuous testing on a comprehensive scale to
ensure learning.
(b) How learning can be observed, recorded and
improved upon.
(c) Fine-tuning of tests with the teaching.
(d) Redundancy of the Board examination.
lrr vkSj O;kid ewY;kadu _____ ij cy nsrk gSA
(a) lh[kus dks lqfuf'pr djus ds fy, O;kid Ldsy ij fujarj ijh{k.kA
(b) lh[kus dks fdl izdkj voyksfdr] fjdkMZ vkSj lqèkkjk tk,A
(c) f'k{k.k ds lkFk ijh{kkvksa dk lkeatL;A
(d) cksMZ ijh{kkvksa dh vuko';drk ijA
12. With the Help of a cumulative records
(a) The moral levels of children can be evaluated
(b) The pace of educational progress of children can be
known
(c) Children can be disciplined
(d) The development of children can be gauged

lap;h fjdkMZ dh enn ls%&

(a) cPpksa ds uSfrd Lrj dk ewY;kadu gksxk
(b) cPpksa ds 'kS{kf.kd izfØ;k dh xfr dk irk pysxk
(c) cPps vuq'kkflr gksaxs
(d) cPpksa dk fodkl ekik tk,xk
13. Education at best is-
(a) The emotional development of boys.
(b) The process of indoctrinating the religious dogmas,
among students.
(c) The process of flowering of boys.
(d) The intellectual development of boys.

f'k{kk mÙke gS%

(a) yM+dksa ds HkkoukRed fodkl ds fy,
(b) fo|kfFkZ;ksa ds chp esa /kfeZd /feZrk izfØ;k ds fy, jkth djus ds
fy,
(c) fo|kfFkZ;ksa ds iks"k.k dh izfØ;k ds fy,
(d) yM+dksa ds ckSf¼d fodkl ds fy,
14. We can best describe a 'theory' as ______.
(a) An explanation of why something happens
(b) A set of hypotheses about some naturally occurring
event
(c) A set of principles explaining cause and effect
relationships
(d) An abstract description of something

ge ,d ^fl¼kar* dks ______ ds }kjk vPNs ls

o.kZu dj ldrs gSaA
(a) ,d O;k[;k fd D;ksa dqN gqvk
(b) ,d izkÑfrd ?kVuk ds ckjs esa ,d ifjdYiuk ds lsV
(c) fl¼karksa dk ,d lsV tks dkj.k rFkk izHkko ds laca/ dh O;k[;k djsa
(d) fdlh pht+ ds ,d vewrZ o.kZu
15. Inclusive education assumes that we
should change the _____ to fit the ______.

(a) Child/system (b) System/child

(c) Environment/family (d) Child/environment

lekos'kh f'k{kk ekurh gS fd gesa _____ dks _____

ds vuq:i cnyuk gSA
(a) cPps@ O;oLFkk (b) O;oLFkk@ cPps
(c) ifjos'k@ ifjokj (d) cPps@ ifjos'k