Dogar's Unique Up-io-date “Subject Specialist Guide for All Subjects” Contents . Common Syllabus — All Subjects for Subject Specialist ‘Selection Procedure ... Important Instructions for MCQ Answer Sheet Fully Solved Up-To-Date Paper «... STUDY MATERIAL oo B.Ed Syllabus Educational Psychology Curriculum Development... & Educational Measurement, Testing and Evolution ... ie Educational Planning, Measurement / Educational Administration...: Guidance: Supervision ... Applications of the Principles of Teachings ¢ Teaching Method including instructional Planning, Strategies, Assessment, Learning Environment.. ¢ Applications of the Principles of Teachings - MCQs.. COMMON SYLLABUS ALL SUBJECTS FOR SUBJECT SPECIALIST Candidates will be required Sacuneenga Multiple Choice Questions (MCQ) written test, syflabus on which is as under: B.Ed Course (Educational Psychology, . Curriculum Development, Educational Measurement, Testing and Evolution, Educational Planning, Measurement / Educational Administration, Guidance) tee eee ii. Questions on applications of the Principles of Teachings.Thique upio-daie “Subject Specialist Guido for All Subjects SELECTION PROCEDURE Hh Ress 21015. 5 SUBECT WISE DETAL OF SUBJECT SPECIALIST (MALE OB MINORITIES ia nce /Bolial Soonce mere lr Sane ication sian SO, ea07 R15 ——| Statics SPEC Posts Ri YEARS INTHE = = PUNJAB SCHOOL EDUCATION DEPARTMENT: SUBJECT WISE DETAIL OF SUBJECT SPECIALIST (FEMALE) [ese opener | OSA T wnonmes 'SENO. susvect ae uora | MNORME Tob cs POR ‘ammeree jal. sani i fabernalics Fitory Patan Sisdos Be Seal Paes aii TOTAL POSTS TOTAL PostsDogar's Unique up-to-date "Subject Specialist Guide for All Subjects” DISABLE CASE NO. ‘SUBJECT OPENMERT “QUOTA MMOLE: oer [RBERADOTS. Urdu if v 7 15 AL 796 eo at i 7 ICATIONS: (For the Posts of Subject Specialists Male & Female) i. “Masier’s degree (Ars or Science) (Second Division) from a recognized Universit 1. MEd., MA (Education) or B.Ed. (Second Division} ftom a recognized University” Note: i. Masters degree for Subject Specialist must be in relevant subject For Subject Specialist in Education, M.A. Education or MEd. (2nd Division) are ligible ii, MA. Education / MEd. 8.£4. relating fo Special Education are not acceptable. 2. AGE: 22 to. 30 + 5 Years General age relaxation in upper age limit for ‘Male Candidates = 35 Years. Z2.to 30:4 08 Years General age relaxation in upper age lint for Female Candidates = 36 Years on 41409-2015 as per Government of Punjab, S&GAD Notification No. SORS&GAD) 8-36/61 dated 21- 05-2072. 3. PAY: BS.A7 4, DOMIGILE: Punjab, 5, GENDER: Male for Subject Specialist (Male) and Female for Subject Specialist (Female) domiciled in any ‘istrict of the Punjab Province, 3 6. SYLLABUS OF WRITTEN TEST: Candidates willbe required to undergo Multiple Choice Questions (MCQ) writen est, sylsbus on which is as under. DURATION: (2 Hours) MARKS: (100); Comprehension of the relevant subject and application of the knowledge with specific reference tothe folloning aspects i. BEdCourse. i. Questions on applications ofthe Principles of Teachings. ‘GENERAL INSTRUCTIONS 4. Applicants are required to submit ONLINE Application losi which is 14-09: 2H1S, Candidates shoul fl he one frm caetuly for which detaled gudeines and insaichons have Boon {ven on Punjab Public Service Commission's website wit pase gop.pX. Ediing options, to correc any dala Sit be available to the candidates til the last date of submission of online appicaions. Applications other than ONLINE will not be accepted. Candidates will have to deposit Rs:400/- under head!°CO2101-ORGANIZATIONS : OF | STATE: EXAMINATION FEE REALIZED BY THE PUNJAB PUBLIC SERVICE COMMISSION’. in any Branch of ‘State Bank of Pakistan or National Bank of Pakistan or Government Treasury before the closing date and Teceipt number wil be mentioned in the Online Application Form. Orginal Receipt wil be produced at the time of Weiten Test, Interview! Viva vace without which candidates will not be allowed to: appear in the Test, Interview / Viva voce. Original Receipt will be retained by PPSC for record purposes. Disabled candidates intending to appear in the Punjab Public Service Commission’ tests / examinations are exempted of application J examination fee. HARD COPY of ON-LINE Application Form is not required. ‘Candidates are requested {o mention tneir e-mail addresses in the On-Line Application Ferm. Those wlio do ot have email addresses are odised to ereale an e-mail account immediately. Correspondence with Condidates will be made through E-mail thus add address (ppsc-info@ppsc.gop.pk) inlo your contacts / ‘eddress book so 2s to ensure the delivery of PPSC mail ito INBOX rather than into JUNK'/ SPAM lke folder in case @ large number of applications are received, the Commission reserves the right fo shortst candidates on the basis oftheir quelficaions and academic record or hold one paper writen tes! (MICO fype) of 100 marks relating fo prescribed qualficatios and job description of the post or relating to general 2biity to shorts the candidates Schedule of Write Test / Exam wil be given on PPSC website from where: candidates can download their roll numbers and information about date, {me and venues for Written Test / Exam, No candidate wit be infornted about the date of Witen Test Interview individually. The candidates should remain in touch va the Putjad Public Service Commission Office or vist the Commission's Website: ww ppse gop ple for further information. IN CASE ANY. INFORMATION PROVIDED BY THE CANDIDATE IN HIS! HER ONLINE APPLICATION FORM PROVE TO BE INGORRECT AT ANY STAGE, HE/ SHE WILL BE DISQUALIFIED AND DISCIPLINARY ACTION WILL BE TAKEN UNDER THE RULES. ‘The number af posts may be increased or decreased by the Competent Authority only if no date for wniten ‘examination i fixed and in cases where selection is made only on the basis of viva-voce / interview, belore finalization of viva-voce! interview.Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects’ 40. Candidates presently living / residing abroad and having Punjab Domicile may also apply. 41. In case of disabled person, Column 20 of Online Application Form should be filed in mentioning "Yes". If ‘he candidate is disabled, he/she wil have to submit a certificate from the Provingial Council for Rehabilitation of Disabled Persons of Social Welfare Department. 42. Following Documents in Original along with two photocopied sets. will be required, if called for interview/Vivavoce: a ‘Matriculation Certificate or in case of ‘O’ Level, equivalent certificale from Inter Board ‘Committee of Chairmen, Islamabad showing Total / Obtained Marks, Date of Birth. Or School leaving Cerificate showing Date of Bith, bot” Intermediate Certificate 1 'A’ Level along with Equivalent Qualification from IBCC, Islamabad, showing Total / Obtained Marks. Degrees / Detaled Marks. Certificates of Relevant Academic Certificates duly Issued by Control of Examinations showing Total / Obtained Marks, CGPA / GPA or Percentages of Marks. ‘Domicile Certificate of relevant district of Province of Punjab issued on or before the Closing Date. In case of Government Servant, the Departmental Permission Certficate ((ormat available on PPSC website) duly signed and stamped by the Competent Authority of concemed Department. Experience certificate (Specimen available on’ PPSC website). duly -signed by the ‘Competent Authority. Valid CNC. he Passport Size Photograph. Disabilty Certificate, i affected in Column 20 of Online Application Form has been ticked. Foreign qualification(s) must be recognized by HEC and declared Equivalent by.the Q.E.D.C of the ‘concemed. Department. Equivalence of the Qualifcalions / Degrees. vill determined by the Qualification Equivalence Determination Committee (QEDC) of concemed Administrative Department. cee Treasury Receipt of fee deposited. Important. (7) Candidates willbe called for interview provisionally. On detailed scrutiny of applications of candidates, if any ‘candidate is found ineligible in any respect under rufes his /her application wil be rejected. il) Candidates will be admitted to the writen test (i held) provisionally. Detaled sorutiny wil be caried out of applications of candidates deciared successful in writen test, if any candidate is found. ineligible in any respect under rules, his er candidature will be cancelled regardless ofthe fact whether he / she appeared in the Written Test and / or qualified therein, ii) To avoid frustration, candidates are advised in their ovm interest to make sure before applying that they full all the requirements of the rues and selection criteria as advertised relating to the post before the closing date. Lahore: (04299202762, 042-98200161, 99200162, Muttan: (061-651060', 061-6510602, Rawalpindi: 051-9280825 IMPORTANT NOTICE . ie 4. PPSC only uses the folowing email addresses to'corespond wit the candidate: DDAM@ppsc. gop.pk DDE y DOG@ppse-s0p pk DOB @opse.con 0k DDE@ppsc.op.pk D0F@ppse.cop. DOG@ess. gop. posc@puniad gov.pk Dist@opsccops | 2. — Official SMS are only sent to candidates by “PPSC” (Sender). 3. Allpotential candidates must make a note of the above and should not be mislead hy any fake email addresses or SMS. AG BEWARE: Please refuse to engage with any person who may offer to help you get selected. Have faith in your own ability arid trust in Almighty Allah. In case any dubious person contacts you for providing undue favour-in written test and interview please contact immeaiately the following Hon'able Members of the Commission at once: 4. Mr. Muhammad Aslam Tareen, Member PPSC, E-mail: aslamtareen@ymail.com, Tel: 042-99202734 2. Mr. Kalb-e-Abbas, Member PPSC, E-mail: feedback ppsc@yahoo.com, Tel: 042-99202733, Your name will be kept secret. (SECRETARY) * Tel: 042-99200161, 99200162, E-mail: ppsc@punjab.gov-ok, 6Dogars Unique up-to-date “Subject Specialist Guide for ‘All Subjects” ‘ OMR ANSWER SHEET ‘The following instructions deal with the Computerized Multiple Choice Question (MCQ) arewer sheet provided separately. These sheets are graded by a compuier, therefore, it is very important that the candidates read and understand these instructions thoroughly for the test. Non-compliance may lead to improper test Fig.01 MCQ Answer Sheet FigOT is showing the new Computerized MCQ Answer Sheet that will be used for MGQ Type papers held by the PPSC. MCQ Answer Sheet consist of 8 different sections © Candidate Particulars Instructions MCQ Answer Choices( 1 to 100) Signature ‘of Candidate ice Us ice Use Roll Number Filling Section Time Line Signature of Supervisor 4, Candidate Particulars: In this Section candidate will write name, father name, Post Applied for, CNIC and Examination Centre 2. Instructions: In this Section instructions are given for the candidate for filling the the answer choices box with examples. 3, MGQ Answer CHOICES (1 to 100}: There are a Total ‘of 100 questions. Each question has aan ee fom which candidate have to select the most appropriate answet. lr SOPs questions, there may not be an exact answer. In such cases select an answer which is most early correct. Againsteach question one line of options from A-D is gun. Mark choice by filling in the appropriate Box of the line’(A to D) completely, making it dark with Blue or Black marker as shown below. 1Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects” ‘Quéstion’1. "Which is the capital of Pakistan? AcLahore 8. Karachi _C. Islamabad D. Peshawar ‘Answer The correct. answer is Islamabad ie. . Hence the box ‘| should be filled in line opposite Q.1 on ai AI BD the answer sheet. Wrong Filling Remarks . Examples art < Partiatly Filled The grading computer will mark improperly a2 A) 1\—ENE Double Filled filled-boxes as incorrect answers. Gomputer will also mark boxes with stray 0-9 ~~ 8 11 Couple Filed marks or pattially filled or boxes filled more a.a 24 Mi; Oouble Filled than once , as invalid answer. ce ee eg as le) Partially Filled boss Double Filled as 4. Signature of Candidate: In this Section candidate will affix signature in the signature box only. Signatures going out of Signature box may reject answer sheet to process through grading machine. §. Office Use : This Section is for office Use only. Candidate should not write any thing in this area 6. Roll Number FILLING SECTION: In this section candidate will write Roll Number. The.proper way of writing Roll No. is as under. Roil No. Filling Examples j 5 | Rol! Number 1017 Roll Number 57 Wrong Filling of Roll ROLL NUMBER. ROLLNUMBER. if 0 (o [ols |7 a aonoG a ono a ono 8 el oe i 5 tees a 6 } a BHSEeElosa|o eegnoenos|= 7_TIME LINE: This Section is computer graded area. Writing any thing in this area may eject answer sheet to process through grading machine. 4. Signature of Supervisor: In this: section supervisor will affix signature in the signature box. OI IO I A IK TORDogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” _ FULLY SOLVED UP-TO-DATE PAPER OBJECTIVE (MCQs) TYPE Maximum Marks :100 : ‘Time Allowed : Two Hours MCQs: 100 cations Four Options (A, B, C, & D) are given against Zach statement. Choose the best te option from the given choices. ‘What Ts the literal meaning of curriculum: A Study (8) Reality. (©) Path (0) Enlightenment cubtlcutum is concerned with the national history, national culture and: (A). tocology of mankind B) Ideology of study C).__ Ideology of nation (0) Ideology of life wis transmits its collected excellences to the next generations through the process of education: (A) Society (8) Community (c) p (0) _ institution 24 ation is social process that aims at the all-round development of: (A) Human nature (8) __ Human personality tc) Human soul (0), Human character Education is a social and ‘activity by which a society takes steps fo Education 'raditions and skills @ the next generator, (a) Gonceptual (8) Modern {c)__ Conscious (©) Moral which education refers to the learning generated from the social experiences and observations of an individual: (a) Elementary (8) Basic (Cc) Formal (0) __Informal TH dmphasis in the classroom should be on the needs of: Sule B) Course i sriculum ‘according fo idealism, the aim of educat joinis to develop mind and: (A) Body By Soul (C), Health 1D) Thought “the function of educator is lead the child near reality,.” It is the educational philosophy of: 1A) Realists (8) Fundamentalists (C)__Idealists (0) Naturalists rH sources of change, which enable an individual 10 Tead a balanced and Suecessful life are the modes of: 1A) Psychology (8) Philosophy ( Social work (0) Education WASt is called the philosophy of education which makes man responsible for his actions and experiences: 1A) Essentialism @ Perennialism (C)__ Existentialism (0) Progressivism « Witch word stands for curriculum in Arabic: ¢ (A) Minhaj tn Mustageem 5) Sirat whe thinks that education is @ process, which leads to the formation of character: (A) Activist ie) -Etbist {C).__ Spiritualist (0). Meralist In shich method, keen study of any event or behavick is made. (a) Experimental (8) Observational 915. 16. Dogar’s Unique up-to-date “Swhject Specialist Guide for All Subjects” (©). Developmental fP) ca ilatural According to naturalism, what is the aim ot education: (A) Self-actualization + (8) Self-assertion (©) Selt-realization 4 (0) Self-expression Name the most effective source of knowle (A). Book « Workshop: (C)__ Educational tour (0) Group discussion The curricular should be utility oriented, linked with life and: ) Opportunistic (8) Materlalistic (C) Conceptual (D) Authentic Reforms are necessary in all walks of life, itis focused in: (A) Oriental (8) Progressivism (©) (0) ___Essentialism Educational evaluation is process which a teacher and a student can assess oir: (A) Personality (B) Performance (©) Output (0) studies Education is an activity of development of human mind and character in the light of nationat: s (A) Ideology » 4B) Goal (C) Stand (0) Agenda Education, broadly interpreted, begins at and continues throughout a person's life span, (A) Birth (B) Home (C) Chitchooa (D) Youth age The function of formal education or school learning-is to set conditions that are favourable for the continued mastery of those knowledges, skills and attitudes begun in the during early childhood. (A) Society (8) Home z (C) School (©) Playground es Education as a process embodies all those forms of activities “hat fit an individual for social living and that help transmit customs, laws religious beliefs, languages and social institutions from one fo another. (AyGeneration (8) Person (C) View 5 (©) Situation Which goals vary with cultural demands and individual potentialities and ambitions? (A) Environmental (B) Physical (C) Emotional (D) Educational Since learning involves learner activity, educational theory and practice must representithe application of derived knowledge concerning human growth and'fnaturation, (A) Psychologically (B) Selectively (C) Socially (O) Scientifically Educational psychology, as an area of psychological study, is exerting a powerful influence upon the formulation of educational objectives, the construction of — school curriculums, and. the _ organization of procedures. (A) Knowledge-selecting (B) Teaching-experience (C) Knowiedge-cevefopment (0) Teaching learning An individual's behaviour consists not only of his observable acts but also of all of his reactions to inner states and to environmental factors of: (A) Reaction (B) Relationships (C) Experiences (0) Influence. As moder psychologists continue their studies ‘of cause and effect relationships, they are basing their research upon several assumptions concerning ‘individual behaviour which they consider to be basic characteristics of: 2 (A) Gocial nature (B) Applied nature (C) Human nature (©) External natureDogar's Unique up-to-date "Subject Specialist Guide for All Subjects” Who have Conducted and are continuing to conduct laboratory and classroom Who new studies that are carefully planned and exper ‘executed? (Ay ‘Educational Researchers (@) Educational Officers (C) Educational Psychologists (0) School ‘Teachers’ and Evaluators Evaluator = clase of the 19th century, who, as a result of his experiments with Tornals, formulated laws of learning that ‘seemed to confirm his belief animals: ag the trial and error nature of learning? (A) William James (B) Edward L, Thomdike (c) G. Stanley Hall (0) Charles H. Judd A case history includes the of an individual as well as his present A ase i points the way towards remedial treatment. (A) Past history, (B) Past status (c) Background (D) Past activities Th control of conditions is basic to the. procedure. (A) Basic Fy Experimental (C) Controlled (0) Variable Ingompleteness of data interpretation | oF unwarranted application of incomisions also may be a cause of researc: (A) Adequacy : (B) inadequacy (C) Application {D) Disturbance ‘A study, especially a. conducted in a small selected school system Srelds conclusions that apply adequately in thes situation. {a) Special experiment (B) Leaming experiment (c) Research experiment (0) Physical experiment ores eepert ina field of learning to place himself in ‘the position of a beginner may be a, task. (A) Easy (3) Basic (C) Difficult > (0) Urgent arhaps no single factor has influenced ‘educational theory and practice to Greater extent than has the attempt of ‘twentieth-century. biologists and Terehologists to. discover the relations between the higher processes and effective behaviour, ‘especially in regard to: ) Learning (B) Education (C) Psychology On the basis of performance, a pers on neg certain responsibilities or he Is denled pa activity. (A) Particular (B) Best (C) Future (0) Past During the second half of the ‘as a result of laboratory experiments and simple tests admin istere . it was discovered that experiiials dlfer in the accuracy and speed of ely responses when they are tested in simple functions. (a) 20th (B) 19th (©) 48th (©) 47th (tein that intelligence is a concept rather than a Peer ora thing that can be observed causes ‘when a definition of itis attempted. (A) Belief (8) Sensation (©) Confusion (0) Difficulty (©) Cored were the concepts of intelligence, Tr ‘these were started by psychologists working in this field, that @ Symposium was held in__ 8 psyctompt to reach agreement concerning “has intelligence really iS. (a) 1911 (B) 1914 (C) 1921 (D) 1927 (Oe and limits of development tend to follow a pattern; i.e., the Rate art maturational rate fs the sooner its limits F627 (A) Technical (B) Constant {C) Smooth (0) Particular i~ Dogar’s Unique unio-deie “Subject Specialist Guide for All Subjects On the average, the growth of the mental ability of any individual Is fairl regular in rate, and the degree of _____ from age period to age period is relatively constant. : (A) Success (8) Intelligence (G) Patience (D) Emotions Although we may not be entirely satisfied with all the testing techniques now available, it cannot be denied that the history of the development of intelligence tests during the past. century is remarkable and that brilliant work has been done in this field. (A) Quarter (8) One (C) Halt (D) Experienced Complete understanding on the part of the child concerning the meaning of the question or problem and cooperative response are needed if the results of the tests are to be: (A) Revised (8) Reliable (C) Proved (D) Carefully handled Which tests usually are referred to as tests of abstract intelligence? (A) Grade (8) Language (C) Ability (D) Administrative A foreign-language-speaking child wha has not gained a sufficient command of English to make the meaning of the test questions clear to him should have aaministered to him 2 performance test or a nomlanguage test, Such as the revised: (A) Army Attitude Test (B) Army Directive Test (C) army Alpha Test * (0) Army Beta Test As an individual approaches maturity, the value of the intelligence quotient becomes less significant, mainly because of uncertainty as to the proper chronological age fo accept as indicative of: (A) Maturity (B) Aptitude (©) Experience (D) Information Tests of ability to learn and of power in reasoning are important as predictors of the kind of learning situations into which a learner should be: (A) Treated (B) Guided (C) Directed (0) Tested Some progress has been made in the construction and use of meas:iring techniques aimed at the discovery of____, general and specific. (A) Judgment (8) Aptitudes (©) Techniques (0) Intelligence Teachers of. __ seem to be in rather general agreement that there is at present no one fest that measures aptitude jn artistic performance. (A) Mathematics {B) Art (CG) Language (0) Science Many tests have been devised to measure manual dexterity and. aptitude. (A) Economical (B) Modem (C) Social (Dj Mechanical The first performance tests of mechanical aptitude were the Stenquist ‘ssembly Tests of General Mechanical Ability ___which appeared in two forms. Each form consists of ten devices, including @ simple lock, a mouse trap, an electric push button, anda bicycle bel. (A) 1916 BL 1917 (C) 1918 (Oy 1999 The Thurstone Glerical Test inclucies exercises in underscoring misspelled words, cancelling jetters, checking errors in addition and subtraction, arithmetic computation, code-learning substitution, and similar activities. (a) 1919 ; (B) 1921 (C) 1923 (D) 1927 The increased interest among and occupational leaders in the field of aptitude discovery is indicative of the recognized need of trying to place the right person in the right job. 12‘Dogar’s Unique up-to-date "Subject ‘Specialist Guide for All “Subjects” (A) Modern (@) successful (© Classical (D) Educational Oo atery of tests known as the PreEnginesrind Inventory consists of @ comprehensive ts Mnomctive tests intended fo measure ability for the study (A) Engineering '(B) Science (©) Technology, (D) Difficult subjects C) Technet °8 ine direct relation with a person in which he is taught to adjust with society.” This definition is given by (A) Smith (B) Grow and Crow. (©) Machaonial {0} Cowley G)nich of these is the first academy of a child (A) Mother (8) Home (©) School (0) Friends Zn understanding of the is. basic to any help or guidance that may bo offered in his behalf. (A) Student (B) child (C) Professional (O) Scholar Peeieact fo be of aid to each learner as child attomprs to make adjustments fo the forces and factors in his. then those of us who are given the to ire neibility of promoting his welfare must prepa’e ourselves so that ‘eanigent counsel and guidance may be offered. (A) Academy (8) Society (c) Home {0) Environment 112 Ghia is forging ahead and needs to have the way, prepared for: (Hira (B) Others (C) Parents (0) Friends here is Ms #@ guidance in the way of its specific application to the actual work of the: (A) Environment (8) Colilege {C) School (0) Academy In tts largest connotation, guidance can be conceived of as being as broad as. elf. (Ay Society (8) Education 9 Environment (0) Development Envir idea of anecdotal records is to observe children constantly and to keep a writen fecord of events as they occur irom: (A) Day to day (B) Week to week (C) Month fo month {) Year to year There should be of the situation by the observer. (A) Checking (B) Operation {C) Interpretation {O) Adjustment seosgunts of desirable as well as undesirable. should be included in these anecdotes. (A) Behaviour (@) Incidents {6} Limtatons (D) Recommendations ) Litparent, that an anecdotal record ca? be “only if the original Its aPPmmn ig accurate and correctly recorded, omerwise, it may be worse than useless. (A) Measured (8) Valuable (G) Discussed (0) Presented fany persons find it to write with complete objectivity, but practice Many perssroat dea! io overcome the tendency f0 intersperse ‘the report of ‘behaviour with statements of opinion. (a) Simple (8) Normal {C) Difficult (D) Extremely difficult (6) Difficult urpose of every anecdotal record Is to help the ‘entire schoo! staff {o obtain better understanding of a given: (A) Problem (8) Student {C) Fact {D) QuestionDogar's Unique up-to-dato "Subject Specialist Guide for All’ Subjects” itis evident that there is. in lifting @ behaviour incident out of the Social setting in which it occurred anda reporting it in isolation. (A) Danger (8) Success (C)Contro (0) Possibility At best, only a small of the total number of significant behaviour incidents for any-pupil will find its way into anecdotal records. (A) Amount + (8) Statement (C) Proportion (0) Commitment The interviewer can discover the bases of the present state of the individual's attitude or behaviour so that whatever adjustment or readjustment is needed may begin at the core of the difficulty and not concern itself merely with surface behaviour patterns or irritation. (A) Fundamental bases. (B) Primary bases (C) Intelligence Pr Secondan, The interview is an important technique o ut a difficult one to use. (A) Examination Result (C) Guidance (©) Education An interview can be __ in achieving its purpose only when and if tho principles of good interviewing are thoroughly understood and practised. (A) Successful (C) Interesting Tho. of an interview Of the person to be interviewed, the personality of the interviewer, the conditions of the interview, the procedures employed, and the attitude of the interviewee and of the interviewer toward the results of the interview. (A) Base (B) Success (C) Principle (0) Study 1 the interviewee voluntarily seeks help and is ready to be frank about himself, his desires, and his needs, there is more likelihood that the results will bo valuable than if heis brought to the interview against his: (A) Interests (8) Educaton ; (C) Choice (D) Will Whether oF riot®a”aiagnostic interview requires a interview for the ‘same purpose: depends upon the nature and extent of the problem. (A) Follow-up (8) Productive (C) Personal (©) Technical Fhe success of the first interview often can be measured by the willingness of the subject{o retum to and to cooperate in: ( (A) Further discussion (8) Further plans (©) Succeeding intewiews (0) Secondinterview ‘9 the extent that the interview accomplishes what it purports to achieve, it is of inestimate value as a guidance technique to all persons responsible for the. attainment by young people of desirable: (A) Social goals (B) Discussion (C) Educational goats (0) Knowledge The teacher, the social worker, the doctor, the personnel worker, the employer; and the psychiatrist are aiming at the realization of different objectives as they conduct: (A) Nice behaviour (8) Interviews {C) Meaningful ciscussion (O) Satisfaction In every case, the of an interview depends upon the spirit in which it is: )Duratity i urabilit importance (C) Effectiveness (©) Output Controlled enquiry often makes assumptions that there are clear standards for Judgment based on a null hypothesis as a foundation for calculations. (A) Statistical » (B) Econonical (C) Mathematical (0) Physical87. 88. 89. 91. 92. 93. Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” An excellent paper by Campbell and Stanley in outlines the designs for educational research using this style and the following one of conceptual, inquiry. (A) 1955 (B) 1958, (©) 1963 (0) 1961 This approach not only acknowledges that other bases than the scientific approach exist, but consciously attempts to use other approaches. This style acknowledges that the norm is ati opinion-based on theoretical perspective and not an axion. The basic assumption of the style is that there are ever- expanding. progrdmmes. {A) Educational (8) Research (©) General . (0) Informational 1@ basis of work may include , interviews and informal discussions in order to get a picture of the environment. (A) Testing (B) Analysis. (C) Research (0) Observation ‘One such style has been developed from psychiatry, the: (A) Personal evaluation (B) Personal approach (C) Personal analysis (D) Personal construct The basic criterion for judging the quality of supervision, or for providing for it, is the extent. to which it stimulates the educational process in a: (A) Constructive direction (B) Planned manner (C) Educational direction (0) Successful direction Whether or not it is recognized by all administrators and teachers, every school is organized, operated and administrated according to a: (A) Philosophy of security (B) Philosophy of education (C) Philosophy of guidance (0) Philosophy of learning ‘One of the primary purposes of supervision fs to extend the vision of teachers and: (A) Professors, (8) Supervisors (C) Leamers (D) Researchers Professional leaders engaged In supervision cannot afford to ignore the societal Connotations of education and of: (A) Learning (8) Philosophy (©) Decision-making (0) Supervision. is increasingly establishing facts and uncovering possibilities related fo Improvement in education. (A) Personal research (B) Direct research (C) General research {) Educational research Ino longer is possible or desirable to limit school instruction merely. to the direction of subject-matter mastery or skill proficiency. Rather must attention be given to the adjustment of the individual to the many interactions that constantly are taking place between him and the factors and forces of his: (A) Development (6) Taste (C) Intention (©) Environment It Is well to observe that, is always a means fo an end, and never an end In itself. : (A) Measurement (8) Observation (©) Evaluation (0) Training Society has set certain standards of behaviour and attitude which hold for all people regardless of their place or function in this society. In addition to these fundamental behaviour patterns, the learner must be fitted to meet the demands of whatever particular functions he may be expected to serve in the society of which he Is a member, his home obligations, his vocational duties, his recreational and social activities, and his: (A) Mental abilities (8) Citizenship responsibilities (C) Educational philosophies (0) Leaming experiences After the results are interpreted, those teaching techniques are then applied that may be expected t0 asset the learner fo progress to the best of his ability towards the achievement of purposeful: (A) Constructive goals (B) Educational goals 15,Dogar's Unique up-to-date “Subject Specialist Guide for All Subjects” (C) Modern goals (0) Administrative goals The learner needs help in evaluating his power to achieve and the degree of. that he has attained. (A) Success (8) Possibility (C) Attitude (0) interest Tecuation of individual readiness for further learning on increasingly higher levels is becoming a common practice in our: (A) Society (8) Surroundings (©) Universities (0) Schools and colleges Some of the environmental factors that have been evaluated from the viewpoint of their effect upon _____ include the radio, motion pictures, comics general economic conditions, and teacher attitude. (A) Children (8) Young people (©) Special people (0) Teachers and rate of reading each represent a form of learned behaviour that must be evaluated separately, before the relationship between the we cont ne ascertained. (A) Work habit (8) Comprehension (C) Significant interest (D) Aesthetic experiences The psychologists of the century made commendable strides in the evelopment of echniques for measuring the (geults of sensory stimutation, 16H i (C) 18th (0) 18th Performance on an examination stimulates the interested towards further accomplishment. It helps him to discover the important elements of i's study and wherein he has succeeded or failed, (A) Learner (B) Teacher » (C) Citizen (©) Candidate i 6. in a 16. 21. 26. 31, 36. 41. 46. 51. el} 1 >|>/a]0/ololalo}>lo 61. 66. [73 76. 81. 86. 94, alg Et 9} 29/9 }a)5)>/olo]ola]a/olalalola|>|>la O|9/>|>|>|a|lalalololal>|>lol>|>lalolal A B D B A c o B c B A B A B. ry A B iG B B 2)>/10|O|O/9/a|>/a/>|a]o]o]olalo/>lalo, >|>/O/o]alolal>|Qa z 2 6 Dogar's Unique up-to-date “Subject Specialist Guide for All Subjects” B.Ed Syllabus Educational Psychology Against cach question four answers aie given, out of which one is correct. Choose the correct answer, Education, broadly interpreted, begins at and continues throughout a person's life span. (A) Birth @®) Home © Childhood () Youth age The relatively unconscious learnings that are inescapable accompaniments Of daily living usually are referred to as: (A) Out-of-date education (B) Informal education (©) Skilled education (D) Technical education Planned programmes of study represent formal education, or: (A) Better education ) Skilled education (©) School learning ©) Schoo training Psychologists and. in no way minimize the significance in an individual's life of his incidental learning. i. (A) Evaluators (B) Educators (© Researchers (©) Critics s ‘Schools, boi public and. private, have been established \ as agencies 1o meet the educational needs of allage groups. (A) Desired (B) Authorized © Informal (D) Formal Among the many existing: educational agencies are the home, church, playground, library, press, club, theatre, motion pictures, radio ang (A) Informal (B) Social (© Welfare (D) Controlled é as applied to the various areas of behaviour, is characteristic of human nature from conception throughout: (A) Experience (B) Life z (C) Development period (D) Situation to Situation The prenatal period, childhood. and. adolescence usually are referred to as representing sequential maturation —or-_— development towards. maturity, (A) Mental @) Life (©) Adult (D) Attitude The habitual behaviour panerns and understandings acquired * 17 = Ey‘ogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” during years are aimed at serving the individual effectively in his life activities and relationships. (A) Learning (B) Past (©) Coming (D) Developing The function of formal education or school learning is to set conditions that are favourable for the continued mastery of those knowledges, skills and attitudes begun in the during early childhood, (A) Society (B) Home (© School (D) Playground The terms, and learning sometimes are used synonymously, (A) Development ‘®) Significance (© Maturation (D) Stimulation From the viewpoint, education implies change and can be regarded either as process or as product. (A) Cultural (B) Individual (©) Psychological (D) Fundamental Education as a process embodies all those forms of activities that- fit an individual for social living and that help transmit customs, laws, religious beliefs, languages and social institutions from one to another. (A) Generation (B) Person (©) View (D) Situation Through the educational process, an individual is stimulated to think, to appreciate, and to: (A) Educate (B) Behave (Act (D) Train Desirable educational outcomes are realised when thinking and behavior serve the needs of the individual and the welfare of the: (A) Second individual (B) Group (© Society (D) Country is an individualizing and a socializing process that furthers personal advancement as well as social living. (A) Discussion (B) Growth (C) Emotional development _(D) Education’ The products of education include all those changes that have taken place as the result of an, individuals participating in: (A) Human development (B) Personal advancement (© Learning experiences (D) Social experiences Which goals vary with cultural demands and individual potentialities and ambitions? (A) Environmental (®) Physical (©) Emotional (D) Educational Educational products, as representative of the total effect of learning, differ among groups and between members of the same group. 18Dogar's Unique up-to-date “Subject Specialist Guide for All Subjects" (A) Cultural (B) Licensed (© Successful (@) Existing 8 Regardless of the kind or extent of. goals, education is a dynamic force whereby optimum individual and social competence is furthered. (A) Favourable (B) Established © Informal (@) Profitable Since learning involves learner activity, educational theory and practice must represent the application of derived knowledge concerning human growth and maturation, (A) Psychologically (B) Selectively (©) Socially (D) Scientifically ‘Attention must be given to the selection of appropriate learning materials and to the gearing of teaching techniques to mect: (A) Social needs (B) Leamer needs (C) Educational needs (D) Cultural needs Who are becoming increasingly alert to the results of psychological studies that deal with individual patterns of growth, maturational readiness 10 learn, and individual differences in rate and limit of learning? (A) Planners (B) Researchers (©) Educators (D) Group leaders Educational psychology, as an area of psychological study, is exerting a powerful influence upon the formulation of educational objectives, the construction of school curriculums, and . the — organization of procedures. (A) Knowledge-selecting (B). Teaching-experience (C) _ Knowledge-development @) _ Teaching-leaming Briefly defined is the study of human behaviour and Iuman relationships. (A) Psychology (B) Physical activity (© Humanity (D) Research Any person's interactions with his, represent many different kinds of experiences that vary in intensity and value to himself and to others. (A) Behaviour “ (B) Differences (© Environment (D) Plans The human organism is extremely , environmental factors that can affect the organism include all the persons, objects, situations, and conditions that constitute the external world of any living individual, (A) Complex (B) Simple (C) Coward (D) Social An individual's behaviour consists not only of his observable acts but also of all of his reactions to inner states and to environmental factors oftDogar’s Unique up-to-date "Subject Specialist’ Guide for All Subjects” (A) Reaction : (B) Relationships (©) Experiences (D) Influence Psychology is concerned with: discovering the ways ir which. different age levels, tend to respond to-environmental stimuli. (A) Educators and researchers @) _ Individuals and groups (©). Critics and researchers ©) Classifiers and groups According to data obtained from scientifically conducted studies of human behaviour, it has: been concluded that people tend to react similarly in certain situations and under certain: (A) Principles (B) Conditions (©) Problems (D) Procedures Although human: behaviour seems to follow. certain: general trends, individuals tend to respond differently to. elements in specific situations. Who are interested in the why as well as the what of both similarities and differences among human reactions? 2 (A) Evaluators (B) Administrators (©) Planners (D) Psychologists Various, of thought have arisen: from attempts that have been made to explain human reaction (A) Schools (© Levels (D) Procedures As modern psychologists continue their studies of cause and effect relationships, they are basing their research upon several assumptions concerning individual behaviour which they consider to be basic characteristics oft (A) Social nature (B) Applied nature (©) Human nature (D) External nature A person's usually represent the functioning of a total integrated Pattern. of behaviour; at times, lowever, certain behavioural elements or aspects may exercise a significant influence upor what he thinks, or docs, and how he feels. (A) Reactions (®) Thoughts (©) Matters (D) Performances The. of the many kinds of interactions among’ living beings is so all-embracing that special consideration of any one area is broad, both: in scope and in context. e (A) Evaluation (B) Study (© Relation (D) Outcome Psychological study: and application include many subdivisions; of these the content of ediecational psychology has significant value-for: (A) Different groups (B) Teenagers 20ope eats nc a pee ieee a amas ay ie emanate sre en eo Who ai setiakcngronandi dha ees (A) Evaluatot ati (D) Particular condition » - pace fine “al46, 47. 48. 49, 50. 51. 52. 53. Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects” attention to studies dealing with sensory experiences and mental imagery. (A) 20th @) 19th (©) 18th (©) 17th Which psychologists have hecome intensely interested in the promulgation and application of scientifically evolved principles and theories of learning? (A) European (B) Russian (©) Asian (D) American Towards the close of the 19th century, who, as a result of his experiments with animals, formulated laws of learning that seemed to confirm his belief concerning the trial and error nature of learning? (A) William James (B) Edward L. Thorndike ()G. Stanley Hall () Charles H. Judd educational practices are based upon formulated psychological Principles that evolve from the application of ‘Scientific methods to the problems of human development and learning. (A) Basic @) Simple (© Systematic (D) Successful Much of the in the so-called "Pure" sciences is conducted under objectively controlled laboratory conditions. (A) Research B) Inspection (©) Experiments () Calculations Many psychological principles have envolved from studies of individual learning processes. (A) Statistical (B) Laboratory (©) School (D) Basic Usable information can be obtained by means of non- scieutific or semi- scientific methods, the utilization of techniques that yield objectively obtained data usually is more: (A) Difticutt (B) Applicable (© Profitable (D) Careful At present, introspection or és considered relatively unreliable. (A) Measurement (B) Self-observation (© Observation (D) Self-questioning Casual of one's own behaviour or of the actions of others is @ common pr ‘that tends to be subjective and inaccurate, (A) Evaluation (B) Formulation (© Utilization (D) Observation In which method of studying human growth and development, either both of bvo approaches can be utilized, horizontal and vertical? (A) Genetic Method (B) Scientific Method (©) Growth Method (D) Self-appraisal Method 2255. 56. 57. 58. 59. 60. 61. 62. Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects” ‘Many psychological principles concerning growth and developmental trends have resulted from carefully controlled cross-sectional studies of large numbers of individuals of the same age level at various stages of: (A) Investigation (B) Observation (©) Development (D) Diagnosis The most valid data on human development probably can be obtained by starting with a large number “of infants and continuing to stedy the sequential growth pattern of each to: (A) Childhood (B) Adulthood (© Old age () Death = Various techniques have been employed by educational, psychologists to obtain data concerning. and their reactions. (A) Administrators (®) Teachers - (©) Organisers (©) Leamers . Much. include questionnaire, the standardized measuring instrument, interviewing and the case history or clinical approach. (A) Techniques @B) Observations (© Examinations (D) Programmes Which is aimed at discovering facts about any matter being investigated? (A) Interview (B) Case study (C) Surprise test (D) Questionnaire In some areas of » the questionnaire method can be used effectively. (A) Study (B) Investigation (© Measurement. (©) Training An evaluation of an individual's observable behaviour characteristics that represents the pooled judgments, obtained from questionnaires, of many associates is likely to be move valid than the opinion of: (A) Two or more persons (B) Two persons (© Any one person (@)No person ‘measuring instruments . are, in effect, questionnaires administered to select individuals under prescribed conditions, (A) Standardized (B) Prescribed (© Objective (D) Concluded The value of the questionnaire is greatly enhanced if the answers to it can be amplified by the facts obtained through a personal: (A) Experience (B) Interview (©) Leaming (D) Observation Who can discover many facts about the person. interviewed that cannot be obtained by more impersonal measuring techniques? (A) Evaluator (B) Observer 2365. 66. 67, 68. 69. 70. a. 72. a 74. Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects” © Skilled interviewer (D) Psychologist Which of these is usually limited in its application to attempt solutions of serious learner difficulties? (A) Calculating approach (B) Genetic approach (©) Personal research (D) Case history A case history includes the of an individual as well as his present Status; it points the way towards remedial treatment. (A) Past history (B) Past status (© Background (D) Past activities A carefully organized and completed case study includes data concerning family and social background, physical health and emotional and: (A) ~ Educational experiment (B) Educational development (C) Educational Philosophy () _ (D) Educational Planning : The purpose of a is to test a belief or opinion concerning human ‘behaviour in a given sitiation or under given conditions, (A) Psychological experiment (B) Psychological behaviour (©). Psychological period (@) Psychological influence The control of conditions is basic to the procedure, (A) Basic (B) Experimental (©) Controlted (©) Variable The factor to be tested must be defined exactly. Then groups are set up. (A) Five (8) Four (©) Three (D) Two Carefully planned ‘and objectively conducted experimentation probably is the most exact and refined method of: (A) Development (B) Classification (©) Research (©) Evaluation Variables can be controlled better in.a situation, (A) Laboratory (B) Classroom (©) Group “(D) Case history Laboratory experiments have supplied significant data concerning behaviour reactions in-relation to: (A) Data ®) Practice (©) Skill (D) Learning Many aspects of learning can be studied best through the application of experimental methods to: (A) Classroom situations (B) Classroom investigations (©) Classroom experiences . _(D) Classroom conclusions . 24(RTT: A! Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” hull 75. A researcher or group of researchers may be well- intentioned, painstaking and meticulous in the administration of various types of study techniques or in the conduct of: (A) A formula (B) A particular technique (C) An experiment (D) A conclusion 76. — Incompleteness of data interpretation or unwarranted application of conclusions also may be a cause of research: (A) Adequacy (B) Inadequacy > (©) Application (©) Disturbance 77, The human factor is unpredictable. Individuals may vary from in their feelings or in their power to perform. (A) Yeartoyear “ (B).Month to month (©) Week to week () Day to day 78. The members of a group of children or young people, no matter how carefully they are selected for. putposes, differ among themselves in physical status, specific habits, abilities and interests, (A) Testing @) Study ¢ (© Special (D) Performance 79, A well-trained, experienced may experience difficulty in communicating adequately with certain of his subjects or groups of subjects who function on an intellectual level too far removed from his own. (A) Psychologist (B) Administrator (©) Investigator () Principal 80. A resulting from the study of a small number of cases or from data representing the performance of the members of one sub-cuitural group or of one age level may be reported as a theory or principle that has ‘general application. ¢ (A) Conclusion * @) Theory (© Progress (D) Performance 81. A study, especially a » conducted to a small selected school system yields conclusions that apply adequately in that situation. Special experiment ‘Learning experiment Research experiment Physical experiment 82, The learning process and the are closely associated. (A) Learning Psychology (B) Learning Environment (C) School System (D) Teacher 83, ‘The learner needs to be stimulated. It is the teacher who provides:the kind of stimulation that will enable the child to become an-active: (A) Leamer (B) Leader (©) Superior, (D) Educationist 84, in education-administrators, teachers, and interested laymenDogar's Unique up-to-date “Subject Specialist Guide for All Subjects” plan new educational programs, but it is the teacher who guides inspires the young. (A) Stimulators (B) Observers (©) Leaders () Principals Who, patient in his duties, attacks ignorance and misunderstanding? (A) Psychologist (B) An active student (©) Leader () Teacher Children should be taught about democracy but while they are in si should be given an opportunity to experience the way of life. (A) Personal B) Autocratie (©) Democratic (D) Quality What is more than the aggregate of the many acts associated with classroom? (A) Teaching (B) Experiments (©) Discussion (D) Testing Which phase of teaching becomes effective insofar as a teacher attempts condition a learner towards meeting progressive changes in environment? (A) Quality phase (B) Progressive phase (© Actual phase (D) Directional phase The teacher does not start the learning. He merely sets the stage, prot the material, gives encouragement, and makes possible learning acti directed towards the realization of educational aims that are worthwhil a: (A) Particular environment __-(B) Democracy (©) Development stage (©) Measuring technique Present-day psychology emphasizes the value of in learning. (A) Satisfaction (B) Success (© Progress (D) Recognition The. experiences of pupils that are, in effect, by-products teaching-learning situation reflect the influence of the teacher as a pe (A) Social (B) Emotional (©) Personal (D) Motivational Attitudes are not mere accidents of individual experience. They from living in the home, in the school, and in the community. (A) Interest-by-interest (B) Situation-by-situation (©) Grade-by-grade (D) Day-by-day Theoretically, all of education is aimed at helping learners develop to full extent of their ability those attitudes that fit them for ‘constructively in a society. (A) Different (B) Avtocratic (C) Democratic (D) Muslim : Democracy in the is accepted, in principles, as a desir 26le TE ‘Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” educational approach. e (A) Education 8) Study (©) Country (D) Classroom 95. Unfortunately, too many children are encouraged to emphasize their rights and to minimize their responsibilities. Recognizing the fact that a growing child has many needs that must be satisfied, some parents and teachers become over-concerned about providing healthful conditions for: (A) Learning (B) Growth (©) Research (D) Mental state 96. Persons who have an intelligence quotient of or higher and who exhibit desirable personality qualities should be encouraged to enter the teaching profession. (A) 140 (B) 130 (© 120 (D) 110 97. The competent teacher has the power to apply psychology to the learning situation in subtle ways. (A) Socially (B) Service (© Emotionally (D) Fundamentally 98. Programmes of. education, both pre-service and in-service, have become increasingly effective. (A) Principle | @) Teacher (©) Psychologist (D) Subject specialist 99. The screening of applicants for programes of teacher education is extremely: (A) Difficult (B) Baseless (© Powerful (D) Important 100. For an expert in a field of learning to place himself in the position of a beginner may be a task. (A) Easy _ B) Basic (©) Difficult (D) Urgent 101. Teaching, like is an integrative and integrated process in which the functioning of one phase or facet influences the functioning of the others, (A) Leaming (B) Planning (© Psychology (D) Cooperation 102. A teacher who contracts an infectious disease, such as tuberculosis, or who is affected by anther form of sickness is granted a leave from duty for restoration of: (A) Time (B) Health (©) fob (D) Knowledge 103. A teacher's overt behaviour and expressed attitude exert a influence upon young people. (A) Powerful (B) Weak a7104. 105, 106, 107, 108, 109, Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects” 4 (© Difficult (D) Certain : Teacher should be objective and firm in requiring his pupils to meet thet classroom obligations, but he also should exercise patience in ‘helping them ‘overcome personal or difficulties. ] (A) Human (B) Secret | (©) Traditional (D) Leaming : j One of the marked differences between traditiénal and modern Teather ines of Preparation for teaching is the present emphasis upon teacher understanding of, developmental patterns, (A) Particular (8) Human (©) Useful (D) Natural The growing trend, among colleges and universities is to require teacher ‘nainees to build thetr specialised training upon a good liberal arts base apd thorough knowledge of: (A) Subject-matter (B) Professionalism (© Leaming pattems (D) Personal behaviours classroom study o (A) Individual (B) Behavioural (©) Psychological @) Scientific A young person is.a human being with Potentiatities, (A) Limited (B) Satisfactory (©) Significant (@) Developmental A teacher's education is not completed when he is certified to: (A) Teach (B) Leave ©Act () Degree Feaching is an art as well as a skill. Subtle interactions, difficult to discover, may exert a potent influence upon the degree of: (A) Success (B) Research (©) Effectiveness () Failure See,le TI Doger’s Unique up-o-daie “Subject Specialist Guide for All Subjects” B C B D B € D B e A ec B fe! D A B B € D a A D B B A € A B B A c DI B A c A B D B D A B c B D A c B D A D B Cc A B Cc D A B A B D € A | 73.| p | 7. [a | 75. B D [73.[ 8 | 79. [eC feo. a a1. |B | 82. | D [83.| A | 84. [c | 85. | D c¢ [sz] a [8 | D| 99. |B A B D c D B € A B D C A B | B A ie ieBe __ Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” Curriculum Development FOUR CHOICES ARE GIVEN, CHOOSE THE RIGHT CHOICE The curriculum of educational institutions in any reflects the need and aspirations of the people at large. (A) Town (B) Province (C) Country (©) Continent The curriculum in the secondary schools in British India should have been formulated to meet the socio- needs of the local people. (A) Development (B) Progressive (C) Independent (D) Economic Warren Hastings was ihe first Governor-General of Britain, who had a working knowledge of botlt Bengali & (A) English ®) Urdu (C) Persian ©) Hindi When Charles Grant raised his voice to make English the supreme language of administration to develop better understanding between the rulers and the ruled? (A) 1892 (8) 1782 (©1772 (0) 1792 Who declared the victories to Anglicists over the Orientalists by writing that — "a single shelf of a good European library was worth the whole native literature of India and Arabia?" (A) Lord Macaulay (B) Charles Grant (©) Lord Curzon (D) Warren Hastings A resolution was adopted by the parliament which became the 43rd section in the charter: (A) 1833, (B) 1813 (©) 1835 (D) 1819 The victory of the Anglicists over the Orientalists drew a sharp dividing line between, the schools employing English as the medium of instruction and those using the native languages. (A) Indian (B) Muslim (C) Commonwealth (D) Regional An order to classifying schools for administrative purposes into government, focal and others, they were categorised according to the medium of énstruction used and the curriculum taught. These were: (A)2 : (B)3 30nN Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” Ose @s 9. Which schools were lower stage secondary schools and their curriculum was not diversified? Middle English Schools Middle Schools English Schools ‘Anglo-Vernacular Schools 10. The Despatch of. was not very specific about the subjects to be tauglit in secondary schools. (A) 1848 (B) 1850 (©) 1852 (D) 1854 1 When the Indian Education Commission found the curriculum of schools ‘too academic, narrow, college preparatory, and examination ridden?” (A) 1876 (B) 1880 (©) 1882 (D) 1885 12, Which curriculum has been in a state of flux all over the world? i Education Curriculum School Curriculum College Curriculum University Curriculum 13. Education is a. process of imparting knowledge, developing skills ‘and inculcating proper interests, attitudes and values. (A) Fivefold (B) Fourfold (©) Threefold (D) Twofold 14. Whenever the curricula are reviewed and redesigned for Secondary Schools and Higher Secondary Schools, the National Bureau of Curriculum & Texthooks constitutes National Committees for. subjects. (A) Basic . (B) Secondary | (©) Collective (D) Individual | 15. The writing and publishing of textbooks is the responsibility of the Provincial Textbook: (A) Boards (B) Bureaus (©) Corporations (D) Centres 16. Bach Board either commissions a panel of authors for writing the manuscripts or invites the manuscripts through: 5 (A) Bids (B) Open Competitions (©) Different Schemes (D) None of these 17. The manuscripts are edited by ihe Provincial Textbook Boards and sent to the Federal Ministry of Education for seeking approval for thetr: j (A) Binding (B) Copying (© Editing (D) Publication 18 At the secondary stage, diversification takes place and the students opt for either Science Group or:19, 20, 2. 23. 24 25s 26 27. 28. Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects" (A) General Group (B) Mathematical Group (© English Group (©) Urdu Group Which is the national language of Pakistan? | (A) Punjabi (B) Sindhi (© English @) Urdu Medium of instruction at primary level in Pakistan is: i Urdw/English | Urdw Provincial Language 7 English/Provincial Language Urdu Medium of instruction at higher secondary and university level is: ‘Urdu/Provincial Language Urdu Urdu/English English There are. approximately working weeks in a year at primary and secondary levels. (a) 35 (B32 ©30 ()2s When the pattern of curriculum which is being followed today in our universities was proposed by the Calcutta University Commission? (A) 1935, (B) 1928 curricula of B.A/B.Sc. and M.A./MSc. level courses to the Universit Grants Commission and National Academy of Higher Education? (A) 1972 3) 1976 (© 1974 (D) 1978 About. subjects of various disciplines are taught in the universities. (a)70 (8) 80 © (@) 100 By whom approval, the curricula is published and distributed amongst the universities and colleges for adoption? ‘Vice-Chancellor’s Committee National Curriculum Revision Committee National Academy of Higher Education Task Group Committee When University Grants Commission (a federal level body) was establis in Islamabad? (A) 1968 (8) 1972 (©) 1974 (D) 1973 When the federal funding of the universities was introduced and re budget is also allocated to the universities from the federal budget 3230. 36. 37. Dogars Unique up-to-date “Subject Specialist Guide for Ail Subjects” education? (A) 1976 (B) 1982 (©) 1980 : : (D) 1980 The University Grants Commission is headed by a chairman, and assisted by the whole-time member; honorary member; ex-officio member; advisers and: ~ (A) Trainers” * (B) Managers (© Direotors (D) Lawyers sons nadie The U.G.C. has started in-servicelpre-service training programme for of degree colleges and universities in the Academy of Higher Education. ~ (A) Teachers (B) Advisers (C) Members (D) Students Curriculum organization should be consistent with the unified manner in which. learn, (A) Students (B) Children (© Teachers (D) All of these Which curriculum is usually caught between the changing demands of progress and the inertia of tradition? 2 Introductory curriculum School curriculum (©) College curriculum (D) University curriculum Creating the conditions for the: continuous, thoughtful artalysis: of the school curriculum is one of the most stimulating challenges to theenergies of the. leader. (A) Bold 03) Experienced “ (C) Creative’ (D) Administrative The nature of the should be determined both by the demands of contemporary society and by the needs of individuals. (A) Curriculum 2 (B) Study (©) Examination (D) None of these a It is essential that the objectives of a school be determined clearly as a logical prerequisite o intelligent curriculum: (A) Planning (B) Development (©) Progress (D) Training The curriculum is the of the school programme, but its effectiveness does not depend alone upon its own quality or DUES (A) Base (B) Heart (©) Element (D) Part The furnishing and materials of instruction also should be selected and organized for.the type of curriculum around which the school programme is: 33Dogars Unique up-to-date "Subject Specialist Guide for Ail Subjects” (A) Adopted (B) Introduced (C) Developed (D) Presented 38. The curriculum of the school be the determining factor in the of the school : (A) Progress B) Making © Staff (D) Organization 39. The first responsibility of the school staff is to formulate the pulrposes the school hopes to serve in the lives of the who attend it, (A) Teachers (B) Members (©) Children (D) All of these 40. The curriculum should be formulated on basis, (A) Strict (B) Cooperative (©) Changing (D) Simple 4. It is desirable to insure that the interests, ideas, needs and planning of children are utilized in curriculum: (A) Formation (B) Contribution (©) Development (©) Training 42. The curticulum should utilize both long-runand_____planning. (A) Flexible (B) Day-to-day (©) Changing ©) Strict 43. ‘The curriculum cannot be separated from teaching: (A) Habits (B) Guidance (©) Development (D) Methodology ; 44. The curriculum should be organized in terms of what is knows about j the. Process. | (A) Learning (B) Progressive ’ (©) Training (®) Experimental 45. How many aspects of vertical organization of the curriculum deserve attention? (A)4 (B)2 (3 @)5 46. The curriculum should never be considered finished product or a lan, (A) Basic (B) First ae (© Coming @) Final Es 47. With the leadership of the principal and others, the staff should examine the programe: (A) Independently (B) Continuously (©) Monthly ~ () Annually 48. Chauge for the sake of change is desirable, (A) Seldom B) Utmost (©) Not (D) Also 49. When the new syllabi were introduced in Pakistan? » 34@) 1961 The_____school curriculum, especially provided for developing leet cated abols rome li ffereat hinds of activiy, including ert work, crafis, manual labour, and out-of-school expeditions, etc. (A)Early > @®) Middle (©) Primary () Islamic At which level, diversification of curriculum was undertaken? Early school level i Primary school level Secondary school level Middle school level The new curriculum provided for a core of compulsory subjects and a wide range of electives to allow :a-choice in accordance with their aptitudes and abilities. (A) Advisors (B) Students (C) Teachers (D) Allofthese There were distinguished features of the new secondary school curriculum. (A)2 (B)3 @-4 @)5 The main feature of the new secondary school curriculum was @ new orientation towards which was a compulsory subject. (A) English (B) Urdu (©) Mathematics (@) Science At secondary school level, much emphasis was given to Islamic studies and: (A) Religious Education B) Pakistan Studies (C) Social Studies (D) English Islamic Studies was made a compulsory subject BEciecor!) VEL subject in Class IX-X. (B) Elective (D) None of these © Religious instruction was made compulsory even in Christian schools for children. (A) Christian (B) Muslim (©) All (D) Non-Mustim : Importance was also given to the improvement of Madrassas and Maktabs which coustitute a specialized system of education in oxr:: (A) Religion (B) Traditions (©) Province (D) Country Who initiated a programme for improvement of the institutions and revision of the syllabi? Provincial Augaf DepartmentsSw Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects” Provincial Governments Central Government Commission on National Education. The teacher training institutions were improved both in terms of equipment and: (A) Building () Staff (C) Funds (D) Training A number of. schools were started in each province to act as prototype to demonstrate new teaching methods and ape caces under the revised curricula. (A) Maktab (B) Residential (C) Pilot (D) Training a programme for production of guide books for teachers subjects was initiated. HS Various (B) English (C) Urdu (D) Religious For the teaching of @ number of programmes for teacher training were organized by the Agriculture Universities and Colleges, and even the Rural Development Academy. (A) Geology (B) Agriculture (C) Forestry (©) Horticulture The Education Extension Centres. also. organized a number of_____courses. (A) Long-term (B) Mid-term (©) Short-term (D) All of these ~ How many Agricultural colleges were raised to the status of universities? (Ay2 @)3 (4. : (Ds The important. achievement was initiation of short- term classes in the polytechnics and other technical institutions, (A) Morning (B) Afternoon (© Evening (D) Sunday How many Engineering colleges were raised to the status of universities? (A)2 @®)3 (4 @)5 A number of scientific departments and laboratories were established by the Central Govt. and. » such as Geological Survey, Meteorological * Institute and others. Department, Local Councils Public Departments Provincial Governments Rural Couneils There were National Committees for advising the. development in various fields, 3670. a: 72. 73. 74. 75. 76. 78. 79. 80. Dogars Unique up-to-date “Subject Specialist Guide for All Subjects” ii » (A) Institutions (B) Government (C) Organizations (©) Universities In order to transform universities from mere examining bodies to teaching and research organizations as suggested by the National Commission, specific measures were undertaken by the: (A) Research Councils (B) National Councils (C) Goyernment (D) All of these Which education was separated from the Universities and Boards of Intermediate and Secondary Education were established? (A) Physical Education (B) Technical Education (©) Secondary Education (D) Intermediate Education Full-fledged institutes of Education were established at the universities to lay down the basis for continuous: (A) Research (B) Education (©) Training () Study Which additional facilities were provided to the universities to strengthen their teaching programmes? (A) Training . @) Physical (C)Research (D) Technical The universities were encouraged to organize seminars, tutorials and meetings in summer vacations in order to provide university teachers with opportunities to exchange views with their counterparts in other: (A) Countries (B) Academies (© Universities (D) None of these Which teachers were given ample opportunities for studies abroud? (A) University (B) College (C) Secondary School (D) Technical Liberal scholarships were awarded to talented and deserving. for giving them more and better chances for further education. (A) Students (B) Teachers (©) Staff (D) Professors In border to provide an up-to-date information and data regarding various aspects of education, who established a Central Bureau of Education? (A) — Central Government (B) Provincial Government (C) Ministry of Education * () National Commission In the provinces, Education Bureaus were attached to the: @ Education Departments 3) National Councils (C) Provincial Governments (@) Local Authorities Audio-visual aids were provided in collaboration with: (A) World Bank (B) UNESCO (C) Central Government () IMF There are possible ways in which a university may function, (2. @)3 4 (D)5 ‘i 3782. 83. 84. 85: él. Dogar’s Unique up-to-daté “Subject Specialist Guide for All Subjects" There were 40 colleges and. universities at the time of partition in 1947, (A)2 4 (6 ()8 In case of Federal Universities, who is the Chancellor? (A) Prime Minister” (B) Chairman Senate (C) President (D) Speaker National Assembly The Vice-Chanceltor shall be appointed by the: (A) President (B) Prime Minister (©) Governor (D) Chancellor The Vice-Chancellor shall hold office for years from the date of the notification: of his appointment and on the expiry of his term of office shall be eligible for reappointment. (A)2 (B)4 (3 5 In the absence of the \Chatication oh shall preside at 'the Convocation of the University? (A) Governor (B) Chief Minister (© Vice-Chancellor (D) Any Director iC D B A B A S D ie [eB c A B [17.[_D A B 5)22. a D D Aes | 27 AC B 30. [A B | 32. [Be D 35. [A B | 37.| Cc D 40. [|B Cc [42 [7B D 45. | B D{47.] B A HOARE: + Cc [sz] B A 55. | A C.[s7. 7B D. 60. | B | Cc fe. [ a B 65. | A Cc | 67.) A c 70. |-C D [72 A B 15. | A ASE TEC A c ic D e > F S|> pu AR ADogar's Unique up-to-date "Subject Specialist Guide for All Subjects” re Educational Measurement, Testing & : Evolution 4. Present-day philosophy of education lays emphasis upon the adjustment of the whole individual Physically, mentally, emotionally, and; (A) Socially (B) Politically (©) Chemically (D) Correctly 2 Its important that educational outcomes reflect broad. objectives. (A) Philosophical (B) Practical (C) Educational (D) Mutual 3. It.no longer is possible or desirable to limit school instruction merely to the direction of subject-matter mastery or skill proficiency. Rather must attention be given to the adjustment of the individual to the many interactions that constantly are taking place between him and the factors and forces of his: (A) Development (B) Taste (©) Intention (D) Environment 4 “Which is concerned with desirable development towards adjusted living? (A) Science (B) Education (© Teaching (D) Psychology 5 Which is a vital component of the teaching-learning process? (A) Leaming ®) Training (©) Measurement (D) Curriculum 6 Learning success cannot be evaluated only through the administration of tests that consist almost exclusively of a verbatim recital of ‘memorized material. (A) Individual-prepared (B) Scholar-prepared (C) Pupil-prepared (D) Teacher-prepared 7% Whether or not the learner has profited from his school experiences must be judged in terms of the power of adaptation to present and future life . requirements that he has achieved as a result of his: (A) Learning attitudes (B) Learning experiences (©) Leaming abilities (D) Leaning traits 8 Interpreted broadly, educational evaluation includgs evaluation not only of pupil progress but also of curricular offerings, of school organization, of teaching techniques, and of: 391 Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” (A) Educational outcomes (B) Educational techniques © Educational behaviours (D) _ Educational formalities Evaluation of the learner includes a study of all spects of his development, "| Such as physical development, eeneral mental ability anid Spe fie aptitude, interests and attitudes, emotional status, social adjustment, environmental : ind or conditions, and: “ (A) Ability to improve (B) — Self-respect (C) Tue significance of the measurement (D) Achievement in school learning It is well to observe that is always a means.to an end, and never an end in itself. (A) Measurement (B) Observation (© Evaluation (D) Training ‘A measurement is simply a quantitative description of: (A) Learning ; (B) Experienced data (C) Observed data (D) Achievements The significance or educational implications of the measurement are rarely self-evident or: (A) SelE-associated (B) Automatic we (C) Self-motivated (D) Self-measured True significance of the ‘can be determined only when it is seen in jelation to other relevant factors, and is fited into the total pattern of the situation. (A) Measufement (B) Result (© Evaluation (D) Recreation. ° - i : ‘must be recognized that recent tendencies in education have enlarged its scope and increased its complexity, and have thereby added 10 te difficulties of teaching and: ‘ (A) Observation (B) Potentiatities (©) Implications. (D) Administration . The need for isas great in the modern school as ever before, b the difficulties of providing for it are vastly greater. (A) Proper teaching (B) Proper evaluation (© Proper discipline (D) Proper education: 2 If the evaluation of the results of learning isto be functionalyi¢ must into account. general factors. (A) Two (B) Three (©) Four (D) Five 2 cs Physical health, mental ability, emotional status, interests and. needs, home and: social environments, as these. are» reflected in the learner 402 Dogar's Unique up-to-date “Subject Specialist Guide for All Subjects” attitudes and habits, all constitute the foundations upon which are built through the media of formal and informal education whatever knowledges, skills, habits, and attitudes the. eventually will achieve. (A) Student ®) Teacher . ©) Individual (D) Leaner Society has set certain. standards of behaviour and attitude which hold for all people regardless of their place or function in this society. In addition to these fundamental behaviour patterns, the learner must be fitted to meet the demands of whatever particular functions he may he expected to serve in athe society of which he is. a member, his home obligations, his vocational duties, his recreational and social activities, and his: ‘Mental abilities Citizenship responsibilities Educational philosophies Learning experiences Guidance in learning requires that the learner's strengths and weaknesses be discovered, and that provision be made for the further strengthening of his already strong characteristics and the elimination or modification of those that are weak or: (A) Different (B) Strong (© Undesirable *-@) Desirable Evaluation. must be continuous from the child's entrance into school throughout his entire » Ho matter how far it may extend, (A) Life % (B) School life (© Education life (D) Attitude _ Evaluation of has a broad connotation which includes not only appraisal in the narrow meaning of the term but also the interpretation of measuring results and recommendations based upon these results as they apply to life situations. (A) Educational attitudes (B). Educational skills © . . Educational bases (D) — Educational outcomes In his: daily association with his pupils, the teacher, consciously or unconsciously, constantly is. them. (A) Evaluating (B) Correcting (©) Changing () Training The more or less unconscious evaluation of a learner during the course of a school term or a school year may have an: (A) Economic basis * (B) Action basis © Social basis (D) Emotional basis The emotional or personal reactions of a teacher towards his pupils cannot be regarded as evaluation in the strict connotation of the term, and may 41MIM NM TTT 25, 26. we 28. 29, 30. 31. 32, Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” result in much harm both to the learner and to the: (A) Society (B) Teacher (©) Parents (D) Education The well-trained, objective, emotionally controlled, and understanding teacher, on the other hand, has many opportunities during his association with his pupils to engage consciously in sound: (A) Constructive progress (B) Constructive achievement (C) Constructive evaluation (D) Constructive approach Through observation of pupils responses during recitation, their general classroom behaviour, their attitudes towards him and their fellow classmates, their displayed interests, their habits of work, and other overt expressions of their personal characteristics, the watchful teacher can obtain many concrete data of: (A) Cooperation (B) Curriculum (C) Application (©) Evaluation Afier the results are interpreted, those teaching techniques are then applied that may be expected to asset the learner to progress to the best of his ability towards the achievement of purposeful: (A) Constructive goals. (B) Educational goals (©) Modem goals (D) Administrative goals One of the chief functions of a. in cooperation with his teachers is the selection of curriculum materials in light of the needs and interests. sf learners. ; (A) School (B) School teacher (C) School member (D) School student For the administrator, evaluation of pupit potentiality and progress, of educational objectives, of curriculum content, of teaching effectiveness, constitutes a comprehensive and continuous responsibility. (A) Educational (B) Inspection (©) Administrative (D) Evaluation Much of the in which an individual engages is incidental, achieved almost without his recognizing the changes that are taking place within him, (A) Communication (B) Leaning (©) Recognition (D) Selection Every experience through which an individual passes leaves a residusm of knowledge or a changed: (A) Data (B) Interest (© Attitude (D) Behaviour Hy Uf the learner is to make satisfactory he needs to know "from what to what" he is progressing. (A) Observation (B) Achievement (C) Appearance (D) Progress 42Ba: 34, 35. 36. Sh 38. 39. 40. 41. 42. Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects” The learner needs to compare his rate and amount of progress with those of his: (A) Parents (B) Peers (© Students (D) Leaders The learner needs help in evaluating his power to achieve and the degree of. that he has attained. (A) Success (B) Possibility” (© Attitude (D) Interest To the extent that a learner is enabled ‘0 evaluate his own behaviour, attitudes, habits of work and study, and subject-matter achievement, he can be encouraged to participate intelligently in: (A) Learning approaches (B) Leaming processes (©) Learning experiences (D) Learning objectives School administrators and teachers as well as community health agencies recognize the importance of the physical aspect of: (A) Education (B) Communication (©) Leaming (D) Criticism The teacher on any school level is alert to the physical and health needs of his pupils. In the elementary school, simple health and cleanliness inspection is a. classroom practice. (A) Basic (B) Daily (© Weekly (®) Monthly No matter how alert a teacher may be, he probably should not be held responsible for a complete____of the healthof his pupils. (A) Check-up (B) Observation (© Evaluation (D) Potential In most school systems provision is made for periodic medical examinations of pupils, with recommendations for treatment and follow-up. Such evaluation of health and physical condition is given sanction in most states. (A) Moral (B) Legal (© Eftective (D) Impartial Evaluation of individual readiness for further learning on increasingly higher levels is becoming a common practice in our: (A) Society (B) Surroundings (© Universities (D) Schools and colleges Too great emphasis cannot be placed upon the need of the school's assuming responsibility for the personal. and development of children and young people. (A) Economical (B) Ethical (© Social (D) Special During the process of evaluation, school people are coming more and more to realize that personality adjustment is not only a necessary objective of 4B43. 44, 45. 46. 47. 48. 49. 50. 51. Dogar’s Unique up-to-date "Subject Specialist Guide for Ti Subjects” education for life in general but for in particular, (A) School life (B) Mature life (C) Emotional life (D) Social life The child who is nervous, asocial, aggressive, or shy cannot obtain the maximur of benefit from his: (A) Childhood (B) Learning experiences (©) Environment (D) Educational programme The influences that are present in the home, the school, and the community constitutes educational media that may stimulate or retard desirable: (A) Equipment (B) Application (©) Development () Results An individual may inherit a more or less adaptable nervous system, but what he does with it is the result of his: (A) Personality (B) Training (C) Environment. (D) Education An evaluation of the environmental conditions by which the individual és: affected attempts to discover causes for pupil attitudes and behaviour rath, than to appraise attitudes and: : (A) Personality (8) Behaviour (©) Abilities (D) Attitudes Studies of the environmental conditions to which children are exposed yi data concerning the behaviour of children that have predictive viiur f research studies in development. (A) Evaluation (B) Particular (©) Chita () Aptitude What have been conducted to determine the factors of adjustment maladjustment that are inherent in home living? (A) Rules and regulations (B) Processes (C) Examinations “. @D) Investigations. i Some of the environmental factors that have been evaluated from the viewpoint of their effect upon include the radio, motic Pictures, comics, general economic conditious, and teacher attitude. (A) Children (B) Young people (© Special people (@) Teachers In a case of severe pupil maladjustment, the home and community influences to which the child has been exposed should be examined: (A) Carefully (B) Slightly (© Thoroughly (D) Individually. Before the outcomes of general or specific learning experiences can be evaluated, there must be a clear understanding of the objectives which are to be realized through: (A) Influence (B) Appreciation (©) Inspection . (D) Instruction 44Dogar’s Unique up-to-date "Subject Speclallst Guide for All Subjects” 53. 54. 55. 56. 57. 58. 59. 60. 61. 62, The, of evaluation must be so cor ed that they yield adequate measures of what has been learned, = (A) Methods @) Techniques (©) Scopes: () Results ‘Several examples can be cited to illustrate what is meant by clearness and definiteness of objectives in instruction and: (A) Evaluation {B) Social development (©) Effective approach ©) Leaming Which of these is a complex activity? (A) Leaming to write ‘B) Learning to express (©) Learning to read. (D) Learning to understand The fundamental purpose of. reading is the obtaining of thought from printed or written material. (A) Selective (8) Complete ©fust (Dy Silent ‘and rate of reading each represent a form of learned Behaviour that must be evaluated separately, before she relationship between the two can be ascertained. (A) Work habit (B) Comprehension (© Significant interest AD) Aesthetic experiences Tt is generally accepted that writing instruction should stress the ‘general elements. ‘ (A) Two (B) Three (© Four D) Five Evaluation of. must be specific in terms of the immediate “objective to be achieved. (A) Interests ®) Arts (©) Study (D) Writing For niany generations, pupil progress was measured through the utilization of teacher-made and often subjectively marked examinations of the: (A) Objective type @) Literature type (©) Essay type (D) Paragraph type Who was usually asked to describe, compare, discuss, evaluate, or reproduce exactly that whieh had been learned? (A) Teacher (@) Leamer (C) Examiner @) Writer Pupil performance varied in the interpretation of questions, and teacher evaluation “gave evidence of differences among teachers in the interpretation oft (A) Examinations (B) Questions (C) Answers: {(D) Formalities Which techniques must be free or relatively free of the subjective elements of the more traditional types of examinations that are almost certain to 45Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” os interfere with teliable evaluation of learning progress? (A) Evaluation (B) Measurement © Discussion @) Reaction The psychologists of the century made commendable strides in the development of techniques for measuring the results of sensory Stimulation. (A) 16th, (B) 17th (©) 18th (@) 19th It probably is an indisputable fact that the best measure of an individual's success in is his ability to apply what he has learned to actual life situations. (A) Teaching (B) Learning © Life (D) History Parents and children do‘not evaluate a in terms of the marks achieved by him in his preparation for teaching but rather as a result of his actual classroom effectiveness and attitudes. (A) Teacher (B) School administrator (©) Senior student (D) Critic In our activities, we tend to evaluate individual ability 10 perform on the basis of the product produced. (A) Year-by-year (B) Month-by-month (C) Week-by-week (D) Day-by-day The real test of learning achievement is successful: (A) Planning (B) Learning (©) Practice (D) Material Progress is subject-matter achievement in a fundamental. goal, (A) Examination (B) Educational (©) Measuring (D) Intellectual Many evaluating tools and techniques have been devised, some of which can be applied by the: (A) Psychologist (B) Observer (©) Classroom teacher (D) Government Those special techniques that are intended to discover subtle peronelig attributes should be used only by psychologists and: (A) Government (B) Psychiatrists (©) Citizens (D) Old students Performance on an examination stimulates the interested j towards further accomplishment. It helps him to discover the important elements of his study and wherein he has succeeded or failed. (A) Leamer (B) Teacher ©) Citizen (@) Candidate By means of. devices and the interpretation of results, a teacher is aided in his diagnosis of the individual weaknesses of his pupils and can 4673. 74. 75. 80. 81. 82. Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects" adopt his teaching to them. (A) Methodical (B) Scientific (© Measuring - (D) Environmental With the increase of interest in the measuring movement there arose during the @ wave of testing that appeared to be done for its own sake rather than for the benefits that learners and teachers could derive from the testing. (A) 1950s B) 1940s (©) 1930s (D) 1920s The utilization of instruments of measurement should be an important part of teaching and: (A) Teachers (B) Learning (©) Measuring @) Diagnosing Evaluation involves much more than: (A) Practice (B) Technology (© Diagnosing (D) Measurement Evaluation is considered to be the process by which is determined the degree and quality of achievement appraised in terms of purpose and within the framework of existing: (A) Purposes (B) Techniques (©) Conditions (D) Possibilities Evaluation, sometimes a rather process, employs both objective and subjective activity. (A) Simple (B) Complex (©) Human () Important Evaluation involves the use of many types of instruments for: (A) Appraisal (B) Completion (© Processing (D) Kdentifying While there may be many different but worthwhile approaches to evaluation in » it is usually helpful to examine, view and formulate such practices within’ the practices within the framework of generally accepted principles. (A) Consideration (B) Periods (© Education (D) Programmes ‘Which process is never presumed to reach the stage of perfection? (A) Continuous (B) Educational (©) Commercial (D) Domestic Atalll levels of eilucational endeavour, human beings are capable oft (A) Reading (B) Improvement (© Administration () Working is an inherent part of daily classroom teaching or of the day-to- day activities of stimulating teaching or helpful supervision, the emphasis on the continuous quality of evaluation is not intended to negate the 47Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects’ desirability of periodic, organized efforts to evaluate the school programme on a broader and more thorough basis. (A) Evaluation (B) Supervision , (©) Measurement (D) Administration sone Evaluation is primarily concerned with the effectiveness of a total process or the adequacy of a unit product. It is not safe to. +, however, that this is the only concern of evaluation, e (A) Keep ) Assume (© Record (D) Restore The total process of evaluation, as applied to education, cannot be appraised without giving particularized attention to important elements of the: (A) Leadership (B) Measurement (© Education (D) Process ‘ The process of analyzing classroom activities, for example, in terms of evidence of purpose, adequacy of instructional materials,’ teaching methodology, and human relationships, requires skills iu: the field of educational diagnosis and: w (A) Study (B) Research (© Techniques (D) Cures The total process of evaluation can be no more effective, than the ability of, to analyze an educational situation with expertness. (A) Programmers (B) Researchers : (C) Evaluators (D) Planners The appraisal process must depend upon many sources for the collection of. data. me (A) Positive (B) Necessary (©) Available () Valuable The concept of inclusiveness: is important particularly in relation to the diagnostic phases of: x 4 (A) Productivity (B) Leaming (©) Evaluation (D) Training 1 : The evaluator is interested basically in gathering evidence which will indicate growth or change, and which will serve as.a springboard to further: i 3 (A) Action (B) Planning (©) Growth (@) Course Sources of information necessary for evaluation.vary from. the writing records and activities of. 10 , ability achievement, and projective tests, i (A) Principals (B) Children: - (©) udges (D) Leaders. The best evaluation procedures for a particular school must be based on a92: 93. 94, 9S. 96. 97. 98. “99. Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” constructive and understood of education which has been developed for that school (A) Outcome (B) Philosophy (©) Activity (D) Subject Evaluation is value-centred and, as such, must have its outcomes viewed and appraised in terms of the values which prompt its: (A) Activities (B) Programmes (C) Objects (D) Processes Directly, the evaluation of outcomes must be based on the nature of the (purposes established for the effort involved. ; (A) Educational (B) Philosophical (©) Motivational (0) Desirable Purposes, emerge from values which are held to be sufficiently important to requiré a conscious educational effort to perpetuate or promote them. This relationship between values ad purposes, and hebvcen purposes and evaluation; is vital to an understanding of the real nature and function of evaluation in: (A) Philosophy (B) Education (© Processing (D) Demonstration Ina “__, some of the purposes of education vill be realized in the educational product primarily but others, perhaps less obviously, will be closely related to the process employed. (A) Profession B) Corporation (© Society (D) Democracy The measurement und appraisal of. involves more than an examination of outcomes, processes and purposes, important as these arc in educational evaluation. (A) Attitude (B) Teaching (©) Learning - (D) Growth Each educational situation in which occurs is unique in that it involves a set of circumstances, or surroundings, all its own. (A) Growth (B) System (© Evaluation (D) Appraisal The motivation, the background, and the environmental conditions surrounding cach case may be quite essential to the evaluation of the growth which apparently resulted. This appears to be equally true in the evaluation of professional efforts and growth of teachers and others involved A) Society (B) Education (© Surrounding (D) Productivity The process of evaluation, to be truly effective, must include some areas of hopefulness in its: (A) Assumptions (B) Purposes 49100. 101. 102. 103. 104, 1058. 106, Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” (© Basics () Outcomes Both instruction and supervision of an earlier age were so marked by the application of preconceived, critical standards to the performances of learners and teachers that it has been to keep the whole developing process of evaluation free from a persisting attitude of negativism. (A) Difficult (B) Complex (© Basic (D) Simple The importance of determining status and growth through evaluation does not preclude the possibility of using. _ in such a manner that they have a motivating, rather than a discouraging, effect on the person whose growth is being appraised, (A) Productive techniques (B) Primary techniques (© Evaluative techniques (0) Relative techniques At any rate, one cannot effectively engage in evaluative procedures without considering the effects of the evaluation on persons being evaluated. When this is done, it is hoped, that evaluators will conclude that it is best to keep such procedures on a plan, wherever possible. (A) Objective (®) Positive (© Negative (D) Greater As the process of, has become more scientific, an attempt has been made to insure greater objectivity in its component processes. As a result, much emphasis has been placed on objectivity in evaluation, (A) Supervision (B) Research (©) Leadership (D) Curriculum in measurement is’ highly desirable when one is attempting to ‘appraise the amount of growth of an individual learner or teacher, he needs %0 employ instruments of measurement which are as free from personal bias as possible. (A) Judgment (B) Objectivity (©) Knowledge (D) Positioning It is hoped that supervisors, and others interested in the evaluative process, will realize the importance of the scientific objective approach in ‘measurement and the intelligent approach in making judgmental appraisals to a degree that will insure optimum value and validity in: (A) Evaluation (B) Planning (©) Examination (D) Supervision In as much as the of a learner or teacher is affected by other persons, the quality of the outcome of productive effort should be evaluated on a cooperative basis if the truest and most beneficial form of evaluation is to be achieved, 4Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects” (A) Leaning (B) Co-operation . © Productivity (D) Weakness 107. “The concept of learning is such that it is assumed that educational growth is demonstrated as much by what is done as by what is known, (A) Basic (B) Real (© Classical (©) Modern 108. Growth in citizenship can be noted as much, or more, by the behaviour of a developing as from his ability to recite from Patriotic documents, desirable as this may be considered to be. (A) Candidate (B) Chila (©) Leader ©) Citizen 109. If learning is reflected both by active processes and end products, evaluation also must be concerned with both aspects of a child's development as he purposes. tasks. (A) Measuring (B) Educational (C) Motivational (©) Emotional 10. The justification for evaluation lies in its relationship to improvement, (A) Important (B) Assumed (©) Basic (D) Secondary 111. Who will find that efforts related to helping teachers plan effective follow- up activities constitute an area of genuinely fruitful endeavour? (A) Supervisor (B) Technician (© Agent (D) Surveyor 112. Much progress has been made in the matter of improving evaluation techniques. are being continuously refined and the professional Preparation of teachers is improving in the matter of providing greater skill and judgment is applying the newer and broader forms of appraisal to educational growth. (A) Positions (B) Measures (© Tests (D) Efforts 113. Some evaluation techniques must be valued in terms of their. usefuliiess, they must always be subject to continuous examination as to their suitability for the particular situations in which they are employed. (A) Existing (B) Improved (©) Motivational (D) Situational 114, Evaluation serves a number of different purposes as it is related to the improvement of educational practice. Some of these purposes are rather direct in nature while others are more indirect. Certainly all of them have a functional connection with the work of the: (A) Supervisor (B) Another person (© Professionals (D) Administrators 51 the SEE NG INS eR eef - a, Dogar's Unique upi6-date "Subject Specialist Guide for AN'Subjects” «Mt has been stated many HIS. As basie purpose of evaluation is times that "nothing succeeds like success self.” : (A) Co-operation (B) Motivation (©) Examination (D) Continuous growth 116. Nothing contributes to. success more thant the knowledge af previous ‘successes. In any case, itis important for any individual, learner or teacher, to have information regarding how well his efforts are succeeding-ow'they ‘ave being regarded and appraised by others. True evaluation, accomplished ina co-operative manner, can make a vital contribution to the morale and effort of those being: (A) Maintained (B) Evaluated (©)Engaged (D) Existed HI7, Evaluation also serves am essential diagnostic purpose. Through it is possible to identify strengths on which to building and weaknesses which need alleviating. (A) Processing (B) Indirect way (© Diagnosis (D) Guidance 418. Which evaluation furnishes a direction in which efforts may be made towards improvement? 5 (A) Leaming (B) Participating (C) Procedural {D) Co-operative 119. One purpose of evaluation is to maintain an awareness of the continuous relationship which exists between educational objectives and: (A) Educational achievement (B) Educational motivations (© Educational results (D) Educational differences 120. Evaluation may serve an important purpose through its emphasés an dhe ‘relationship of behaviour to the study of: (A) Traditions (8) Values (© Curculum (D) Results 121 The chief function of evaluation is that of analyzing behaviour or achievement, in terms of values held to be important. Thus, engaging in the process of evaluation might well sharpen the abilities of teachers to ‘participate in the processes of: (A) Value-functions (B) Value-differences (©) Value-orientation (D) Value-analysis 122, One of the primary purposes of evaluation is to provide a basis for revision and improvement. (A) General (B) Curriculum (©) Results (D) Subjects 122. Curriculum study must be followed by some types of appraisal of current practice and emphosis ifit is to. result in (A) Objectivity (8) Suability ‘C) Improvement (D) Judgment 52124, 125. 126. 127. 128, 129, 130. 31. Dogar’s Unique up-to-date "Subject Speci: list Guide for All Subjects" As a general rule, curriculum improvement is brought about by strengthening elements of the curriculum rather than by wholesale revision of total curriculum patterns. Such activity, to be intelligent, must be based on: (A) Evaluation (©) Education pattems (B) Understanding, (D) Performance Undoubtedly, there are other functions of evaluation in the moderi ‘elementary school. Co-operative types of evaluation may contribute increase proficiency in group interaction, the clarification oy educational goals, and even to improve public relations in the _ (A) Primary (©) School Ideally, evaluative school's programme. (A) Techniques (© Planning (B) Secondary (D) Functional ‘community. must be incorporated into each af the various phases and levels of educational purposes, instructional techniques, materials of instruction, educational outcomes and many other facets of the (B) Commands (D) Principles At least, how many levels of evaluation seem to be of such prime importance that the merit particular attention evaluation of the school's programme, evaluation of pupil growsh, and evaluation of teaching effectiveness? (Aj2 4 ()3 (@)s Any evaluation effort to be worthwhile must lead to the precise areas of concern and collecting and analyzing information that can be used by decision-makers in selecting many remedial alternatives. (A) Decision-need (©) Decision-making Each one of the evaluation. purpose of evaluation, (A) Techniques (C)Data* (B) Educational data (D) Decision-report by identifying has its own strength in relation to the (B) Models (D) Policies Evaluation should be meant for development purposes and not an educational: (A) Reforms (C) Administration In educational terminologies, evaluation also. In fact as with these aspects of our responsibility (A) Stud (©) Administrator (B) Direction (D) Audit we offen use the terms institutes am! programme. Occasionally or as required we are interested in their (B) Policy-maker (D) Programmer 53 many of usar direcily: conce ned132. ‘133, 134, 135. 136. 137. 138. 139. 140. Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” For the purpose of discussion an may be defined "as am organization which offers primarily formal programme leading to recoynize awards such as degrees, diplomas, and certificates." (A) Authority (B) Environment (C) Educational committee (D) Institute Programmes are those. curricular offering provided by the institutes which enable the students to acquire relevant knowledge, skill and attitude in a particular field of: (A) Education (B) Community (C) Environment (D) Planning " The evaluation of performance of an involves the evaluation of. all its major-components which include teaching learning strategies, resources, staff, etc. (A) Environment (B) Institution (©) Interview (D) Educational council The evaluation of an educational programme depends on the type of. _. that are required to be made. They may relate to the objectives of programme, contents, instructional design and delivery, etc, (A) Communities (B) Policies (©) Models (D) Decisions In the case of institutes, the main focus shall be at its: (A) Environments (B) Management (©) Duration ©) Policy In the case of programme, the focus of evaluation may relate to the relevance of the programme with the needs of the and resulting decision regarding continuation, modification or even termination of the programme, (A) Organization (B) Society (©) Examination (D) Particular department Evaluation is _ and therefore we should- avoid the risk of evaluating non-events, (A) Expensive (B) Specific (© Active (D) Informative Most evaluations focus on outcomes/consequences but exclude the process of change and: (A) Degree of programming (B) Degree of utilization (©) Degree of implementation (D) Degree of change Which is the final but crucial steps in as much as it shall provide meaning — to the entire evaluation process? Continuing information Utilizing information : &141. 142, 143, 144, 145. 146, 147. 148. Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects” Reliable information Special information The. of the evaluation processes and the cooperation essential for the success of the processes are enhanced by the inclusion of members internal to the system in the evaluation panel. (A) Possibility (B) Availability (©) Credibility (D) Acceptability Evaluation of any sort is accompanied by a certain degree of threat. This threat and other States associated with evaluation get diminished by the inclusion of internal members in an evaluation team. (A) Internal (B) External (© Psychological (D) Objectional The inclusion of in an evaluation team enhances the objectivity of evaluation and also the credibility to its findings. (A) Critics (B) Outsiders (© Decision-makers (D) Students Developing proper and adequate understanding between the members of the evaluation team and the acquisition of expertise in the administration and implementation of the processes of evaluation, is az (A) Crucial stage (B) Simple stage (© Different stage (D) Compulsory stage Evaluation instrument design, process skills essential to institutional evaluation all require participation of the in purpose designed programmes. (A) Teachers (B) Developers (© Evaluators (D) People .and reliable instruments, together data to or during an institutional visit based on an accepted framework and purpose for the evaluation, would need to be developed. (A) Available @) Valid (© Invalid (D) Frequent Appropriate modes of data gathering will have to be planned- questionnaires, interviews, observations, case studies, etc. The nature and type of respondents have to be specified. A team approach to the design will enhance the objectivity of the data gathering tools and: (A) Techniques (B) Programmes. (© Policies (D) Resources A approach is likely result in keeping targets as the cooperation of a number of people is essential for successful completion of an evaluation. (A)___ Participative organization (B) Participative instrument (©) Participative cooperation 55Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects" (D) _ Participative planning The total evaluation of is a costly and time-consuming exercise. (A) Institutions (B) Society © Particular department (D) Learners While evaluation in certain very critical areas could be undertaken more frequently, the total evaluation could be undertaken once in two or three ‘years depending on the pace of: (A) Character (B) Observation (©) Development (D) Planning For evaluation to be meaningful, it has to be a continuing and ongoing activity built into the planning function at. levels. (A) Two (B) Three t © Four (D) All There are bases of judging the state of an institution in relation to any indicator. (A) Two (B) Three (©) Four (D) Five In some’ cases, standards may not be available and the evaluators will have to go by judgments of efficiency and effectiveness or make comparative judgments. (A) Definite (B) Absolute (©) Modern (D) Classical As regards reporting, there are diverse views. (A) Many (B) Three (©) Two (@)No The. of evaluation is also a significant factor which should be considered int advance. z (A) Cost (B) Direction (©) Use (D) Purpose Very often the evaluation techniques and methodology depend on the available people, their time and the available funds rather than the purposes of evaluation as. conceived. (A) Basically . (B) Originally (C) Correctly (D) Entirely The will not be effective if the users of evaluation information, the institution, the government, the directorate, the departments within an institution, the teachers, the staff development agencies ete, do not act upon it. (A) Evaluation judgment (B) Evaluation case study (©) Evaluation function” (b) Juation technique The. of education is one of the continued quest for improvement 56Dogar’s Unique up-to-date "Subj in the efficiency and offectiveness of educational processes. (A) History (B) Style (©) Framework (D) Methodology In search for avenues for improvement and development educational evaluation, playing a crucial part has itself undergone many changes and developed many: (A) Interests (B) Models (C) Relations (D) Approaches An approach for evaluation of educational institutions 1s developed around a framework of institutional performance consising dimensions. (A) Five (B) Four: (© Three (D) Two The functions of educational administrators is to. ensure that the educational system is responsive to the needs of the learner and the. __ at large. (A) Institute (B) Provider (C) Management (D) Society Who has defined evaluation as "examining and judging the worth quality, significance, amount, degree or condition of something?” (A) Taylor ~ (B) Cronbach (©) Kaufman (D) Webster Who has defined evaluation as “a process of delineating, obtaining and providing useful information for judging decision alternatives? (A) Cronbach (B) Stutilebeam (© Kaufman (D) Taylor A particular continuing and cyclic activity involving a number of steps and ‘operations is called: (A) Process (B) Information (©) Judging (D) Decision alternative Evaluation process includes the three main steps of delineating, ebtaining and These steps provide the basis for choosing a particular methodology of evaluation. (A) Developing (B) Providing © Thinking (D) Decision-mal Evaluation is resorted to ad hoc device to face problem situation and uot as a systematic device to continuously improve the: (A) System (B) Condition (C) Weaknesses (D) Different asp Institutions like any other organization, require ta know they are progressing. of performance is a prime management function. (A) Development (B) Planning 87Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” (© Feedback (D) Existence Education after all has certain objectives and when we go through the details of the process in which teaching learning has taken place it could help us to form a reasonable: (A) Feature (B) Plan (C) System (D) Judgment One thing which happens immediately that whenever we hear the word evaluation we are intimated and try to become defensive. The moment we know somebody is coming to evaluate we feel that he is coming to find fault. Because somehow this has been the existing practices and: (A) Approaches (B) Guidance (© Standards () Levels Jn Pakistan, during the last decades, the implementation of successive educational policies and plans has undoubtedly developed its educational system to what it is known. (A) Two (B) Three (©) Four (D) Five The efforts both by the government and the community is reflected through the growth in the size of the educational programmes and their variety as well as in the number of institutions and resulting enrolment of students. The growth of the system has been brought about largely by teachers and: (A) Students (B) Scientists * (©) Judges 4 (D) Senior administrators The quantitative and qualitative aspects of the educational system owes to a Sreat extent to the perception of the educational needs viewed in the context of national policies by the administrators and: (A) Policy-makers (B) Teachers ©) Planners (©) Students seen pe‘Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects" 3. 4 8. 9 13. 14. 18. 19. 23. 24. 28. 29. 33 34. 39. 44. 49. 54. 59. de | bit: | 16. 21. 26. 31 41. 46. 51; 56. 61. 66. 43. 48. 53. 58. 63. 68. eae o> lelo|>lolcjalslaja|al>lo 69. 74. 19: 84, 89. 94. 99. 76. 81. 86. 91. 96. 78. 83. 88. 93. 98. 093 peut slelalelalalslo|olalm|mlal>|>|o|al>|o| olel>lalola|>|>lAlalele|al>lol> lala >| OlelO|Sl> |S Im Ole > 1S |a I> > 1S p\>lelal>|>lalele|>|>l>|elo|o|al>|Slalalalajajajmlale|>jajmaje|oia Slalslalelplale|s|slmlalajol|mlalo}e|>|mlalala|> |wla|>|a |S /a|> |a}m|aia| ol>lols|olelolejal>lola|>lajajs|mlajmial>|olajm|ylajal>jaleis|>jalol>Educational Planning, Measurement / Educational Administration Perhaps no single factor has influenced educational theory and practice to a greater extent than has the attempt of owentieth-century biologists and psychologists to discover the relationship between the higher mental processes and effective behaviour, especially in regard to: (A) Learning (B) Education (© Psychology (D) Measurement In the past, it was assumed that everyone who appeared unable to respond as other did, especially a__, was said to be feeble-minded. (A) Young man (B) Child (©) Teacher (©) Intellectual Differences among: were recognized, but such differences were ascribed, more often than not, to laziness or unwillingness to learn, (A) Citizens (B) Students (C) Individuals (D) Leamers At present, the results of biological and psychological studies dealing with the rate of mental development and the various functionings of the intellect have not yielded completely or even partially satisfying knowledge concerning differences in ability. (A) Behavioural (B) Psychological (C) Intellectual (D) Physical We are not yet quite sure just what the term "Intelligence" connotes. However, certain tentative conclusions have been formulated that possess educational implications of value to school administrators, teachers and: (A) Leamers (B) Students (D) Parents Observable differences among individuals of all ages in ability to meet challenging situations are recognized by parents, teachers, employers, other adults, and even: (A) Biologis (B) Administrators (©) Children (D) Psychologists Whether a person is skilled in an activity, appears 1 possess accurate information in this specific field of knowledge, or is able to solve a practical problem is evidenced to a greater or less degre in his daily: 6010. a, 12. 13. 14. 15. Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” (A) Routine (®) Behaviour (© Meetings (D) Work On the basis of. performance, a person is requested or permitted to ‘assume certain responsibilities or he is denied participation in a particular activity. (A) Particular (B) Best © Future (D) Past The attempting of any valid conclusion concerning the consistent behaviour of an individual, however, may be a long and costly process, especially of past , performance és to be accepted as a guarantee of what can be expected in the way of future: (A) Success (B) Work (©) Performance (D) Discussion Competence in any area depends upon interest in the activity and needed skills and information; but more than these is needed the. ability to acquire satisfactory degree of competence. (A) Total (B) Physical * (© Potential (D) Intellectual During the second half of the century, as a result of laboratory experiments and simple tests administered to children, it was diseovered that individuals differ in the accuracy and speed of their responses when they are tested in simple functions. (A) 20th : (B) 19th (© 18th (D) 17th Who conceived the idea that if the responses of many individuals were arranged in order of successful achievement, a large number would give evidence of relatively similar responses, while a small number would tend towards superior or inferior performance respectively? (A) Wondt (B) Cattell (© Alfred Binet (D) Galton During the late » tests were developed for the purpose of measuring single abilities, such as spread of movement, sensation (visual, ‘auditory etc.) and reaction time, (A) 1850s (B) 1900s (© 1800s- (D) 1950s Cattell has been given credit for introducing the term méntal:. (A) Tests (B) Approach (© Exercise (D) Ability By » Ebbinghaus had succeeded in devising tests through the use of which could be determined with some degree of accuracy the extent to which individuals differ in ability to memorize. (A) 1780 (B) 1800 (©) 1820 (B) 1880 61Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” psychologist, Alfred Binet, concluded that intelligence is more than the sum of isolated functions and intelligent behaviour should be evaluated in terms of activities that combine various items. (A) American (B) French (© British (D) Russian The fact that intelligence is a concept rather than a power or a thing that can be observed causes when a definition of it ts attempted. (A) Belief (B)Sensation (©) Confusion (D) Difficulty : Which behaviour can be evidenced in a great many different ways, depending upon the situation in which a person finds himself? (A) Intelligent behaviour (B) Responding behaviour (© Effective behaviour (D) Associated behaviour The behaviour that results from the degree of successful functioning of this elusive combination of the elements of mental capacity would seem to give a of an individual's intelligence. @) Fact (B) Measure (©) Definition : (D) An answer Differences in general intellectual capacity must include a consideration of the so-called higher mental processes, although exactly what these are has not been fully agreed upon by: (A) Psychologist (B) Administrators (© Critics (D) Learners Interest in the interpretation of intelligence and in the construction of tests for the measurement of intelligence ran high during the quarter of the 20th century. (A) Fourth {B) Second (© Third (D) First So varied were the concepts of intelligence, as these were started by psychologists working in this field, that a symposium was held in as an attempt to reach agreement concerning what intelligence really is. (A) 1911 (B) 1914 (©) 1921 (D) 1927 Terman. psychologist introduced the Binet test for general use in differentiating between degrees of brightness and dullness. (A) American (B) English © Spanish : (D) Italian Au empirical interpretation of intelligence is contained in Thorndike's concept of it as the "power of good responses from the point of view of truth or fact." Thorndike further emphasized aspects of intelligence. (a2 (B)3 4 (D)5 6225. 26. 27. 28. 29. 30. ot 32. 33, 34, Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” The elements or actions that are evidences of ability include facility in the use of numbers, language efficiency, speed of perception, facility: in memorizing, facility in comprehending relations, and imagination. (A) Describing (B) Normal (© Leaning . (D) Explaining According to Spearman, an. statistician, intelligence consists of general ability that works in conjunction with special abili (A) Italian (B) English (© American (D) Austrian Language tests such as those commonly used in attempts as measuring the intelligence of children deal mainly with intelligence. (A) Inherited (B) Total (©) Social (D) Abstract Itis much more defensible to say that a person acts intelligently than to say that he has. ys (A) Patience (B) Confidence (© Intelligence (D) Power The term "intelligent behaviour” is a description of behaviour under certain conditions, We can generally agree on what behaviour is intelligent even though we might never agree about the existence of some mysterious "intelligence" within the: (A) Individual (B) Organization (©) Society (D) State In order to accept the conclusions of those research workers who tend to place considerable emphasis upon the inheritance factor, otie would need to know a great deal more concerning the possible effect upon behaviour of. conditions and influences, (A) Intellectual (B) Environmental © Basic () Behavioural If an individual is to engage in activities involving the higher processes, the constitutional capacity to do so must be present. (A) Mental (B) Experimental (©) Intellectual (D) Psychological Rate and limits of development tend to follow a pattern; i.e, the slower the maturational rate is the sooner its limit is reached. (A) Technical (B) Constant (© Smooth (D) Particular Mental defect usually is more casily discovered during. than is mental superiority. (A) School age (B) College life (©) Childhood (D) Developing age Regardless of the inherited capacities of a the environmental 6335. 36. 37, 38, ‘9. 40. 41. a2. “=r Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” influences by which he is surrounded and which act as stimulating for of intellectual actis vity also need to be of the best: (A) Teacher (B) Child (©) Person (D) An educationist dn individual's degree of intelligent behaviour at any stage of his development is the resultant of interactions. between inherited factors ‘atelligence and all the factors of experience by which the indisidual 2 and to which he responds, (A) Responded (B) Taught (©) Concerned (D) Stimutated A child may be born with a high degree of potential ability 10 intelligently, but unless he is stimulated through fo exercise th “capacity he may appear to be relatively dull or retarded. (A) Training * (B) Measurement (©) Leaming (D) Questioning Studies have been made concerning the effect of nursery school a Aindergarten atendance, upon the mental ability of children, (A) Young (B) Average-minded (©) Feeble-minded (D) Dull Investigations have been conducted to discaver the effect, Of enriched sche offerings upon the intelligence of. school children, (A) Model (8) Elementary (©) Primary () High i Testing techniques are not yet sufficiently perfected and the problems involved in determining the effect of environment upon intelligence still are 80 complicated that it is fo arrive at any specific or defini conclusions in the matter, (A) Simple ‘ (B) Essential (© Difficult () Challenging On the average, the growth of the mental ability of any individual is Sait regular in rate, and the degree of front age period to age period és relatively constant. (A) Success (B) Intelligence (© Patience () Emotions An the case of, growth, the rate is more rapid during the Bears and then levels off gradually untit intellectaal maturity is reached. (A) Total (B) Mental (©) Rapid 2 (D) Physical In general, growih in intelligence continues at a more vapid rate reaches a greater height for the Bright thau for the great mass individuals considered average or: (A) Non-average (B) Normai (©) Dull (D) Poor 6443. 44. 45. 46. 47. 48. 49. 50. Sh, Dogar’s Uniquo up-to-date "Subject Specialist Guide for All Subjects” The growth rate of the slow or retarded and feeble minded progresses more. and reaches its limit sooner and at a lower level than do the others. ¥ (A) Defectly (B) Confidently (©) Slowly (D) Rapidly Contrary to popular opinion, boys and girls tend to show little if any differences in intelligence as measured by tests of. ability. (A) Mental (B) Cooperation (© Superior : (D) Normal Home conditions, degree of interest, emotional attitudes, health and other factors may affect individual during the taking of an intelligence test or in learning achievement. (A) Approach (B) Success (© Difference (D) Classification It is a recognized fact that demonstrated achievement in school-learning does not always parallel degree of intelligence as determined by the of intelligence tests. (A) Leamers (B) Examiners (© Users (D) Administration Although we may not be entirely satisfied with all the testing techniques now available, it cannot be denied that the history of the development of intelligence tests during the past. century is remarkable and that brilliant work has been done in this field. (A) Quarter (B) One (©) Half (D) Experienced The results of all tests, may be affected by many factors inherent in the testing conditions, the child's background of. , and other ‘favourable or unfavourable elements. (A) Experience (B) Intelligence (©) Leadership (D) Life administrator, teacher, or student of education should accept test resulis as the only measure of an individual's degree of ability to Tearn. (A) Best (B) Poor (No (D) One In any situation, in school or out of school, where is required, social understanding, emotional stability, and drives to action, and other personal factors are as significant to successful achievement as is degree af mental ability. (A) Competence (B) Consideration (© Objectivity (D) Measurement A consideration of — measurement should develop an attitude of (fair-minded apprectation of its value. (A) Vocabulary (B) Mental 65Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” (© Definite re (D) Individual At should be realized that the results of intelligence tests combined with other techniques available for the evaluation of learning success can help @ to discover what the child can learn and how quickly he can learn. (A) Critic (B) Administrator (© Psychologist (©) Teacher Test construction began with Alfred Binet's attempt to devise an instrument of measurement that could be used for the discovery. of feeble-minded children in: (A) French Schools (B) German Schools (C) American Schools (©) English Schools When the first Binet-Simon test appeared with revisions in 1908 and 1911. This was an individual test of performance, and its scores were interpreted in terms of mental age? \ (A) 1900 (B) 1905) (©) 1906 () 1907 American revisions and adaptations of the Binet test were published by Goddard (1911), Kuhlmann (1912), ‘and Terman (1916). The last was revised in by Terman and Merrill. (A) 1925 (B) 1927 (©) 1937 (D) 1935 : Complete understanding on the part of the child concerning the meaning of the question or problem and cooperative response are needed if the results of the tests are to be: + (A) Revised c (B) Reliable (©) Proved (D) Carefully handled The testing of the intelligence of individuals in. groups rather than size began in during World War I with the use of the Army Beta Tests for illiterates and non-English speaking servicemen: (A) America (B) England (© Greece (D) France During the years 1918 to many psychologists, led by Terman and Otis, constructed group tests that were patterned upon the Army Alpha and were intended for use with school children. t (A) 1920 (B) 1921 (C) 1923 (D) 1925 : During the. of an individual test, the tester must be objective in his manner and alert t0 the behaviour of the child tested as the latter responds Jo specific questions or attempts to carry out suggested directions. (A) Measurement (B) Research 3 (C) Administration (©) Leaming The entire testing procedure should be quiet and dignified, and aimed at 6661. 62. 63. 65. 66. 67. 68. 69. Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” reducing to a minimum any tension or fear that may be present among the “persons to be: (A) Guided (B) Tested (©) Judged (@) Assumed Many of the intelligence tests now in use are based on materials similar to these included in the: (A) Amy Alpha Test (®) Amy Intelligence Test (© Amy Beta Test (D) Army Arranged Test In some tests, the items are arranged according to the type of material included. In others, the various types of material are thrown together so that the items are scaled according to degree of: (A) Intelligence ®) Testing (© Difficulty (D) Success Which tests usually are referred to as tests of abstract intelligence? (A) Grade (B) Language © Ability (D) Administrative Non-language or performance tests are useful in measuring the degree of mental alertness of persons who, for one reason ot another, may have difficulty in reading the. language. (A) Difficult (B) Local (©) Urdu () English Some psychologists claim that performance tests are likely to offer a better measurement of mental abilities apart from learning than. do the tests. (A) Bebaviour (B) Leaming * (© Language (D) Difficult Tests on the lower age and grade levels include much picture material, deal with simple relationship, and require relatively little time to: (A) Solve (B) Administer (© Acquire (D) Assume Because of the likelihood that a young child’s responses. beatible his scores on successive tests probably will (A) Fluetuate (B) Constant (© Uncertain (D) Clear Uf tests are well-administered to a child at age three or four and again at age” » the chances are good that there will be a fair amount of agreement between success in performance on the two age levels. (A) Eleven or Twelve (B) Nine or Ten (© Seven or Eight (D) Six or Seven Tests on late elementary school, high school, and college levels increase in difficulty from level to level and demand greater ability to deal with more material that becomes gradually more: (A) Simple . ©)Diffioult 67Dogar’s Unique up-to-dae "Subject Specialist Guide for All Subjects” (© Abstract () Useless A foreign-language-speaking child who has not gained a suffici command of English to make the meaning of the test questions clear to should have administered to him a performance test or a non-language fe such as the revised: (A) Amny Attitude Test (8) Amny Directive Test (©) Amy Alpha Test (@®) Amny Beta Test The concept of mental age as introduced by isa helpful technigs in the interpretation of raw test scores. (A) Binet (B) Goddard (©) Terman (D) Merrill In order to facilitate the estimating of the rate of mental development of a one individual, the ratio between mental age and age can determined and reported as the intelligence quotient or I. (A) Pure (B) Chronological (©) Active (D) Agreed The intelligence quotient as a means of estimating the degree of men development has great value if it is interpreted wisely as one indication of Jearner's probable future success in: (A) Teaching (B) Training (©) Learning (D) College life The intelligence quotient as a measure of prediction is most useful duri the middle and upper grades of elementary school and. : (A) College years (B) High school years (C) Maturity years (D) Training years As an individual approaches maturity, the value of the intelligence quotier becomes less significant, mainly because of uiscertainty as to the prop chronological age to accept as indicative of: (A) Maturity () Aptitude. (C) Experience (©) Information Many psychologists use. as the age of assumed maturity, there = no assurance as yet that this age is correct. 7 A) 16 (@)I8 (C) 19 (D) 21 There is some disagreement among school people concerning the extent to which the mental ability of an individual should be considered in am evaluation of achievement in learning materials suited to his: (A) Ability level (B) Aptitude level (© Mental level (D) Intelligence level What may be considered to be qualities which all individuals possess it varying degrees? . (A) Aptitudes (B) Activities (©) Experiment (D) Training 6879. 80. 81. 82. 83. 84. 85. 86. 87. 88, Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects" We | Aptitude is a characteristic or a quality which is one aspect of an individual's whole: (A) Life (B) Approach (© Exercise (D) Personality Which tests do not directly measure future accomplishment and measure present performance? (A) Basic (B) Progressive (©) Aptitude (D) Scientific Many factors combine to determine what a person may be expected to do in the future, especially in the achievement of educational or. success. (A) Technical (B) Qualitative (© Basic (D) Vocational An aptitude, either general or specific, may be regarded as a present state of readiness which, when adequately measured, can function as the basis of further training for or participation in the field of activity in which the individual at the time of the testing appears to give indication of ability to achieve: (A) Successfully (B) Classically (© Scientifically (D) Totally, Tests of ability to learn and of power in reasoning are important as predictors of the kind of learning situations into which a learner should be: (A) Treated (B) Guided (© Directed (D) Tested The degree of general ability in problem solving in the specific area for which one may have a. aptitude varies with types of occupations. (A) Different (B) Basic (© Complex (D) Particular Considerable attention is being given today to the relationship that exists between vocational interest and vocational: (A) Aptitude (B) Training (©) Success (D) Behaviour Young people as well as their parents tend to become interested in one particular occupation, regardless of personal aptitude, because of the financial rewards that are attached to the favoured: (A) Occupation (B) People (©) Activity () Interest 3 Many persons, in spite of their may be denied entrance into professional activity because of lack of general and specific ability, possibilities of training, or opportunities for placement. (A) Professions (B) Interests (©) Behaviours (D) Approaches “Aptitude probably includes both inborn capacity and the effects of _ conditions. 69Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects" (A) Particular (B) Occupational (© Environmental (©) Economic in any area or on any level is conditioned by the learner’ readiness to learn. (A) Guidance (B) Learning (© Research (D) Training Many characteristics or traits are general for various specific fields of: (A) Learning (B) Guidance (C) Aptitudes (D) Activities Some aptitudes are forms of special ability that adapt themselves to trainin, towards any one of various. fields. (A) Psychological “7 ~“(B) Research (©) Occupational (D) Academie Some progress has been made in the construction and use of measuring techniques aimed at the discovery of. , general and specific. (A) Judgment (B) Aptitudes (C) Techniques (D) Intelligence Tests for the purpose of discovering specific aptitudes have been constructed in large numbers and in various: (A) Areas (B) Countries (© Societies (D) Statements For many vocations, "aptitude" represents a complex of abilities that is very difficult to reduce to objective: (A) Measurement (B) Consideration (©) Mechanism @) Result Teachers of. seem to be in rather general agreement that there is at present no one test that measures aptitude in artistic performance. (A) Mathematics (B) Art (©) Language (D) Science Many tests have been devised to measure manual dexterity and. aptitude. (A) Economical (B) Modern (C) Social (D) Mechanical The first performance tests of mechanical aptitude were the Stenquist Assembly Tests of General Mechanical Ability. which appeared in two forms. Each form consists of ten devices, including a simple lock, @ mouse trap, an electric push button, and a bieyele belt. (A) 1916 (B) 1917 (C) 1918 (D) 1919 : The Thurstone Clerical Test includes exercises in underscoring misspelled words, cancelling letters, checking crrors in addition and subtraction, arithmetic computation, code-learning substitution, ,and. similar activities, 7099. 100. Dogar’s Unique up-to-daie “Subject Specialist Guide for Ail Subjects” (A) 1919 (B) 1921 (C) 1923 (D) 1927 The increased interest among and occupational leaders in the field of aptitude discovery is indicative of the recognized need of trying to place the right person in the right job. (A) Moder (B) Successful (©) Classical (D) Educational ) A battery of tests known as the Pre-Engineering Inventory consists of comprehensive list of objective tests intended to measure ability for the study of (A) Engineering (B) Science @ (C) Technology... (D) Difficult sabjects : soot Answers 1. Al 2c ea pl 4 Te A 6 |-c [7B 1s Cp] 9a [10] ¢ is, | B [12 | mp] 33.| © [a4 [A | 35. | is | B [i7.| D [18] A | 39. | BI 20.) A Dike: |e |po2u lage gels Ads 24 BUS ae 26. | B.|27.| D_|28;|-c | 29. | a | 30. | B 31, [| ¢ | 32.] B | 33.) C | 34. | B | 35. | D 36. | c |37.| A |38.| B | 3% | c | 40 [3B 41, | D [42] -B | 43.| C | 44. | A | 45. | B 46..| p [47.[ c [48 [a | 49. |c | 50. | A 51. |B (52. [ p | 53] A [54."] B | 55. |. C 56. | B | 57.| A ['s8.|-p | 59. | C60. | B 6. [A fe. | C16. | Bl 64. |p | 65. [| € 66. | B | 67.| A |68.| D | 69. | Cc] 70] D | A bo.) Bose: (274. | Bs asa) ca 76. | A [-77.[.c [78.| A | 79. | D| 80. | si. | D | 82 | A | 83.[ B | 84. | D | 85. [ A 36. | A | 87.| B | 8] Cc | 89. |B | 90. | D or | c [92.[>B [93] a | 94. | A | 95. |B 96. |p [97.f c [98 | A | 99. | D | 100] A nDogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” - Guidance The word ‘Guidance! means: (A} To show path (B) To give way (©) To answer (D) To understand To get guidance is the born need of a: (A) Teacher @) Man (©) Leader (D) Skilful person Who guides every person according to his needs? (A) Leader (B) Teacher (C) Psychologist (D) Father When Galton set up first laboratory to measure human characteristics? Ae (B) 1864 (©1874 (D) 1884 Galton prepared different tests and measurements to measure the mental and physical abilities of: (A) lluman beings ) Children (© Teachers (@) Leaders When Franc Parsens founded a guidance centre form people in Anierica? (A) 1904 (B) 1908 (C) 1900 @) 1910 "Guidance has come to be interpreted as a phase of education that functions in relation to child development and adjustment." This definition is oft (A) Machdonial (B) Smith (©) Cowley (D) Crow and Crow "Guidance is the direct relation with a person in which he és taught to adjust with society." This definition is given by: (A) Smith (B) Crow and Crow (©) Machdonial (D) Cowley Which of these is the first academy of a child? (A) Mother (B) Home. (©) School (D) Friends An understanding of the ___ is basic to any help or guidance that may be offered in his behalf. (A) Student (B) Child (©) Professional (D) Scholar If we expect to be of aid to each learner as child attempts to make 7212, 13, 14, Is. 16, i7, 18, 19, 20. 21. Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” adjustments to the forces and factors in his . then those of us who are given the responsibility of promoting his welfare must prepare ourselves so that intelligent counsel and guidance may be offered, (A) Academy. (B) Society (©) Home (D) Environment The child is forging ahead and needs to have the way prepared for: (A) Him (B) Others, (© Parents (D) Friends There is little guédance in the way of its specific application to the actual work of the: (A) Environment (B) College (© School (D) Academy In its largest connotation, guidance can be conceived of as being as broad as, itself. (A) Society (B) Education (© Environment (D) Development Any aid or assistance that is rendered a learner rightly can be considered to be: (A) Proved (B) Selection (©) Guidance (D) Technique Guidance has come to be interpreted as a phase of __ that functions in relation to child development and adjustment. (A) Education (B) Leaming (©) Development (D) Responsibility The functions of guidance are served best when an individual is advised and aided that he is stimulated to make needed adjustments for the realization of his personal and social growth and satisfaction, (A) Student (B) Teacher (©) Person (D) Leaner can an individual, unaided, make his own choices or his own decisions for his own best interests. (A) Sometimes (B) Never (©) Seldom (D) Often The need of. is more easily recognized in times of crises than when life runs along smoothly. (A) Responsibility (B) Guidance (©) Adjustment (D) Understanding There is an implied activity on the part of both the persons who is being guided and the one who stimulates activities along well-divected lines of: (A) Adjustment (B) Endeavour (C) Opportunities (D) Behaviour Who evince the need of guidance in mental activi individual and social implications, and in the in behaviour that has selection of a field of BDogar's Unique up-to-date “Subject Specialist Guide for All Subjects” vocational work? (A) Pupils @B) Youth (C) People (D) All of these Bad boys may be trained in a carefully controlled: (A) School (B) Society (© Environment (D) Centre The need of guidance is recognized by any one who works with: (A) Old people (B) Young people (©) Popular people () Babies A person should not be expected or permitted to engage in work uniess he has received careful training in the utilization of techniqi that have been helpful to workers in the field. (A) Controlled (B) Technical (© Special (D) Guidance The validity and reliability of an evaluating instrument may be high, it is true that long experience in working with test results is required befé an individual is able to interpret them as a means making effective. (A) Guidance (B) Personality (© Training (@) Environment i Which reports of children's behaviour are becoming increasingly popu In some school systems? (A) Adjustment reports ~ (B) Experimental reports (© Anecdotal reports (D) Valuable reports The___ should be a clear statement of the facts of the case. (A) Resolution @) Anecdote (C) Interpretation (P) Interview The central idea of anecdotal records is to observe children constantly to keep a written record of events as they occur from: (A) Day to day . (B) Week to week. (C) Month to month (D) Year to year There should be of the situation by the observer. (A) Checking (B) Operation (C) Interpretation "() Adjustment 4 Accounts of desirable as well as undesirable should be included in these anecdotes, : (A) Behaviour 4B) Incidents (C) Limitations (D) Recommendations It is apparent, that an anecdotal record can be only if original observation is accurate and correctly recorded, otherwise, it may worse than useless. (A) Measured (B) Valuable (C) Discussed cntedASE = a Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” + 32, Many persons find it to write with complete objectivity, but practice will do @ great deal to overcome the tendency to intersperse the report of behaviour with statements of opinion. (A) Simples (B) Normal © Difficult (D) Extremely difficult 33. The central purpose of every anecdotal record is to help the entire school staff to obtain better understanding of a given: (A) Problem B) Student (C) Fact (D) Question 34. It is evident that there is in lifting a behaviour incident out of the social setting in which it occurred and in reporting it in isolation, (A) Danger (B) Success (©) Control (D) Possibility ‘ 35. At best, only a small. of the total number of ‘significant behaviour incidents for any pupil will find its way into anecdotal records. (A) Amount (B) Statement (© Proportion (D) Commitment 36. Some persons fear that anecdotes, through preserving a record of unfortunate behaviour incidents on the part of certain pupils, may prejudice their success Jong afterward, when the behaviour is no longer ppical of them. There is ground for this fear if the school carelessly allows the anecdotes to fall into the hands of: (A) Principal (B) Students (©) Responsible persons (D) Imesponsible persons 37. It is obvious that the indications in the anecdotal records should be studied and ar attenspt made to improve the adjustment of the when the anecdotes show that better adjustment is needed. (A) Pupils (8) Teachers (© People (D) Society 38. Undesirable behaviour, because of its nuisance aspect, is likely to make a impression on teachers than desirable behaviour. (A) Bad (B) Strange (© Stronger (D) Weeker 39. Occasionally teachers will observe that are not at all typical of the behaviour of the pupil concerned. (A) Incidents (B) Reports (©) Observations (D) Lessons 40. ‘It cannot be: emphasized too strongly that the adoption of a system of anecdotal records ix no small commitment and that it will add inevitably to the load of the____:_s particularly the counsellors and the clerical staff. (A) Society (B)'Entire school (C) Environment @) Research centre“Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” The records now used in most school systems are of the. variety. (A) Cumulative (B) Observing (C) Emphasized () Incidental By cumulative variety is meant that the record forms are so devised that they permit the continuous recording of information about an/a: (A) Isolator (B) Individual (C) Weak student (D) Teacher The records are placed in a so that data can be added to them during the school life of the pupils. (A) Rescaich office (B) Observer office (C) Central office (D) Control office The keeping of these permanent records has great value for those counsellors and teachers who take their guidance work: (A) Entirely (B) Suddenly (C) Occasionally (D) Seriously For the purpose of giving guidance in any area whatever, teachers.as well as counsellors should become expert in the use of all records that are available concerning the: (A) Teacher (B) Leamer (C) Counsellor (D) Children The recordis a document. (A) Factual 5 (B) Productive (©) Complete (D) Interesting At is the function off to interpret its contents to the advantage of the individual concerned, (A) Leader (B) Educationist (© Student (D) User The. technique involves a comprehensive study of an individual, including items of his history from birth onward and an interpretation of the facts that have a bearing upon his behaviour. (A) Plan study. B) Situation study (C) Case study (D) Open study The case study is used in education especially, for the study of. children — those who have been singled out by the school authorities for one reason or another, (A) Regular (B) Irregular . (©) Adjusted () Maladjusted The compiling of a complete case history is the responsibility of a soctat worker or other specialist but qualified teachers and other members of a are being trained to make effective use on this procedure. (A) School staff (B) Society (©) Sosial community (D) Technical centre The ultimate purpose of the compiling oj a case history is to evaluate 16hones; 53. 54. 55. 56. 57. 58. 59. Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” present behaviour in.terms of background factors and: (A) Productivity _ 5 ¥en: (B) Expetiences (©) Behaviouis.. = @) Abilities The form (0 be used and the procedures to be followed in- making a #° . hag nofbeen standardized, since these should be adjusted to the parlicular néeds of the situation in which the study is used, (A) Case study (B) Extra study (©) Special study (D) Complete study ‘The parents, the teachers, the child, himself, and the guidance counsellor or specialist-all should work cooperatively towards the rehabilitation of az (A) Society (B) Disabled child (© Fail child (D) Maladjusted child There usually are certain personality facts that can be understood and evaluated properly only through the intimate and informal relation that is possible in a well-planned and sympathetically conducted: (A) Result (B) Observation (C) Interview @) Planning It is the function of the interviewer, by tactful questioning and intelligent and patient listening, to probe beneath the mass of material already obtained through other techniques of: (A) Evaluation (B) Observation (© Planning (D) Examination The interviewer can-discover the. bases of the present state of the individual's attitude or behaviour so that whatever adjustment or readjustment is needed may begin at the core of the difficulty and not concern itself merely with surface behaviour patterns or irritation. (A) Fundamental bases (B) Primary bases (©) Intelligence @) Secondary The interview is an important technique of but @ difficult one to use. (A) Examination (B) Result (© Guidance (D) Education roe An interview can be in achieving its purpose onlphen and if the principles of good interviewing are thoroughly understood and practised. (A) Successful (B) Not successful (C) Interesting (@) Responsible The. of an interview depends upon the attitude of the person to be interviewed, the personality of the interviewer, the conditions of the interview, the procedures employed, and the attitude of the interviewee and of the interviewer towards the results of the interview. (A) Base (B) Success (C) Principle (D) Study60. 61. “62, 63. 65. 66. 67. 69. Dogar's Unique up-to-date “Subject Specialist Guide for All Subjects” If the interviewee voluntarily seeks help and is ready to be frank about himself, his desires, and his needs, there is more likelihood that the results will be valuable than if he is brought to the interview against his: (Ayinterests (B) Education © Choice ©) Will Af an individual fears the. is self-conscious in his presence, or feels that the interviewer is critical to him or his conduct, free response will be inhibited and important facts concerning himself and’ his interests or ideas either will be omitted or will be falsified. ‘ (A) Interviewer (B) Examination (© Aptitude test () Ability test The. the intellectual and educational level of the interviewee, the more productive of desirable results will be the interview, (A) Simpler 5 (B) Flexible (C) Higher (D) Proper An unintelligent or illiterate interviewee tends to have set notions or beliefs concerning himself and his potentialities and interests which cannot be broken down so that constructive may takes place. (A) Approach (B) Evaluation (© Discussion (D) Criticism The interviewer should be a person of broad experience who is: (A) Shock-proof (B) Fool-proof ; (©) Influence-proof (D) Humour-proot The interviewer must be a thoroughly adjusted person, must possess a sympathetic, understanding nature, and must like: : (A) Children (B) Himself (C) Mannerism (©) People The interviewer's manner should be dignified and reserved so that his Judgment will be respected; but he also must be friendly and must be able to meet the intellectual and sacial level of the: (A) People B) Interviewee ‘ (C) Child . _(D) Experienced persons . A sense of, is a great asset, but the interviewer should not wear 4 perpetual smile or adopt a "jollying" or "kidding" attitude. (A) Humour (B) Wisdom (©) Emotions @) Adjustment The interviewer should have a clear understanding of the purpose of the interview and should have familiarized himself with all the data concerning the case. (A) Flexible ae (B) Obtainable ©) Available ©) Movable The interviewer should have a definite but flexible oulline of what he experts to do in his interview and the he hopes to achieve. 7870. 71. 72, 73. 74, 75. 76. Dogar’s Unique up-to-date sasatiect Spectalist Guide for All'Subjects’” (A) Results (B) Questions: 2S (G) Purposes. css (D) Persons ‘Circumstances may develop during the interview’ that: necessitate certain deviations from the prepared plan, but the main objectives should be kept in mind: (A) At different times (B) At all times {©) At proper times (D) At some times Ifa person comes to give interview voluntarily but without an appointment, it sometimes is difficult to obtain the desired data: (A) Politely : "(B) Openly (©) Simultaneously (©) Immediately Ut-is advisable: to ‘conduct a short interview in. order to discover the individual's ‘reasons’ for ‘coming and to arrange with him a definite ‘appointment for a more detailed consideration of his: (A) Liking a (B) Power (©) Problem (D) Will The. interviewer must rely upon his ability to acquire the necessary as best lie can during the interview, (A) Solution (B) Date (©) Reports (D) Quality, The interview should be held in a quiet, cheerful room “that is free from. influences. (A) Distracting (B) Conflicting (©) Unnecessary (D):Administrating Which is the most unhygienic procedure? (A) The interviewee remains stand-up The interviewer shows a friendly behaviour ‘The interviewee faces the light ‘The interviewee is asked difficult questions The first few, of the interview should be devoted to the task of setting the subject at ease and helping him to orient himself to the situation. (A) Days (B) Hours (© Seconds (D) Minutes ' The interviewer's questions should be’ clear, simply stated, and definite;, “should ‘be listened to quietly with a minimum of interruptions. (A) Results (B) Answers (©) Conditions (D) Achievements . The interview should __ promptly when its purpose has been accomplished so far as is possible at the time. (A) Close d (®) Remain (C) Start (D) Correct Time shduld not be wasted ir chatter. 1980. 81. 82, 84. 85. 86. 87. + iliness, the worker who is experiencing difficulties on the job or with Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” (A) Meaningful (B) Meaningless (C) Personal (D) Domestic The interviewer should avoid causing the subject to feel that he is glad see him: S (A) Standing (B) Sitting (C) Stay (D) Leave Whether or not a diagnostic interview requires a interview. the same purpose depends upon the nature and extent of the problem. (A) Follow-up (B) Productive (©) Personal (D) Technical The success of the first interview often can be measured by the willing of the subject to return to and to cooperate in: (A) Further discussion (B) Further planning, (©) Succeeding interviews (D) Second interview To the extent that the interview accomplishes what it purports to achieve, is of in estimate value as a guidance technique to all persons responsi for the attainment by young people of desirable: (A) Social goals ~ (B) Discussion (© Educational goals (D) Knowledge The teacher, the social worker, the doctor, the personnel worker, employer, and the psychiatrist are aiming at the realization of diffe objectives as they conduct: (A) Nice behaviour (B) Interviews (© Meaningful discussion (D) Satisfaction In every case, the of an interview depends upon the spirit & which it is conducted. (A) Durability (B) Importance (© Effectiveness (D) Output The child or young person who needs guidance towards better school social adjustment, the family that needs help in the solution of financial ipersonal problems, the patient who is suffering from physical or ment {fellow workers, the applicant for a position — all come to the interview wi a specific need for: (A) Guidance (B) Success (©) Solution (D) Help One can best achieve his own self-direction and self- realization if assistance offered him is objective, tactfully and sympathetically given, based upon a background of thorough training and broad: (A) Training (B) Experience (C) Nature (D) View 80Dogar’s Unique up-to-date “Subject Specialist Guide for Ail Subjects” 88. The interview pre-eminently is a medium for wholesome and healthful interactions of personalities, (A) Human @) Local a ( Favourite (D) Important } 1) AL ae fae 7 4D a 6. B_ |. 7.2|.D: 8 [C129 | A B i |p (12. | a [13.[ ¢ [14 1B c 4 16. | A {i7.| Df 18. [Cc | 19. |B B a. | A [22. [| ¢_ [23.3 [24 |b A “ 3 | C1a7, | Bel ae A E29 A a 31. | B_ 132.) D_ | 33.| B | 34. | A Cc 7 36..|-D_|.37. | A138. | C | 3% | A B 41. | A | 42.] B | 43.| C | 44. | D B 46. | A [47.[ D | 48. | C | 490 D A Si. | B [52,[ A | 53.| D | 54 [C A 56. | B | 57.| C_|58.| A | 59. [B D 61. | A [62.[ C [63.[ B | 64. [A D 66. | B | 67.[ A. | 68. | C | 69. [A B n. |p [72.{ c.)3.| By 74. TA c 76. | D | 77. [B. | 78. A | 79. |B D. i. | A_|82.[-C [93.| a | 34. |B © 36. | D 87. [B_| 88. | A eReDogar's Unique up-to-date "Subject Specialist Guide for All Subjects” It evokes little wonder from thoughtful_____as they survey some of demonstrated concepts of supervision of an earlier day, that someone noted that supervision has seldom been “vision”. (A) Philosophers (B) Educators (C) Thinkers (D) Teachers One of the most noteworthy features of modern supervision is its emphas on: (A) Human criticisms (B) Human approaches (©) Human behaviours (D) Human relationships It is no pure accident that the quality of educational ees alm invariably appears to be best in systems staffed by happy, sec and enthusiastic persons who know how to live and work togetl effectively. (A) School (B) Standard (©) Modified () Society As supervision has developed into an integral part of the total patterm Gaus , many definitions of it have emerged. idance (B) Growth o Education (@) Evaluation S: Many definitions recognize the importance of the approach to successful supervision; ather place considerable emphasis on co-operation and common participation as bases upon which productive supervisory activities largely depend. (A) Situational (B) Scientific (© Standardized (D) Organised More recent definitions often include effective group. Propose definitio assume the primary purpose of supervision to be the improvement learning through Ineligent study, evaluation and modification of 1 conditions affecting the: (A) Analyzing situation (B) Problem-solving situation (C) Learning situation (@) Assuming situation Modern supervision is expressed as guidance and assistance given whe and where it is needed, (A) Effective (B) Situational (C) Conditional (D) Professional Which process comprises many specific and varied activities a techniques? (A) Supervisory (B) General (©) Realistic (D) Decision-making 82Dogars Unique up-to-date "Subject Specialist Guide for All Subjects” 9. © Supervision can be justified only in terms of its relationship to the: (A) Student-learning situation (B) Teacher-learning situation i] (C) Direct-learning situation (D) Indirect-leaming situation 10. The basi¢ criterion for judging the quality of supervision, or for providing ‘for it, is the extent to which it stinsulates the educational process in a: (A) Constructive direction (B) Planned manner ic (C) Educational direction (D) Successful direction il. The effectiveness of supervision is directly related to the level of | ' interaction that can be established and maintained. (A) Modern (8) Emotional (C) Human () Technical 12, Which supervision is composed of much more than rating sheets, classroom visits, and the eagerness to preside at teacher meetings; in fact based primarily on an attitude of continuous and mutual interaction: (A) Technical (B) Historical . (G) Directional (D) Modern 13, Technical competence on the part of the supervisor will not insures (A) Productive results ~~ (B) Productive supervision (C) Secure supervision (D) Directional results 14. Supervision is not a unit of effort or activity of the supervisor, it is more ‘accurately defined as a process which produces results. (A) Maximum (B) Minimum (C) Desired (D) Actual 15. Modern supervision és based on @ broadened concept: (A) Leadership (B) Planning (©) Wisdom (©) Justice : 16. The supervisory process one observes in a system is mach mote natural and less formal than that of an earlier day. (A) Modern (B) Modem school (C) Teaching (©) Modem operational 17. The chief distinction lies in the emphasis today on planning with people rather than planning: (A) Without people (B) Independently (C) Without facts (D) About people 18 In order to carry out the many demands of modern supervision, the supervisor not only must be well-organised bu’ also must plan his efforts: (A) carefully and wisely (B) As soon as possible (C) Independently (D) Jointly with other supervisor 19, Whether or not it is recognized by all administrators and teachers, every school is organized, operated and administrated according to a: (A) Philosophy of security (B) Philosophy of education (C) Philosophy of guidance _(D) Philosophy of leaming 20. A factor related to the effectiveness of. is the nature of the physical conditions comprising and surrounding the school situation. (A) Growth (B) Guidance - ‘ (C) Supervision (D) k:ducati 83Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” of the literature will recall that supervision is defined typically ‘process. (A) An examination (B) An outlook (C)Anevaluation —- () A revision It is difficult to make any thorough analysis of supervision wit considering the kinds of activities which are performed in the name of: (A) Professional service (B) Leadership (©) Activity programme (D) Supervisory service The leadership process is’ a vital element of supervisory The. leader will seldom dictates he will often guide, (A) Muslim (B) True (C) Coward (D) Special ‘Supervision must be considered an/a (A) Evaluative lual (C) Continuous thas been pointed out many times that coordination is more to be de: than conformity in providing proper conditions for group effort in: (A) Supervision (B) Professions (C) Education (D) Philosophy It is generally conceded that psychological considerations are important than considerations in the usual teaching-lec Process. (A) Technical (B) Logical (C) Operational (D) Complex It is generally accepted as a fact that intellectual growth and maturity closely related to the abitity to cope with ideas. (A) Abstract (B) Immediate (©) Conerete. (D) Fundamentai "Teaching should proceed from the simple to the complex’, This princi has a direct implication for ways in which a supervisor works with his: (A) Society (B) Students (©) Supervisors (D) Co-workers The whole process of supervision is unjustified and wasteful unless it has. Particular, worthy task to perform Qualified and professional supervisor Definite time framework Performing situation One of the primary purposes of supervision is to extend the vision teachers and: (A) Professors (B) Supervisors (©) Learners () Researchers An important purpose of supervision is to create desire for: (A) Freedom (C) Understanding Effective supervision can contribute growth and understanding of its: (A) Beneficiaries (B) Evaluators (C) Designers ef (D) Professionals 8433. ‘34, 35. 36. 37. 38. 39. 40. 4. 42. 43. Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” Another purpose of supervision is to unify the efforts of -esons responsible (for the formulation and operation of the: ~ (A) Research programme (B) Curriculum programme (C) _ Individual programme (D) _ School programme The elements of aspiration and motivation are considered to be exceedingly strong influences in shaping the quality and affecting the results of: (A) Individual effort (B) Learning effort (©) Educational effort (D) Administration effort Supervision is related not only to the direct evaluation of the performances of others, but also to the development of the spirit and practice of continuous: (A) Self-motivation (B) Self-evaluation (©) Self-recognition (D) Self-responsibility Which is operated within the framework of many contextual arrangements? (A) _ Performance programme (B) Evaluation programme (©) Leaming programme (D)__ School programme Which supervision is based on some understanding of the past experiences of the staff in working together, of the nature and extent of curriculum evaluation and planning, and of community traditions and activities effecting the school? A) Constructive (B) Traditional : (©) Modern (D) Experienced Professional leaders engaged in supervision cannot afford to ignore the societal connotations of education and of: (A) Learning (B) Philosophy (©) Decision-making (D) Supervision ve supervision operates in terms of a context of unified professional effort? (A) Traditional (B) Modern (©) Organised (D) Technical Effective supervisory effort is closely related to problems which exist among staff members. (A) Organisational (B) Situational (©) Funetional (D) Traditional What appears to be defined as "doing as I would like you to do"? (A) Co-operation (B) Planning (© Analysis (D) Association The best. are achieved when all participating members work happily and effectively together. (A) Programmes (B) Relations (C) Armangenents (D) Results high relative value on the involvement of individual members of the group in co-operative planning, decision-making and prob! zm-solving. 85. “ayBogar’s Unique up-to dale "Subject Specialist Guide for All Subjects” (A) Modern research (B) Modern supervision (C) Secure planning (D) Effective techniques Modern supervision is committed to the concept of shared: (A) Responsibility - (B) Profit. (C) Techniques (D) Learning . Effective supervision requires the release of the professional potentials oft (A) Evaluators (B) Administrators (© Critics (D) Teachers The level of understanding and the amount of experience of each teacher are essential: considerations in evaluating and diagnosing: 3 (A) Teaching performance (B) Actiial performance (C) Coordination (D) Evaluation A recognition of difference is an essential factor in effe supervision, pars (A) Worker (B) Individual (©) Performance (D) Teaching Modern supervision is committed to the positive approach in relations, : (A) Intemational (B) Professional (C) Human (D) Particular : Modern supervisors recognize the necessity for capitalizing on the strens of persons with whom they: (A) Work (B) Do not work (O) Live (D) Do not live Which devélopment has become more and more co-operative in nature? (A) Research (B) Measurement (©) Curriculum (D) Identification Every effort should ie made to help people develop the skills of communication, much of such ability comes as a resuit of working: (A) Intelligently (B) Securely (©) Independently (D) Together Modern supervision is evolutionary rather than. in character, (A) Revolutionary (B) Implementary (©) Primary (D) Exemplary Modern supervision is based on evaluation, (A) Modern @) Continuous (©) Applicable (D) Real \ If evaluation is to serve as the chief bases for determining the nature direction of proposed changes in education, it must be a ‘process. (A) Established (B) Gradual “ (©) Never-ending (D) Ending The elements of kindness, respect, and charity are essential tenets religious faith and of the way of life, (A) Real (B) Democratic (©) Natural (D) Mechanical increasingly is establishing facts and uncovering possibil related to improvement in education. (A) Personal research (B) Direct research 8657 58. ‘59. 60. Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” (C) General research (D) Educational research Effectiveness in group process is learned through practice in the interchange oft (A) Groups (B) Inputs © Ideas (D) Members Much of the process of supervision is concerned with person-to-person ?elationships between the supervisor and the: (A) Teacher (B) Evaluator (©) Programmer (D) Second supervisor Who are usually considered to be the chief beneficiaries of the elementary school? (A) Administrators (B) Common people (C) Teachers () Children Teachers and supervisors can plan for children much more intelligently if they are fully aware of the implications of responsiveness found in most: (A) Areas of special interest (B) _ Pupils attending schools today (C) | Children having special ability (D) Young people desirous to go abroad : Answers B D4. a Cc B Cc pista B A u. | c [a2] pd [13.18 € A is. |B [17.| D {38 | A B | 20. [Cc 2. | A [22] D | 23.) B A| 25. | C 36. | B [27.| A | 28. | D A}.30.-[-C 31. | B [32] A | 33. | D | 34. | C | 35. | B 36. | D | 37.|_A_|38.| D | 39. | B | 40. | ¢ 4i.[ A [42] Dp [43.1 B | 44. | A | 45. | D 46. | A |47.| B | 48.| c | 49. | 4 | 50] Cc si. | D [52.[ A [53.| B | 54. | C | 55. | B 36. | D [57.| c |58.| A | 59. |D| 60. [8B eee edDogar’s Unique up-t6-dalo "Subject Specialist Guide for All Subjects” Teaching Method including Instructional Planning, Strategies, Assessment, Learning Environment ‘Learning is a process andvit takes time for children to leam. Teacher should develop such a safe and thonghtful leammg environment in which all children can learn. It requires such teaching activities and strategies that all students have active participation in the learning process. It requires the teachers to encourage children's efforts and acknowledge their success. It is also the responsibility of teachers to deal with student's misbehavirous during learning process by using timely and positive strategies. This teaching and learning resource is designed to help you become a good teacher. ‘The Traditional Classroom: Most of the teaching in our classroom is done ina traditional monologue way. The children sit quietly in rows in the classroom, the teacher does all the talking and the students, passively listen to the teacher. They speak only when called on to and do exactly as they are told. Research shows that when students are taught in this way, they get very little (about 5%) of the knowledge. Research also shows that the learning of students improves a lot when their active participation is ensured. In a traditional classroom, the learning capabilities of most students are) limited merely to copy what is written on the board and they are not able to actively process the information through thinking, comparison and analysis, Due to this limited mental ability, students lose interest in learning. Another reason is that teachers do not vary teaching style to suit the requirements of the subject, Going Beyond the Lecture: By using a variety of interactive activities in classrooms, students’ interest and. active participation in learning can be enhanced. Such activities also enable students _ to construct their own knowledge. While designing these activities, teacher must ensure that ali students participate. ee Shows That: Students learn and retain more when asked to do something just lcam information, 7 Students lean more by actively participating in observing, speaking, writing, listening, thinking, drawing afid doing. Learning is enhanced when a student applies his/her knowledge for benefits to himself and others. 88‘Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” of Leaming styles of different children vary and teachers should design activities and strategies accordingly. * Knowing about learning style can help teacher plan lessons, assignments and activities. Effective Teaching Involves: * The use of teaching tools, techniques, and strategies. . ‘An understanding of how students learn, how they process information, what - motivates them to learn more, and what impedes the learning process... og Creating effective learning environment where students are actively participating and engaged with the material. & ‘The use of different instructional strategies for the development of skills, values and psychological health. 9 TEACHING STRATEGIES IN THE NEW CURRICULUM:. Making Lessons Interactive: "Ask questions, encourage students to questions, engage students in individual, pair, or smail-group activities. Discussion: Discussion is an excellent way to engage students in thinking and analyzing and defending an issue. Students respond to one another better than interacting only with the teacher. Interactive Demonstrations: Developing an environment of fun and demonstration in classroom stimulates students’ interest and curiosity. Role Play: ‘Students learn by acting and observing. Some students act out a scenario and others watch and discuss. Cooperative Learning: 3 Students work together in small groups. During this group work, students cooperate with each other. It maximizes their leaming and they get the learning objectives through interactive dialogues. Inquiry-Based Teaching: Tt enables the students to frame questions, gather information, analyze it and draw conclusion. Lesson Planning: Many teachers in Pakistan rely on textbooks only for teaching. They come into the classroom, ask students to open the textbook to a certain page and have students read a portion of the text. Then they ask students to answer questions which require them to reproduce material from the text. Most of the teachers teach all subjects (except mathematics) and use the same style for every subject. By spending a little time to plan the lessons, the teachers can deliver lesson in meaningful. and interesting way. Development of Lesson Plans: The lesson plan can be developed concentrating on the following importantDogar's Unique up-to-date "Subject Specialist Guide for All Subjects” ints: rere where are yout students going? (Aims, Objectives, $LOs) 2, How the students going to get these aims? (Lesson introduction development) 3, How will you know when the students have got the (Assessment/evaluation) @ Important Components of a Lesson Plan in Teachers Guides: 1. Students Learning Outcomes (SLOs): ‘The topics of different subjects have been given in the National Curricula. each topic, the students’ learning outcomes have been identified. In teacher's guic the lesson plans have been developed on the base of these students’ leamil ‘outcomes. Each lesson plan covers 1 to 3 learning outcomes. Students’ learnii ‘outcomes help’ you to clarify the knowledge, skills and attitudes/values to developed in students. 2. Time: Number of Periods: ‘Each lesson plan mentions the time/number of periods required 0 teach lesson effectively. A teacher may hinw/herself divide the time for different types activities given in the lesson plan. In teachers’ guides, the same time distribution not been emphasized. Teaches may also consult the academic calendar for ent of whole course. 3, Information for Teachers: ‘This section includes the important information, concept maps etc. that essential for the teacher for effective delivery of the lesson. 4. Material/Resources: it is an important part of lesson plan that the material and resources teaching the lesson be identified, for example, the apparatus to be used in activiti (e.g. charts, coloured peneils, ruler ete.) and textbook etc. 5, Introductory Activities: “ Introductory activities are designed to introduce the lesson or establis connection with the previous lesson. Such activities build readiness, create interest, and identify what students already know about the topic. In introductory activities, student's attention may be gained by showing pictures, stating a problem or & dilemma, or reading a pocm/story. A test/quiz may be used fo find out what students already know. 6. Developmental Activities: i ‘This section is the most important part of lesson plan. Most of the time allotted for in a lesson plan, is for these activities. Developmental activities grow out Of the introductory activities. These activities are designed to attain the. students” learning outcomes. During these activities new concepts, skills and values are introduced and these are built on past learning. These activities have this sequence: data gathering activities, data organizing activities, demonstrative or applicative activities, and creative and expressive activities. 90Dogar’s Unique up-to-dale "Subject Specialist Guide for All Subjects” 7. Concluding Activities/Sum up: Such activities are used to enable students to consolidate and summarize their knowledge. They facilitate the application of knowledge and skills to a new situation. “They are generally related to the main idea of the lesson. 8. Assessment of Learning: : i ‘This section includes such questions or activities that can assess to what extent the students! learning outcomes have been achieved. Assessment is important in all phases of the lesson i.e. from~ introduction to conclusion: A variety of techniques can be used to assess the achievement of the chosen leaming outcomes. ‘Some of these are prepared as part of the learning activities; for example, the drawing and labelling of a map, the questions for evaluating a discussion, the final written report etc. Other tools such as tests/quiz are used at the end of lesson. 9. Follow up; cae . This section includes enrichment activities, projects, questions or homework to be assigned to the students. The said activities enable the students to apply their knowledge and skills in daily life. anes Ke ie‘Dogar’s Unique up-to-date. "Subject Specialist Guide for All Subjects” Applications of the Principles of Teachings - MCQs Teaching Method Test - 1 ‘The meaning of teaching method is: (A) Style of teaching (B). Way of teaching (CQ) Artof teaching (D) Substitution ofthe : knowledge from outer world into child’s intellect A teaching method completes with the help of: (A) Vacious techniques (B) Many tactics (©) Many postures (D) Many approaches What a teaching method is? (A) Anart (B) Ascience (©) Both art and science (D) Can't say It is possible to teach without a teaching method but it is harmful because ome cannot: (A) Attain the objective (B). Develop perfection im learning situation (©) Deliver organised teaching (D) Allofthe above What term has been used when the external knowledge of the environment is fused with a child’s brain? (A) Teaching method (B) Teaching tactics (©) Teaching skill (D) Teaching process ‘Which of the following method is termed as an essential evil? (A) Lecture method (B) Lecture-cum-demonstration method (CQ) Assignment method (D) Discussion method ‘The end product of teacher-centred methods is: (A) To memorize the facts (B) To express belief in traditional agencies (C) To depend on teachers (D)_Allof the above authority Which of the following is not included in process dimension of teacher-centred methods of teaching? (A) Reception (B) Authority (©). Memory (D) Discovery approach Which one of the following characteristics is present in teacher-centred method? (A) Formality (B) Teacher’s authority (C) Neglect of innovations () All ofthe above 92Dogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” ¥ 10. The dimension of a teaching method is: é (A) Factual (B) Process (CQ) Environmental (D) Allof the above: 11, The main objective of child-centred teaching method is: (A) To develop the leaming (B) To develop the skills in abilities in children in free children ae (©) Todevelop independence in (D) All of the above students 12, Generally in child-centred methods of teaching, the role of teacher Is: : ) To be conducted on the basis of safe‘ its pure researches traditional researches 35, The word “Heuristic” is derived from: a ~ (A) Greek word heurisco (B) Latin word heuriti (©) English word humorous (D) None of the above 36. “In discovery methods of teaching, the students are generally forced to work as scientists.” This statement is propounded by: (A) Iohn Dewey (B) John Little (C) Armstrong (D) Theodore Bit 37. LE. Armstrong was working as a professor of: (A) Chemistry ~< (8). Physics (C) Education (D). Philosophy 38. The exact meaning of the term Heurisco is: (A) To find out (B) To discover (C) To derive conclusions (D) None of the above 39. The equivalent term of Heuristic is Euriskein which is meant: (A) To visualize science by (B) Toobserve science doing : sv 08 (C) To discover science (D) None of the above 40. A teacher-centred method is converted into child-centred method, if a teacher can do: » (A) it partially in a deliberate (B)_It perfectly through insight manner 2 (CQ) Itina reversible fashion (D) It in the presence of large 9SDogar’s Unique up-to-daie “Subject Specialist Guide for All Subjects” audience of the students 41. Westaway has presumed Heuristic method as: (A) Onlya teaching method (B) Only a training method (©) Only arescarch method (D) Only a method mend for acquiring knowledge 42, Which of the following psychological principles have been followed by Heuristle method? (A) Principle of freedom (B) Principle of experience (©) Principleof activity (D) Allofthe above 43. The central principle of Heuristic method is: (4) Learning by doing (B) Learning through personal working (©) Learning through labour (D) Leaming through experiences 44, What is the role of a teacher is Heuristic method? (A) Teacher as a friend (B) Teacher as a stage-setter (C) Teacher as creator of (PD) Allofthe above ‘inductive method of teaching 45, The main characteristics of Heuristic method is: (A) Learning by doing (8) Training in scientific Z method (©) Independence (D) Allof the above 46. Which one of the following is appeared to be a defect of Heuristic method? (A) Tt assumes child as.a little (B)_It treated child as a father of scientist man (C) It teaches child through -(D) None of the above playway 47. The application of Heuristic method in our classrooms ist @) (A). Highly practical 3) Impractical (©) Practical (D) Cannot say 48, The best use of Heuristic method takes place in: (A)- Science club (8) Classroom teaching (©) Educational excursions (D) None of the above 49, Heuristic method is not suitable in the condition of: (A) Traditional curriculum B) Traditional classroom (C) Traditional system of | (D)_ Allo theabove instruction ‘50, The learning of abilities in a frce manner gives birth toz (A) Self-development (B) Spontancity (©) Self-expression (D)_ Allofthe above 51. The relationship between teacher and student in Heuristic method of teaching can be compared as of: (A) Guide and follower (B) Friends in a cooperative ventureDogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” (©) Participants {on a mutual venture: 52. The ‘Problem’ is defined:as: (A) . An unanswered question (©) continuous tension (A) Scientific method (©) Project method @ @) @) B @) All of the above A mental burden All the above ‘The fundamental basis of problem-solving resembles with: | Heuristic method None of the above 54, Generally, problem solving behaviour originates in the situation of: (A) Unexpected difficulties (©) Classroom teaching 55. Problem-solving is defined as: (A) Apsychological concept (©) . Ateflective thinking @ @ @) @) 56. The important step of problem-solving method is: (A) Defining of a problem (©) Observation of the events: @ @) Normal classroom Routine life ‘A method of teaching All of the above Collection of adequate data All of the above 57. The main characteristic of problem-solving method is: (A) Learning by doing (CQ). Independerice @® @) Development of scientific attitude All pf the above 58, Which one of the following is the demerit of problem-solving method? (2) (A) Retarded speed (CQ) Non-availability of textbooks 59. Assignment method is a mixed version of: (A) Lectute-cum-demonsteation. method and individual laboratory work (©) Heuristic method and problem-solving method 60. The types of assignment are of: A).2 . © 4 61. The meaning of home assignment is: (A) To complete. the teachers’ work at tome by the students (© To prepare the detailed account of class work at home by the students 62. School assignment is associated with: (A) The assignment given to students in their classes 97 @Q @B) @) @ @Q @ @) B® Emphasis on experimental work All of the aboye Project method and lecture method. None of the above 3 6 To. complete the work ‘at home with the help of tutor ‘None of the above ‘The experiments performed by the students in theirDogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” school-lab (©) Both the above (D). None of the above 63. The aim of the assignment is: (4) The development of (B) The taining in scientific scientific attitude method (C) The discovery of scientific (D) All of the above facts and deviation of its principles 64, The central quality of assignment method is: (A) Students learning by doing -(B) The students develop the . taken place habit of hardwork (CQ) The method is economic (D) It saves teachers from exclusive evaluation $ 65. The important defect of assignment method is: (A) Non-availability’ of the (B)_ Need of adequate library ‘textbooks (©) Need of well-equipped (D)_Allof the above laboratory 66. Assignment method is suitable for: (A) High school and _-—(B)._ Higher education students (©) University students (D) All of the above levels of students 167. The plonser of project tmathod la (A) John Dewey @) WA. Kilpatrick (QC) Both of the above (D) None of the above 68. The basic philosophy of project method is: (A). Progressivism @). Idealism (©) Pragmatism (©) Individuatism 69. In project method emphasis is laid down on: (A) Leaming by doing @) Leaming by living (C) Learning by cooperation (D) _Allof the above and competition 70. The role of a teacher in project method is: (A) Like friend (B) Like a guide (OQ) Like a co-worker (D) Allof the above 71. The most important characteristic of project method is: (A) Child-centredness (@) Training in scientific method (©) Leaming of science through (D) Emphasis on democratic playing principle 72. The characteristic.of an excellent project is: (A) Purposiveness (B) Favourable activities (©) Freedom to work to childrenDogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” 73. Project should be selected by: @ The teachers only (B) The students only (CQ). Both of the above (D). None of the above 74, The nature of the project should be: (4) Most difficult .. @) Mostearly (©). Average level (@) Can'tsay 75. Which one of the following law of learning is fulfilled through project method? (A) Law ofteadiness (@) Law of exercise (©) Lawofeffect (D) Allof the above 76. The greatest limitation of project method is: (A) Wasting of time (B) Extra workload on a teacher (©) High expectation from a _(D)__ Allof the above teacher 777. In inductive method, one should move: From specific example to (B) From general to specific generalization (©) Both of the above (D) None of the above 718. The advantage of inductive method is: (A) Development of scientific (B). Development of reasoning ~ attitude \ (OC) Development of _ study (D)._ All of the above habits 79. The greatest limitation of the deductive method is that: (A). It’ is un _ psychological (B) It gives emphasis on method memory (©) tis boring and difficult (D) It does not evolve original ‘thinking in children 80. Which one of the following maxim is used in deductive method of teaching? = (A) From general to specific (B) From abstract to coneréte (©) Both of the above (D) None of the above 81. Inductive and deductive teaching methods are: _ (A) Two separate methods (B) Separate methods” but dependent on each other (CG) Compensatory to each other (D) Independent from each other 82. Inductive and deductive methods are popularly used in: (A), Maths teaching (B) Science teaching “Grammar teaching (D) Allofthe above 83. Teacher-centred method does not have the quality of: (A) Teacher dominance over the @ Sa discipline in the class (©). One-way teaching (@) oe aul attitude with the class 84, Pupil-centred method means: ian iim aDogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” (A) Pupile-oriented teaching (B)- Child-supportive method method (©). Liberal learning (D), Allof the above 85. Byron and Massiaias have putforth the dimensional approach as: (A) Substantive dimension (B) Procedural dimension (O)_ Environmental dimension (@D)_ Allof the above 86. Procedural dimension does not include the quality of: (A) Formal and restrictive (B)_ Teacher's dominance environment a (©). Memorization and repetition (D) Science of facts nd information 87. The word Heurisco has the Greek meaning: (A) To.find out (B) Todiscover (C) Toinvestigate (D) Toexperiment 88. The propounder of heuristic method is: (A) Armstrong (B) Watson (Q) Jenkins (D) Rybumn 89. The inherent psychological principle of heuristic method is: (A) Principle of freedom @B) Principle of experience (CQ) Principle of purposefulness (D) Allof the above 90. During the application of heuristic method, it is desired from a teacher: (A) He must be well-prepared in (B) He must has the spirit and advance. motivation (©) He should be adapted to the () Allofthe above art of questioning, 91. The chief advantage of heuristic method is: (A) Development of scientific (B) Development of leaning by . and critical attitude doing (CG) Development of habits of (D) Allofthe above hand work Z 92. The main disadvantage of Heuristic method is: : (A) High expectations from (B) Inadequate from curriculum ‘small students point of view (C) The text-books de not (©) Allof the above follow this method . 93. The main advantage of assignment method is: ‘ (A) It follows the principle of (B) Itis comparatively learning by doing economical in nature oO y develops scientific (D) Allof the above ittitude 94, What is meant ne the term project? ‘i (A) Aunit of activity in which (@B) A problematic art carried pupils are made responsible out for completion in its for planning and purposing ‘natural settings 100Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” (©) Awhole-hearted purposeful (@) Allofthe above activity proceeding in a social environment 95. The Lath method in based on the'laws of: (A) Learning (B) Teaching (Q) Thinking (D) Interest and attention 96. Inductive and deductive methods are: (A) Independent methods (B) Complementary to each other : (©) Dependent on each other (D)_ None of the above 97. In inductive method of teaching, one should proceed from: ~ A Rules or laws fo examples @ Bane to formulation of laws (OC) Assumptions to (D) Imagination to izati concretization 98, Evaluation can be classified into: (A) 3 types ~ @) 2 wee (©. 4types @) 99. Which one of the following is not considered as self- Seeing technique? (A) Questionnaire (B) Autobiography (Q) Interview (D) Performance tests 100. Which one of the following is not a projective technique? (A) Rurschach Ink Blot Test (B) Thematic Apperception Test : (©) Word Association Test (D) Personal Inventories. I tankiaaene ssoDogar’s Unique up-to-date “Subject Specialist Guide for All Subjects” @ Answers 4. a. 14. 19. | 29. 34, 39. 44, 49. 54. 59. 64. 69. 7A. 19. 84.. 89. 94. 99. 83. 88. 93. 98. ERR RIT >lol>lyl>lolalm|yjolaly|>|ojuja|>|oly|>| >lo}>|o|slajalojy|>|>|>l>|>|o}0)>15|5}0) y|>lolo}w|>|>lolol>|alajojule|>|bl>|5 yjulalo}>lajo}>l>|>|ulylal>|>l>|ol>15 lgl>lololalely|a}>|ojaju|>|>|ujojal>je>Dogar's Unique up-to-date “Subject Specialist Guide for All Subjects” Teaching Method Test —2 SOLO stands for : (A) System of the observed (B) Structure of the observed learning outcome earning output (GC) Structure of the observed (D) System of the observed learning outcome earning output ‘SOLO taxonomy consists of levels: a2 es : © 4 @ 5 With reference to SOLO taxonomy one aspect of a task is understood in: (A). Unistructural level @) Multistructoral level (C) Relation level (D). Extended abstract level Two or more aspects are understood in: (A) Unistructural level (B) Multistructural level (C) Relational level (D) Extended abstract level Integration is developed between two or more aspects in: (A) Unistructural level (B) Multistructural level (Q) Relational level (D) Extended abstract level SOLO taxonomy was presented by: (4) Bloom @) Krathwhol i (D) Biggs & Collis (A) Project method (B) Discovery (OC) Lecture method (D) Inquiry met ‘Siimposium is a type oft ae (A) Discovery method (B) Discussion method ~ QO Lecture method (©) Demonstration method In teaching, experienced members guide the immature one’s for: ( ing time (8) Qualification (C) Quality of life (D) Adjustment of life Which is not the focal point of triangular process of teaching?” (A) Teaching method (B) Teacher (© Popil (D) Contents The goal of teaching is: - < (A) To give information (B) To involve pupils in activities (C) Toimpart knowledge -(D) Desirable change in behaviour ‘The rules of presenting the con:ents to make them easy are called: (A) Methods of teaching (B) Maxims of teaching (C) Techniques of teaching @) Teaching strategies Heuristic means: (A) To investigate @) Toshow (Q. Todo (D) Toact According to Kilpatrick, the types of projects are: (A) 2 @B) 3om 22, Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects” ©O4 Qs Activity involves: - (A) Physical action (B) Mental action (©). Meteaction (D) Physical and mental action We move from specific to general inz (A) Inductive method (B) Deductive method (©) Drill method (D) Discussion method Practice is made in: (A) Inductive method (B) Deductive method (©) Drill method () Discussion method The Socratic method is known as: (A) Lecture demonstration method Discussion method (©. Inquiry method > (D) Question-Answer method Duration of lessons in macro-lesson plans is: (4) 5-10 min, (B) 10-20 min, (CQ) 20-30 min, (D) 35-45 min, In British approach of lesson planning, more emphasis is on: (A) Activity @) Teacher (©) Content presentation (D) Teacher and content presentation American approach emphasizes: (A) Teacher (B) Content presentation (©) Learning objectives (D) Methods Which one is not he type of lesson plans on the basis of objectives? (A) Micro lesson plan @) - Cognitive lesson plan (CQ) Affective lesson plan (D) Psychomotor lesson plan A good drama does not include: (A) Interesting story (@B) Alive dialogues (©) Very tong play (D) Subject full of feeling Which is not the objective of drama /role play? (A) Recreation and enjoyment (B) Development of social skills (© Development of skills of @) Domake rehearsals conversation Drama or role platy is useful for teaching: (A) History (B) Science (Maths (2) Languag The main types of teleconferencing identified are: A) 2 @B 3 ©a4 @) 35 Which is not the type of teleconferencing? (A) Audio teleconferencing (B) Video teleconferencing (OQ) TN teleconferencing (D) Computer teleconferencing Which one is accountable in cooperative learning? (A) Individual @) Group (C) Botha&b (D) None ofa&b 104oO 29. 30. 31. 32. Aas 34, 35. 36. 37 38. 38, 40. 4. 42. The essential characteristic of cooperative learning Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” Ls Cooperative learning is an alternative to: (A) Competitive models @) Teaching models (©). Lesson plans (D) Micro teachings The number of students in cooperative learning groups is? (A) 3-4 @) 396 (©, 810 - D) 10-15 (A). Effective learning (B) Positive interedependence (©) Cooperation @). Division of labour The students like to spend the most of the time with: (A) Teachers @) Parents (C) Relatives @) Peers Peer culture constitutes: (A) Socialization (B) Individualization (Q Botha&b (D) None ofa &b Which is not the advantage of team, teaching? (A) Better utilization ofresources. (B)_ Better planning (©) Better use of teaching (D) Better financial benefits of techniques teachers The hypothesis underlying team teaching is: (A) Teachers fell bore while (B) Teacher are not competent working alone ; (©) The best teachers in schools (D) The single teacher cannot are shared by more students control the class CA stands for: (A) Computer analyzed instruction (8) Computer assisted instruction 7 (C) Computer assisted interview (PD) Computer analyzed interview | Which is not the mode of CAI? f (A) Tutorial mode (B) Drill mode (© Simulation mode (D) Question mode Ability to develop a life style based upon the preferred value system is: (A) Responding @) Valuing (C) Organizing (©) Characterizing Example of cognitive domain is: (A) Describe a topic (B) Develop an X-ray film (CQ) Typea letter (D) Take responsibility for tools At the highest level of hierarchy is: (A) Understanding (B) Application (Q. Byaluation (D) Analysis The number of domains in taxononties of educational objectives is: (4) Two (@B) Three (©) Five @) Six The highest level of cognitive domain is: (A) Synthesis B) Analysis 105gg 7 é Dogar's Unique up-to-date “Subject Specialist Guide for All Subjects” (©) Comprehension (DP) Evaluation The process of determing the value or worth of anything is: (A) Test : (@) Measurement (QC) Assessment (D) Evaluation 44, Educational objectives have been divided into: (A) Two domains (B) Three domains (©) Four domains (D) Five domains 45. Taxonomy of educational objectives was presented in: (A) 1946 @) 1956 (C) 1966 @) 1976 46, The classification of cognitive domain was presented by: (A) Benkjamin S. Bloom (B) Skinner ; 2 (Q) Krathwhol (D) Simpson 47, Cognitive domain has: (A) Three subgroups (B) Four subgroups (©) Five subgroups ~ (D) Six subgroups 48 ‘The lowést level of learning in cognitive domain is: (A) Comprehension ®) Application (©) Knowledge (D) Synthesis 49. ‘The highest level of learning in cognitive domain is: (A). Evaluation (B) Synthesis (C) Analysis - “@) Application 50. Knowing memoricing and recalling is concerned with: (A) Comprehension (B) Application (C) Knowledge (D) Evaluation SU. To grasp the meaning of the material is: (4) Comprehension (@) ‘Application (OQ) Knowledge (D) Synthesis 52, To use previous learned material in new situation is: (A) Comprehension (B) Application (Q) Knowledge (@) Analysis 53. To break down material into component parts to know its us structure is: = (A) Comprehension @) Application (©) Analysis (D) Synthesis 54, To put ideas together to form a new whole is: (A) Evaluation 8) Synthesis (© Analysis (2) Application 38. To know the worth or value of material is: (A) Analysis @) Application (Q) Knowledge @) Evaluation 56 The intellectual skills are reflected by: (A) Cognitive Dorain (B) Affective Domain (©) Psychomotor Domain (D) Physical Domain 57. Altituites, values and interests are reflected by: 10658. ao: 60. OL, 63. 64. 65. 66, 67. 68. 69. 70. 7: Dogar’s Unique up-to-date "Subject Specialist Guide for Ali Subjects” @ (D) (A) Cognitive Domain (©) Psychomotor Domain Which domain is concerned with physical and motor skilis? @) Affective Domain (A) Cognitive Domain Affective Domain Evaluative Domain (©) Psychomotor Domain (D) Evaluative Domain The focus of cognitive domain is: (A) Physical and Motor Skills (B) Intellectual Skills (©). Attitudes and Interests (D) None of above The affective domain was classified by: (A) Benjamin $. Bloom (B)- Simpson (©) Krathwhol @) Bumer Affective domain is divided into: (A) four subgroups @B). Five subgroups (©) Six subgroups (D) Seven subgroups The lowest level of learning in affective domain is: (4) Responding @) Valuing (QC) Attending (D) Organizing Which is placed at the highest level of learning in affective domain? (A) Attending (B) Responding (C) Organization (D) Characterization Willingness to attend to particular phenomenon is: (A) Attending / Receiving Responding (©) Valuing @)° Organization Brining together different values into a consistent value system is: (A) Attending / Receiving (8) Responding ( Valuing ; @) Organization ee domain focuses on adoption of a value system as a part of life style (Jy Responding (8) Valuing (OQ) Organization (D) Characterization Psychomotor domain was classified by Simpson inz (A) 1962 @) 1972 (C) 1982 @) 1992 Affective domain, was divided into subgroups by Krathwhol in: (A) 1954 @B) 1964 (1974 @) 1984 Psychomotor domain was divided by Simpson in: (A) Four subgroups @) Five subgroups (©) Six subgroups @). Seven subgroups The characteristic of behavioral objective is: (A) Observable and Immeasurable —_(B)- Non-observable and measurable f (©) Observable and measurable (D) Non-observable’and 3 immeasurable Objective related to affective domain is: 107Dogar's Unique up-to-date "Subject Specialist Guide for All Subjects" (A). Student can pain a picture (B) Swudents can draw a graph (C) Students values honesty (D) Students can write a letter Bringing together scientific ideas to form a unique idea is: (A) ‘pplication @) Analysis (©) Synthesis ‘ (©) Evaluation Which is vast in Scope? (A) Teaching Tactic (B) Teaching Technique (©) Teaching Strategy (D) Teaching Method Students find/explore the information themselves in: (A) Lecture method (B) Discovery method (©) Both (D), None Teacher performs practically and explains in: (A) Lecture method (B) Discovery method (C)_ Demonstration method (D). Problem solving method Role of student'is active in: . (A) Discovery method +." @) Problem solving method *%(C) Inquiry method Seals “ of above Micro teaching is a: (A) Teaching method x “Spepther taining technique (©) Motivational feces a ‘None of above What is the time of presentation in microteaching? (A) 15min, (B) 5-10 min (Q) 10-15 min (D) 15-20 min What is the no. of students in microteaching? A) 1-15 @) 5-10 © 10-15 (@) 15-20 Microteaching started in: . (A) 1950 @) 1960 (Q 1970 (D) 1980 Microteaching focuses on the competency over: (A). Methods (8) Skills (Q) Contents (D) Observations Which is more suitable in teaching of science? (A) Lecture method (B) Demonstration method (©) Discussion method (D) Project method Which one is exception? (A) Books (B) Magazines (©) Diagrams @) TN Which is not included in print media? (A) Books (B) Magazines (©) Diagrams (D) TY How many senses a person uses while observing film? joa @ 286. 87; 88. 89. 90. a. 92, 93. 94. 95. 96. 97. 98. 99. Dogar's Unique up-to-date “Subject Specialist Guide for All Sub] © 3 @ 4 How much knowledge is gained throu the sense of seeing? (A) 15% ‘ @) 13% © 6% @) 3% How much knowledge is gained through the sense of listening? (A) 75% B) 13% O &% QO) 3% How much knowledge is gained through the sense of touch? (A) 75% B) 13% O % (D) 3% How much knowledge is gained through the sense of smell? (A) 15% B) 13% © % @Q). 3% How much knowledge is gained through the sense of taste? (A) 7% @) 13% OC %.. (D) 3% According to W. Therber, types of models are: . A) 2 @B) 3 O4 @ 5 Mock up models are those which explain? (A) Principles or working of (B) Internal structure machine (©) Extemai structure (D) Internal and extemal structure A field trip is arranged for: (A) Making an excursion (B) See other people doing things (©) Note the meaning of action (D) Ailofthe above Interest can be created in students in specific topics of study by the use of: (A) Chalk board (@) Fellalin (© Bulletin board (D) Ailof the above The most direct experience from the following is that of: (A) Motion pictures (8) Visual symbol (C) Demonstration ©). Field trip Wragg has suggested how many number of students in a microteaching class? (A) 35 t040 “" @) 25t030 (© 151020 (@) 51010 Method based on the facts that students learn association, activity and cooperation is known as: (A) Demonstration (B). Project (©). Problem-solving (D)_ Discussion Exhibition of science fairs promote students ability of: (A). Knowledge and (8) Comprehension and comprehension application (©) Higher order skills (D) Lower order skills t The ultimate focus of scientific method is on: 109Dogar’s Unique up-to-date "Subject Specialist Guide for All Subjects” 1 (A) Hypothesis formulation (B) Observations 1 (C). Experimentation (D) Formulation of law/theory 100. — What is the first step in the Project method of teaching? 5 (A) Determination of activities (B) Determination of objectives (©) Planning (D)_ Distribution of work 101. Which one is not the Psychological prep: ¢ eee (A) Proceed from concrete to Proceed from complex to abstract, simple (CQ) Proceed from known to (©) Proceed from simple to ‘unknown, : difficult 102, Which is the best method of teaching sclence at school level? . (A) Lecture _ @) Axalytical (OQ) Direct (D) Demonstration 103. Which is not the step of scientific method? (A) Observation (B) Experiment (Q) Prediction (D) Interview 104. The ultimate result of scientific method? (A) Development of knowledge- (B) Development of senses (Q Botha&b @) Noneota&b 105, Aims are: (A) National expectations (B) Institution expectations (CQ) Leaming expectations (@) None of the above 106. Goals are at: : (A) National level B) Subject level : (CQ) Classroom level () Allofthe above 107. Objectives are at: (A) National level @B) Subject level (C) Classroom level (D) Allofthe above 108. Inquiry means: i (A) To inyestigate @B) Tolcam (Q) Toteach (©) Tofind 7 109. Inquiry method includes: = (A). Observation (B) Experiments (C) Questioning answering (D) Showing 110. Which one is the best for large group instruction? (A) Lecture method (B) Demonstration method (OQ) Project method (D) Inquiry method U1. Useful for higher classes is: (A) Lecture method 5 (B) Demonstration method (C) Project method (D) Inquiry method 112... First component of lesson planning is: (A) Objective @) Presentation (©) Homework (D) Summary 113. The teaching metliod recommended for elementary school science in Pal iss 110d14, IS. U6. 17. us. 9. 120. 421. 122, 123, 124, 125, 126. 127, Dogar's Unique up-to-date "Subject Specialist Guide for Ali Subjects" (A) Lecture method B) Project method (CQ) Activity method (D) Laboratory method Demonstration means: é (A) To perform (@®) To develop (©) Toshow (©). To observe Herbert model for lesson plannins ias easy A) Three @). Four (©. Five Q) -Six Discovery method is advanced method of: (A) Heuristic method (@) Inquiry method (© Botha&b () None ofa &b The steps to be taken in problem solving method are: (A) Two @) Three (Q) Four @) Five : Method based on Deway’s philosophy is: (A) Lecture method ® Demonstration method (C)_ Inquiry method (O) Project method = * Who says that project is a purposeful eer (A) Deway (B) Stevenson (©) Ballard (D) Kilpatrick Which és not the step of project method? (A) Planning @) Bxecution (©) Analysis (D) Evaluation Programmed learning was presented by: (A) 1S. Burner (B) Benjamin Bloom (Q)_ John Dewey (D) BE. Skinner Portfolio is the collection of: « (A) School record @) Teacher work (C) Student work @) Office work In programmed learning, learning takes place under: (A) Natural conditions @) Axtificial conditions (CE) Controlled conditions (D) Planned conditions Teaching method based upon the assumption of Herbert Spencer that the learner should be told as little as possible is: (A) Heuristics Method (B) Demonstration Method (C) Discussion Method @) Lecture Metiod An overall, reas which is adopted by a teacher to achieve certain goals is (A) Method (B) Technique (OC) Strategy (@) Tactic Selection of different media for different students is done in: wy Role Playing (@B) Individualized Instruction (C) Programmed Instruction (D) Computer Assistant Instruction A repeated performance of learning act until attainment of desired level of skill iil