DSSSB PRT Mock Test - 2 - DSSSB TGT/PGT/PRT MCQ

Former Pakistan Prime Minister and Pakistan Peoples Party (PPP) leader Yusuf Raza Gilani has been elected Chairman of the Senate, the upper house of Parliament. PML-N's Syedul Khan Nasir was elected unopposed as Deputy Chairman of the Senate. In a session of the Pakistani Senate, a total of 41 newly elected senators took oath as members of the House.

Prime numbers between 1 and 30 →13, 17, 19, 23 and 29 (5)
Rest are prime numbers.
Total numbers 12 to 29 = 18
Total composite numbers = 13

Hence, Option A is correct.

Let the average age of all the 17 persons = X years
Age of 17th persons = X + 8 years 
16 × 60.50 + X + 8 = 17 × X
976 = 16X 
X = 61 
So the answer = 61 + 8 = 69 years
Hence, Option D is correct.

Hence, Option D is correct.

By the rule of chords, cutting externally, we get:

(9 + 6) * 6 = (5 + x) * 5
90 = 25 + 5x
5x = 65
x = 13 cm

The relative speed is 20 kmph. Also, the pedestrian should take 7:30 hours more than the cyclist.
Using option (a) the speeds of the two people are 4km/hr and 16 km/hr respectively. At this speed,
the respective times would be 10 hrs and 2:30 hours, giving the required answer.

If you start at 12 noon, you would reach at 4:30 PM. You would be able to meet the train which
left Mumbai at 8 AM, 9 AM, 10 AM, 11 AM, 12 Noon, 1 PM, 2 PM, 3 PM and 4 PM – a total of 9
trains.

Answer: A (is)

Explanation:
- In the given sentence, "some of the rice" is the subject.
- "Rice" is an uncountable noun, which means it cannot be counted as individual items or units.
- When dealing with uncountable nouns, we use singular verbs, such as "is" in this case.
- Thus, the correct sentence is: "Some of the rice is still left."

The correct option to complete the analogy is:
B: Seed

Explanation:

- Flower : Bud
- A bud is an undeveloped or embryonic shoot and is the beginning of a flower. It represents the initial stage of the flower's growth.

- Plant : Seed
- A seed is a matured ovule of a flowering plant that contains an embryo and is capable of developing into a new plant. It represents the initial stage of the plant's growth.

According to the passage, 'Yet Shakespeare does so without dismissing the validity of science; instead, he seeks to understand it. Far from creating a bifurcation by which science and poetry are in separate domains, he embraces the world of science and creates poetic worlds that reflect deeply and philosophically on scientific insights and their human implications, recognising that science will become deeply enmeshed in our lives.' This shows that Shakespeare was keen on integrating science and poetry in his plays, considering that science was essential for human beings.

According to the passage, 'In fact, Shakespeare explores the philosophical, psychological, and cultural impact of many more scientific fields besides human anatomy, reflecting poetically on theories about germs, atoms, matter, falling bodies, planetary motion, heliocentrism, alchemy, the humours, algebra, Arabic numerals, Pythagorean geometry, the number zero, and the infinite. The inquiries that drove Renaissance science, and the universe it disclosed, are deeply integrated into Shakespeare's poetic worlds.' Therefore, option 3 is the right answer.

The psycho-motor domain is the domain of learning that involves physical movement and coordination. It is concerned with the development of physical skills, including fine and gross motor skills, as well as perceptual-motor skills.

Key Points

• It is often associated with learning outcomes related to physical education, sports, and other activities that require physical coordination and dexterity.
• On the other hand, emotional development belongs to the affective domain of learning, which is concerned with the development of attitudes, values, and emotions.
• Examples of activities that engage the psycho-motor domain include playing musical instruments, dancing, playing sports, painting, and drawing. The development of the psycho-motor domain is important for overall physical health and well-being.

Thus, it is concluded that Only I is correct.

Lawrence Kohlberg, an American psychologist, has propounded the 'Theory of Moral Development'. He has made a systematic study of moral development in his theory that is categorized into 3 levels and 6 stages.

Important Points

Refer to the table to be familiar with all the levels of Kohlberg's theory.

Hence, it could be concluded that according to Kohlberg's theory of moral development & his various stages, Ego-centric judgement is not a level proposed by him.

Immediate memory is a type or stage of memory in which an individual recalls information recently presented. In above case shoe bite is the situation which is not permanent hence its memory will erase after some time so it comes in immediate memory. Key Points

• Immediate memory is the capacity to store a small amount of information in the mind and keep it readily available for a short period of time. It is also known as primary or active memory.
• In immediate memory simple tasks gets processed first, information that is more complex and demanding goes into working memory, and, if it's tagged with emotional importance or special relevance, it ends in long-term memory.

Hence, we can conclude that following case is of Immediate memory.

Additional Information

• Long-term memory refers to the memory process in the brain that takes information from the short-term memory store and creates long lasting memories. These memories can be from an hour ago or several decades ago. Long-term memory can hold an unlimited amount of information for an indefinite period of time.
• An episodic memory is a memory of a specific event. Because each person has a different perspective and experience of an event, episodic memories of that event are unique to each person.
• Sensory memory is the perception of sight, hearing, smell, taste, and touch information entering through the sensory cortices of the brain and relaying through the thalamus. It lasts only milliseconds and is mostly outside conscious awareness.

Obsessive-compulsive disorder (OCD) is characterized by the occurrence of unwanted, intrusive obsessive thoughts and distressing images which are usually accompanied by compulsive behaviors.

• Compulsive behaviors are carried out either to undo or neutralize the obsessions or to prevent the occurrence of some dreadful event.

Key Points

• Cognitive-behavior therapy is a type of treatment that helps individuals cope with and change problematic thoughts, behaviors, and emotions.
• The treatment you are beginning is a specialized type of cognitive-behavior therapy for obsessive-compulsive disorder (OCD) called Exposure and Ritual Prevention.
• The treatment we offer will break the automatic bond between feelings of anxiety and ritual behaviors.

Important Points

• Technically, obsession means intrusive thoughts, images and impulses often of a negative or unacceptable kind, despite one’s desire to get rid of it. Compulsion means being compelled from within to perform certain ritualistic acts, because otherwise you are afraid of some danger befalling you.
• These thoughts do not concern real life problems at the moment, and are often irrelevant to present reality. The person has insight and tries to remove these thoughts, but often cannot succeed.
• The content of the obsessive thoughts has unusual fear of contamination, fear of harming oneself or one’s own loved ones, religious themes, themes of sexuality specially the unacceptable forms, wishing ill for others .
• Compulsions are repetitive overt behaviours like washing or checking or mental acts like counting or praying in response to an obsessive thought.
  • For example: These are cleaning (for example, repeated washing), checking (for example, repeatedly coming back to home to check if the door has been locked properly)
• The obsessions and compulsion as coexistent, there may be cases where only obsession or compulsion predominates.

Therefore, it can be concluded that Obsessive-compulsive disorder (OCD) can be successfully treated using cognitive behavioural therapy

Nepal witnessed a popular movement in April 2006, which was aimed at regaining popular control over the government from the king.

• All the major political parties in the parliament formed a Seven Party Alliance (SPA) and called for a four-day strike in Kathmandu. They demanded;
  • Restoration of parliament
  • Power to an all-party government
  • A new constituent assembly
• On 24 April 2006, the king was forced to accept all three demands.
• In 2008, kingship was abolished and Nepal became a federal democratic republic.
• In 2015, it adopted a new constitution.
• The struggle of the Nepali people is a source of inspiration to democrats all over the world.

Visual impairment for children with poor vision, children who can see light but no shapes, to children who have no perception of light at all. However, for general discussion, it is useful to think of this population as representing two broad groups: those with low vision and those who are legally blind.

Key Points

• ​A child is termed legally blind when its visual acuity (sharpness of vision) is 20/200 or worse after correction, or when the field of vision is less than 20 degrees; in the best eye after correction.
• Low vision includes problems (after correction) such as dimness of vision, haziness, film over the eye, foggy vision, extreme near- or farsightedness, distortion of vision, spots before the eyes, colour distortions, visual field defects, tunnel vision, no peripheral vision, abnormal sensitivity to light or glare, and night blindness.
• Visually impaired children can be classified as Children with poor vision and Such children who can see light but cannot see shapes.

​Hence, we can conclude that Both I and II are the correct statement regarding the visually impaired.

Evaluation is done to assess or evaluate someone's performance in a specified field. It is a component of assessment in education.

• The teacher does the evaluation of the student's performance to do analysis and to get the idea of the achievement of a student.
• After the evaluation, the feedback is very important to provide to the students in order to stimulate the learning process.

Key Points

Continuous and Comprehensive Evaluation (CCE)

• It is a school-based evaluation that covers all aspects of school activities (scholastic and co-scholastic) related to child development.
  • Co-scholastic activities are those activities that are usually outside the normal classroom and do not provide any academic grades. They supplement the classroom curriculum and complement the learning.
• It aims to reduce the curricular workload on students to improve the overall abilities and skills of the students.
• It gives importance to the continuity of evaluation and the comprehensive assessment of learning outcomes.
• It evaluates all the three domains of learning i.e., cognitive, affective, and psychomotor.
• The feedback is provided to the students to help in student learning so that they can improve their abilities by working more on their weaknesses.
• The teacher also gets feedback that helps him to encounter the strengths and weaknesses of the students and can further help the teacher to adapt the instructional strategies accordingly.
• The evidence obtained from CCE can be used to analyze and interpret by self-reference as a teacher can use his own reference to interpret and analyze the obtained data to understand the process of evaluation in depth.

So, it is concluded that CCE emphasizes only scholastic aspects of students' performance is not a characteristic of CCE.

Confusion Points

Reliability and validity are central issues in all measurements.

• Both concern connecting measures to constructs.
• All researchers want their measures to be reliable and valid. Both ideas help to establish the truthfulness, credibility, or believability of findings.

Key Points Reliability of a test:

• The idea behind reliability is that any significant results must be repeatable. Other researchers must be able to perform exactly the same experiment, under the same conditions and generate the same results.
• Reliability is the consistency of measurement or the degree to which an instrument measures the same way each time it is used under the same condition with the same subjects. In short, it is the repeatability of measurement. A measure is considered reliable if a person’s score on the same test given twice is similar.
• Reliability is an estimate.
• Test-retest reliability, parallel form reliability, and spilt form reliability are major ways of estimating the external and internal consistency of a test.

Hence, it can be concluded that the reliability of a test means the consistency of test scores.

The cooperative learning model was developed to achieve at least three important instructional goals: academic achievement, acceptance of diversity and social skill development (through teamwork). This is a specific small group approach that incorporates democratic processes, individual accountability, equal opportunity and group rewards. A number of types of cooperative learning activities and models are frequently used in today’s classroom such as student teams achievement divisions, jigsaw and group investigation. Guidelines for Using Cooperative Learning:

• Limit group size to three to five students.
• Compose groups heterogeneously by mixing students considering academic achievement, sex and race.
• Give each student in the group a specific role, responsibility or task that contributes to the success of group.
• Use cooperative learning as a supplemental activity for review, enrichment or practice, allowing student in the group to help one another master material. Groups can also complete projects such as reports, presentations, experiments and artwork.
• Consider room arrangement, task materials and time frame as you plan cooperative activities.
• Grade individual students’ contributions.
• Consider providing a group reward to students in the group.
• Vary group composition so that no student feels labelled by being in a ‘slow’ group and all students have an opportunity during the school year to work with every other student in the class.
• For cooperating learning groups to function effectively, collaborative social skills must be taught, modelled and reinforced regularly.

Hence, we conclude that all the guidelines must a teacher follow for using Cooperative learning method in the classroom.

Self-concept is our perception of our traits, beliefs, and opinions, then self-esteem is our evaluation of self-concept as good, bad, worthwhile, useless, etc. It is our evaluation of our own worth based on an assessment of our self-concept.

Key Points

• Self-esteem is the extent of liking that one has for oneself and the kind of evaluation one makes of one’s abilities and attributes.
• It is not necessary that a positive evaluation of self will be accompanied by self-liking.
• It denotes the negative and positive evaluations an individual makes about the self.

Characteristics of Self-esteem:

• Self-esteem has social origins. Self-esteem is both person centred as well as collective.
• Self-esteem involves feelings of belonging and mastery. Evaluation in several domains of life determines self-esteem.
• Self-esteem is affected by actual-ideal self-discrepancy.
• The self-discrepancy theory describes the three types of selves – actual, ideal, and ought self.
• The more our current self-image matches our ideal self-image, the higher our self-esteem.

Thus, it is concluded that Self-esteem denotes the negative and positive evaluations an individual makes about the self.

Constructivism is a theory that regards learning as an active process in which learners construct and internalize new concepts, ideas, and knowledge based on past knowledge and experiences.

Key Points

• Social Constructivism (SC): SC emphasizes the role of culture and context in developing personal and shared interpretations of reality. It emerged largely from the work of Piaget, Vygotsky, Bruner, and Bandura.
• Vygotsky, a Russian psychologist, laid the foundation of social constructivism by adopting a socio-cultural approach to cognitive development based on the assumption that action is mediated and cannot be separated from the social milieu in which it occurs.
• The social constructivist model proposed by him emphasizes culture as the prime determinant of individual development. Learners are believed to be encultured into their learning community and learning is considered to be largely situation or context-specific activity.
• Language plays an important role in Vygotskian constructivism. Language is initially used as a means of communication between adults and children. Gradually it is internalized into a means of the child’s own thinking and control of his/her own activity.

Important Points

• ​Pramati has her students choose from a variety of books to read. Those students who read a particular book are made to discuss the book on a regular basis:
  • Here, the teacher focuses on reading and discussing the book so it increases their vocabulary and constructs their knowledge. It facilitates their reading and understanding of the text.
• Arundhati emphasizes the importance of using contextual material to help determine the meaning of new words:
  • Here, the teacher emphasizes the use of contextual materials so the students could relate words in the context. Using such materials develop contextual understanding in depth.

Thus, it is concluded that (ii), (iii) set exemplify a social constructivist approach to facilitate reading among students.

Hint

• Salma uses flashcards to help students learn new words and rewards them with candy for correct responses: It is a behavioristic view of learning as a reward strengthens the Stimulus-Response bond. It is both verbal such as praising, or awarding; and non-verbal such as nodding the head in appreciation, smiling, etc.
• Rekha has her students write each word they miss on a spelling test five times to help them remember the word: Here, the teacher is focusing on rote memorization.

The correct answer is 4) Only IV. Promoting academic excellence in traditional subjects is not a primary objective of work education.

Key Points

I. Developing work-related skills and knowledge: This objective refers to equipping students with the necessary skills and knowledge that are directly applicable to the workplace. Work education aims to provide practical training and education in areas such as technical skills, problem-solving, communication, teamwork, and other job-specific competencies.

II. Preparing students for their future careers: This objective focuses on preparing students for the professional world and their future careers. Work education aims to familiarize students with different career paths, job opportunities, industry requirements, and work environments. It helps students understand the skills, qualifications, and experiences needed to succeed in their chosen fields.

III. Encouraging entrepreneurship and innovation: This objective aims to foster an entrepreneurial mindset and promote innovative thinking among students. Work education recognizes the importance of creativity, risk-taking, and problem-solving in entrepreneurship and innovation. It may involve activities and programs that encourage students to develop and implement their own business ideas or innovative projects.

IV. Promoting academic excellence in traditional subjects: This option is the one that is NOT a primary objective of work education. While work education complements traditional academic subjects, its main focus is on preparing students for the world of work, rather than emphasizing academic excellence in traditional subjects such as mathematics, science, history, or language arts.

Therefore, the correct answer is 4) Only IV, as promoting academic excellence in traditional subjects is not a primary objective of work education.

The theory of trial and error learning was developed by the American psychologist E.L.Thorndike as early as 1913 through a series of experiments conducted on different animals, mostly on cats. From this experiment Thorndike developed the following three laws of learning:

Key Points

Law of Exercise:

• Repetition of the activity makes the student to retain the activity for longer period. This essentially constituted of two laws: law of use and the law of disuse. The first relates to the strengthening of the connection of stimulus (cause) and response(the behaviour) by repetition and the second, the opposite of the first, relates to the weakening of connection when not used frequently.

Law of Effect:

• Of the several responses, that occurs just before a satisfying state of affairs tends to be learned easily. Those that occur before an annoying state of affair tend to be forgotten or rejected. In other words if the consequence to a behaviour is satisfying, then the behaviour is likely to be learnt. In this connection the role of reward and praise have positive effects of strengthening the learned behaviour whereas punishment and rebuff have the opposite effect on the behaviour being learned.

Law of Readiness:

• Effective learning takes place when the student is ready to learn. The educational implication of this law is quite clear. A child who is ready for a specific type of learning is far more likely to profit from such learning experiences than another who is not ready. Earlier in this unit, we have discussed about the importance of readiness to learn and the teacher’s role in understanding children’s readiness.

Thus from above-mentioned points it is clear that the given law is Law of Exercise.

Inclusive Education: An inclusive classroom is a general education classroom where students with and without learning differences learn together. Inclusive classrooms are welcoming and support the diverse academic, social, emotional, and communication needs of all students.

Key Points

"Every child has the right to quality education and learning." UNICEF lays stress on including each and every child.

• Inclusive education is the most effective way to give all children a fair chance to go to learn and develop the skills they need to thrive.
• Inclusive education means all children are in the same classrooms, in the same schools.
• It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities but speakers of minority languages too.
• Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all.
• Inclusion is cost-effective.
• Inclusion for Social Cohesion.

Hence, from the above points, it can be concluded that inclusion means the inclusion of each and every child in the classroom irrespective of caste, colour, gender, and disability.