CTET Previous Year Question Paper - 1 Set A (July - 2024)

 Page 1


JSS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is A.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of A Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!JSS-24-I!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U A „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ A ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
A
Page 2


JSS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is A.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of A Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!JSS-24-I!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U A „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ A ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
A
P-I  !JSS-24-I! A
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1 . Which of the following would support continuous and comprehensive evaluation ?
(1) Best works portfolio (2) Growth and learning progress portfolio
(3) Standardized achievement test (4) Standardized intelligence test
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ÁŸ/¥UÃ/U •ÊÒ/U vÿʬ?§ ?ÍÀÿÊ¥?§Ÿ ?§Ê ‚?Õ¸Ÿ ?§/?UªÊ?
(1) ‚?¸üÊ?c?U ?§Êÿ¸ ¬Ê?˜¸U»§Ê?Á‹ÿÊ? (2) ?ÎÁh •ÊÒ/U •Áœª? ¬?ªÁà ¬Ê?˜¸U»§Ê?Á‹ÿÊ?
(3) ?ÊŸ?§Ë?Χà ©¬‹Áéœ ¬/ËU?ÊáÊ (4) ?ÊŸ?§Ë?Χà ’ÈÁh ¬/UË?ÊáÊ
2. Assertion (A) : Teachers should constantly examine their own attitudes and biases while working
with children.
Reason (R) : The process of problem-solving is hindered by functional fixedness.
Choose the correct option.
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) Both (A) and (R) are false.
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ’ëøÊ?¥ ??§ ‚ÊÕ ?§Ê? ?§/UÃ? ‚?ÿ ‹ªÊÃÊ/U •¬Ÿ? S?ÿ¥ ??§ ŒÎÁc˜U?§Ê?áÊ •ÊÒ/U ¬Í?ʸª?„Ê?¥ ?§Ë ¡Ê¥ø
?§/UŸË øÊÁ„8–
?§Ê/UáÊ (R) : ‚?SÿÊ-‚?ʜʟ ?§Ë ¬?Á??§ÿÊ ?§Êÿʸà??§ ÁSÕ/UÃÊ ‚? ’ÊÁœÃ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(3) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
3. While talking about her poor marks in mathematics Avi says “I just don’t have the sense for numbers”
Avi is attributing his performance to :
(1) Luck (2) Task difficulty (3) Lack of effort (4) Lack of ability
ªÁáÊà ??¥ •¬Ÿ? p/UÊ’ •¥?§Ê?¥ ??§ ’Ê/?U ??¥ ’Êà ?§/UÃ? „È8 •Á? ?§„ÃÊ „Ò, ““?ȤÊ? •¥?§Ê?¥ ?§Ë ‚?¤Ê Ÿ„Ë¥ „Ò””–  •Á? •¬Ÿ? ¬?Œ‡Ê¸Ÿ ?§Ê
?§Ê/UáÊ Á?§‚?§Ê? ?U„/UÊ /U„Ê „Ò?
(1) Á?§S?à (2) ?§Êÿ¸ ?§Á?UŸÊ߸ (3) ?§Ê?Á‡Ê‡Ê ?§Ë ?§?Ë (4) ÿÊ?ÇÿÃÊ ?§Ê •÷Ê?
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
Page 3


JSS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is A.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of A Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!JSS-24-I!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U A „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ A ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
A
P-I  !JSS-24-I! A
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1 . Which of the following would support continuous and comprehensive evaluation ?
(1) Best works portfolio (2) Growth and learning progress portfolio
(3) Standardized achievement test (4) Standardized intelligence test
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ÁŸ/¥UÃ/U •ÊÒ/U vÿʬ?§ ?ÍÀÿÊ¥?§Ÿ ?§Ê ‚?Õ¸Ÿ ?§/?UªÊ?
(1) ‚?¸üÊ?c?U ?§Êÿ¸ ¬Ê?˜¸U»§Ê?Á‹ÿÊ? (2) ?ÎÁh •ÊÒ/U •Áœª? ¬?ªÁà ¬Ê?˜¸U»§Ê?Á‹ÿÊ?
(3) ?ÊŸ?§Ë?Χà ©¬‹Áéœ ¬/ËU?ÊáÊ (4) ?ÊŸ?§Ë?Χà ’ÈÁh ¬/UË?ÊáÊ
2. Assertion (A) : Teachers should constantly examine their own attitudes and biases while working
with children.
Reason (R) : The process of problem-solving is hindered by functional fixedness.
Choose the correct option.
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) Both (A) and (R) are false.
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ’ëøÊ?¥ ??§ ‚ÊÕ ?§Ê? ?§/UÃ? ‚?ÿ ‹ªÊÃÊ/U •¬Ÿ? S?ÿ¥ ??§ ŒÎÁc˜U?§Ê?áÊ •ÊÒ/U ¬Í?ʸª?„Ê?¥ ?§Ë ¡Ê¥ø
?§/UŸË øÊÁ„8–
?§Ê/UáÊ (R) : ‚?SÿÊ-‚?ʜʟ ?§Ë ¬?Á??§ÿÊ ?§Êÿʸà??§ ÁSÕ/UÃÊ ‚? ’ÊÁœÃ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(3) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
3. While talking about her poor marks in mathematics Avi says “I just don’t have the sense for numbers”
Avi is attributing his performance to :
(1) Luck (2) Task difficulty (3) Lack of effort (4) Lack of ability
ªÁáÊà ??¥ •¬Ÿ? p/UÊ’ •¥?§Ê?¥ ??§ ’Ê/?U ??¥ ’Êà ?§/UÃ? „È8 •Á? ?§„ÃÊ „Ò, ““?ȤÊ? •¥?§Ê?¥ ?§Ë ‚?¤Ê Ÿ„Ë¥ „Ò””–  •Á? •¬Ÿ? ¬?Œ‡Ê¸Ÿ ?§Ê
?§Ê/UáÊ Á?§‚?§Ê? ?U„/UÊ /U„Ê „Ò?
(1) Á?§S?à (2) ?§Êÿ¸ ?§Á?UŸÊ߸ (3) ?§Ê?Á‡Ê‡Ê ?§Ë ?§?Ë (4) ÿÊ?ÇÿÃÊ ?§Ê •÷Ê?
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
P-I  !JSS-24-I! A 3
4. According to Lev Vygotsky’s theory, which of the following is a recommended approach in order
to optimize students’ learning experience ?
(1) providing students with work that is completely unrelated to their current level of
understanding.
(2) providing students with work that is just beyond their current level of understanding, with
appropriate support and guidance.
(3) providing no support to students and leaving them to struggle on their own.
(4) providing students with work that they can manage and complete individually.
‹?? ?ÊÿªÊ?àS?§Ë ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ¿UÊòÊÊ?¥ ??§ ‚ËpŸ? ??§ •ŸÈ÷? ?§Ê? ’?„Ã/U ’ŸÊŸ? ??§ Á‹8 ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê 8?§
•ŸÈ‡Ê¥Á‚à ŒÎÁc˜U?§Ê?áÊ „Ò?
(1) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ ¡Ê? ©Ÿ?§Ë ‚?¤Ê ??§ ?ø?ÊŸ SÃ/U ‚? ¬Í/UË Ã/U„ ‚? •‚¥’¥ÁœÃ „Ê?–
(2) ¿UÊòÊÊ?¥ ??§ ?ø?ÊŸ SÃ/U ¬/U •ÊœÊÁ/Uà ©Ÿ?§Ê? ©Áøà ‚?Õ¸Ÿ •ÊÒ/U ?ʪ¸Œ‡Ê¸Ÿ ??§ ‚ÊÕ ?§Ê? ¬?ŒÊŸ ?§/UŸÊ–
(3) ¿UÊòÊÊ?¥ ?§Ê? ?§Ê?߸ ‚„ÊÿÃÊ Ÿ„Ë¥ Œ?ŸÊ •ÊÒ/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ‚¥ÉÊ·¸ ?§/UŸ? ??§ Á‹8 ¿UÊ?«? Œ?ŸÊ–
(4) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ Á¡‚? ?? vÿÁÄêà M§¬ ‚? ¬?’¥ÁœÃ •ÊÒ/U ¬Í/UÊ ?§/U ‚??¥§–
5. Which of the following statement best describes the role of the teacher in progressive education ?
(1) The teacher is the primary source of knowledge.
(2) The teacher serves as a facilitator.
(3) The teacher implements the prescribed curriculum ‘as it is’.
(4) The teacher leaves the children on their own to work independently.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ¬?ªÁÇÊË‹ Á‡Ê?ÊÊ ??¥ Á‡Ê?Ê?§ ?§Ë ÷ÍÁ??§Ê ?§Ê ‚’‚? •ë¿UÊ ?áʸŸ ?§/UÃÊ „Ò?
(1) Á‡Ê?Ê?§ ôÊÊŸ ?§Ê ¬?ÊÕÁ??§ dÊ?à „Ê?Ã? „Ò¥–
(2) Á‡Ê?Ê?§ 8?§ ‚ÈÁ?œÊ¬?ŒÊÃÊ ??§ M§¬ ??¥ ?§Êÿ¸ ?§/UÃ? „Ò¥–
(3) Á‡Ê?Ê?§ ÁŸœÊ¸Á/Uà ¬Ê?K??§? ?§Ê? “íÿÊ?¥ ?§Ê àÿÊ?¥” ‹ÊªÍ ?§/UÃ? „Ò¥–
(4) Á‡Ê?Ê?§ ’ëøÊ?¥ ?§Ê? S?Ã¥òÊ M§¬ ‚? ?§Êÿ¸ ?§/UŸ? ??§ Á‹8 ©Ÿ??§ „Ê‹ ¬/U ¿UÊ?«? Œ?Ã? „Ò¥–
6. Howard Gardner’s concept of Intelligence implicates that :
(1) everyone processes and understands the world in the same way.
(2) human beings differ in their abilities in different domains.
(3) intelligence has only one dimension.
(4) intelligence is only about ‘practical’ learning.
„ÊÚ?«¸U ªÊ«¸UŸ/U ?§Ë ŒË ªß¸ ’ÈÁh ?§Ë •?œÊ/UáÊÊ ?§Ê ÁŸÁ„ÃÊÕ¸ „Ò Á?§ —
(1) ‚÷Ë ‹Ê?ª ŒÈÁŸÿÊ ?§Ê? ‚?ÊŸ M§¬ ‚? ‚?¤ÊÃ? •ÊÒ/U ‚¥‚ÊÁœÃ ?§/UÃ? „Ò¥–
(2) •‹ª-•‹ª •ÊÿÊ?Ê?¥ ??¥ ‹Ê?ªÊ?¥ ?§Ë •‹ª-•‹ª ÿÊ?ÇÿÃÊ8° „Ê?ÃË „Ò¥–
(3) ’ÈÁh ?§Ê ??§?‹ 8?§ „Ë •ÊÿÊ? „Ê?ÃÊ „Ò–
(4) ’ÈÁh ??§?‹ ¬?ÿÊ?ªÊà??§ •Áœª? ‚? ‚¥’¥ÁœÃ „Ò–
7. Which of the following sequence of representation of concept is in accordance with children’s
gradual development of cognitive abilities ?
(1) action-based, image-based, symbol-based
(2) image-based, symbol-based, action-based
(3) symbol-based, action-based, image-based
(4) symbol-based, image-based, action-based
ÁŸêŸÁ‹Ápà ??¥ ‚? •?œÊ/UáÊÊ ??§ ÁŸM§¬áÊ ?§Ê ?§ÊÒŸ-‚Ê ??§? ’ëøÊ?¥ ?§Ë ‚¥ôÊÊŸÊà??§ ?Ê?ÃÊ•Ê?¥ ??§ ©ûÊ/UÊ?ûÊ/U Á??§Ê‚ ??§ •ŸÈ‚Ê/U „Ò?
(1) Á??§ÿÊ-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ, ‚¥??§Ã-•ÊœÊÁ/UÃ
(2) ¿UÁ?-•ÊœÊÁ/UÃ, ‚¥??§Ã-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ
(3) ‚¥??§Ã-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ
(4) ‚¥??§Ã-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ
Page 4


JSS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is A.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of A Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!JSS-24-I!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U A „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ A ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
A
P-I  !JSS-24-I! A
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1 . Which of the following would support continuous and comprehensive evaluation ?
(1) Best works portfolio (2) Growth and learning progress portfolio
(3) Standardized achievement test (4) Standardized intelligence test
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ÁŸ/¥UÃ/U •ÊÒ/U vÿʬ?§ ?ÍÀÿÊ¥?§Ÿ ?§Ê ‚?Õ¸Ÿ ?§/?UªÊ?
(1) ‚?¸üÊ?c?U ?§Êÿ¸ ¬Ê?˜¸U»§Ê?Á‹ÿÊ? (2) ?ÎÁh •ÊÒ/U •Áœª? ¬?ªÁà ¬Ê?˜¸U»§Ê?Á‹ÿÊ?
(3) ?ÊŸ?§Ë?Χà ©¬‹Áéœ ¬/ËU?ÊáÊ (4) ?ÊŸ?§Ë?Χà ’ÈÁh ¬/UË?ÊáÊ
2. Assertion (A) : Teachers should constantly examine their own attitudes and biases while working
with children.
Reason (R) : The process of problem-solving is hindered by functional fixedness.
Choose the correct option.
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) Both (A) and (R) are false.
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ’ëøÊ?¥ ??§ ‚ÊÕ ?§Ê? ?§/UÃ? ‚?ÿ ‹ªÊÃÊ/U •¬Ÿ? S?ÿ¥ ??§ ŒÎÁc˜U?§Ê?áÊ •ÊÒ/U ¬Í?ʸª?„Ê?¥ ?§Ë ¡Ê¥ø
?§/UŸË øÊÁ„8–
?§Ê/UáÊ (R) : ‚?SÿÊ-‚?ʜʟ ?§Ë ¬?Á??§ÿÊ ?§Êÿʸà??§ ÁSÕ/UÃÊ ‚? ’ÊÁœÃ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(3) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
3. While talking about her poor marks in mathematics Avi says “I just don’t have the sense for numbers”
Avi is attributing his performance to :
(1) Luck (2) Task difficulty (3) Lack of effort (4) Lack of ability
ªÁáÊà ??¥ •¬Ÿ? p/UÊ’ •¥?§Ê?¥ ??§ ’Ê/?U ??¥ ’Êà ?§/UÃ? „È8 •Á? ?§„ÃÊ „Ò, ““?ȤÊ? •¥?§Ê?¥ ?§Ë ‚?¤Ê Ÿ„Ë¥ „Ò””–  •Á? •¬Ÿ? ¬?Œ‡Ê¸Ÿ ?§Ê
?§Ê/UáÊ Á?§‚?§Ê? ?U„/UÊ /U„Ê „Ò?
(1) Á?§S?à (2) ?§Êÿ¸ ?§Á?UŸÊ߸ (3) ?§Ê?Á‡Ê‡Ê ?§Ë ?§?Ë (4) ÿÊ?ÇÿÃÊ ?§Ê •÷Ê?
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
P-I  !JSS-24-I! A 3
4. According to Lev Vygotsky’s theory, which of the following is a recommended approach in order
to optimize students’ learning experience ?
(1) providing students with work that is completely unrelated to their current level of
understanding.
(2) providing students with work that is just beyond their current level of understanding, with
appropriate support and guidance.
(3) providing no support to students and leaving them to struggle on their own.
(4) providing students with work that they can manage and complete individually.
‹?? ?ÊÿªÊ?àS?§Ë ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ¿UÊòÊÊ?¥ ??§ ‚ËpŸ? ??§ •ŸÈ÷? ?§Ê? ’?„Ã/U ’ŸÊŸ? ??§ Á‹8 ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê 8?§
•ŸÈ‡Ê¥Á‚à ŒÎÁc˜U?§Ê?áÊ „Ò?
(1) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ ¡Ê? ©Ÿ?§Ë ‚?¤Ê ??§ ?ø?ÊŸ SÃ/U ‚? ¬Í/UË Ã/U„ ‚? •‚¥’¥ÁœÃ „Ê?–
(2) ¿UÊòÊÊ?¥ ??§ ?ø?ÊŸ SÃ/U ¬/U •ÊœÊÁ/Uà ©Ÿ?§Ê? ©Áøà ‚?Õ¸Ÿ •ÊÒ/U ?ʪ¸Œ‡Ê¸Ÿ ??§ ‚ÊÕ ?§Ê? ¬?ŒÊŸ ?§/UŸÊ–
(3) ¿UÊòÊÊ?¥ ?§Ê? ?§Ê?߸ ‚„ÊÿÃÊ Ÿ„Ë¥ Œ?ŸÊ •ÊÒ/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ‚¥ÉÊ·¸ ?§/UŸ? ??§ Á‹8 ¿UÊ?«? Œ?ŸÊ–
(4) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ Á¡‚? ?? vÿÁÄêà M§¬ ‚? ¬?’¥ÁœÃ •ÊÒ/U ¬Í/UÊ ?§/U ‚??¥§–
5. Which of the following statement best describes the role of the teacher in progressive education ?
(1) The teacher is the primary source of knowledge.
(2) The teacher serves as a facilitator.
(3) The teacher implements the prescribed curriculum ‘as it is’.
(4) The teacher leaves the children on their own to work independently.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ¬?ªÁÇÊË‹ Á‡Ê?ÊÊ ??¥ Á‡Ê?Ê?§ ?§Ë ÷ÍÁ??§Ê ?§Ê ‚’‚? •ë¿UÊ ?áʸŸ ?§/UÃÊ „Ò?
(1) Á‡Ê?Ê?§ ôÊÊŸ ?§Ê ¬?ÊÕÁ??§ dÊ?à „Ê?Ã? „Ò¥–
(2) Á‡Ê?Ê?§ 8?§ ‚ÈÁ?œÊ¬?ŒÊÃÊ ??§ M§¬ ??¥ ?§Êÿ¸ ?§/UÃ? „Ò¥–
(3) Á‡Ê?Ê?§ ÁŸœÊ¸Á/Uà ¬Ê?K??§? ?§Ê? “íÿÊ?¥ ?§Ê àÿÊ?¥” ‹ÊªÍ ?§/UÃ? „Ò¥–
(4) Á‡Ê?Ê?§ ’ëøÊ?¥ ?§Ê? S?Ã¥òÊ M§¬ ‚? ?§Êÿ¸ ?§/UŸ? ??§ Á‹8 ©Ÿ??§ „Ê‹ ¬/U ¿UÊ?«? Œ?Ã? „Ò¥–
6. Howard Gardner’s concept of Intelligence implicates that :
(1) everyone processes and understands the world in the same way.
(2) human beings differ in their abilities in different domains.
(3) intelligence has only one dimension.
(4) intelligence is only about ‘practical’ learning.
„ÊÚ?«¸U ªÊ«¸UŸ/U ?§Ë ŒË ªß¸ ’ÈÁh ?§Ë •?œÊ/UáÊÊ ?§Ê ÁŸÁ„ÃÊÕ¸ „Ò Á?§ —
(1) ‚÷Ë ‹Ê?ª ŒÈÁŸÿÊ ?§Ê? ‚?ÊŸ M§¬ ‚? ‚?¤ÊÃ? •ÊÒ/U ‚¥‚ÊÁœÃ ?§/UÃ? „Ò¥–
(2) •‹ª-•‹ª •ÊÿÊ?Ê?¥ ??¥ ‹Ê?ªÊ?¥ ?§Ë •‹ª-•‹ª ÿÊ?ÇÿÃÊ8° „Ê?ÃË „Ò¥–
(3) ’ÈÁh ?§Ê ??§?‹ 8?§ „Ë •ÊÿÊ? „Ê?ÃÊ „Ò–
(4) ’ÈÁh ??§?‹ ¬?ÿÊ?ªÊà??§ •Áœª? ‚? ‚¥’¥ÁœÃ „Ò–
7. Which of the following sequence of representation of concept is in accordance with children’s
gradual development of cognitive abilities ?
(1) action-based, image-based, symbol-based
(2) image-based, symbol-based, action-based
(3) symbol-based, action-based, image-based
(4) symbol-based, image-based, action-based
ÁŸêŸÁ‹Ápà ??¥ ‚? •?œÊ/UáÊÊ ??§ ÁŸM§¬áÊ ?§Ê ?§ÊÒŸ-‚Ê ??§? ’ëøÊ?¥ ?§Ë ‚¥ôÊÊŸÊà??§ ?Ê?ÃÊ•Ê?¥ ??§ ©ûÊ/UÊ?ûÊ/U Á??§Ê‚ ??§ •ŸÈ‚Ê/U „Ò?
(1) Á??§ÿÊ-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ, ‚¥??§Ã-•ÊœÊÁ/UÃ
(2) ¿UÁ?-•ÊœÊÁ/UÃ, ‚¥??§Ã-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ
(3) ‚¥??§Ã-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ
(4) ‚¥??§Ã-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ
P-I  !JSS-24-I! A
4
8. Assertion (A) : Teachers should provide emotional support to children in the classrooms to ensure
effective learning.
Reason (R) : Emotions and cognition are related to each other in complex ways.
Choose the correct option.
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) Both (A) and (R) are false.
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ?§?ÊÊ ??¥ ¬?÷Ê?Ë ‚¥ôÊÊŸ ‚ÈÁŸÁ‡øà ?§/UŸ? ??§ Á‹8 ’ìÊÊ?¥ ?§Ê? ‚¥??ªÊà??§ ‚„Ê/UÊ Œ?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ‚¥??ª ? ‚¥ôÊÊŸ 8?§ ŒÍ‚/?U ‚? ¡Á˜U‹ M§¬ ‚? ‚¥’¥ÁœÃ „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(3) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
9. Which of the following statement about development is correct ?
(1) Development is a discontinuous process.
(2) Development occurs in a spiral manner, not linear.
(3) Development proceeds from specific to general.
(4) Different aspects of development are independent to each other.
Á??§Ê‚ ??§ ‚ãŒ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ‚„Ë „Ò?
(1) Á??§Ê‚ 8?§ •‚Ãà ¬?Á??§ÿÊ „Ò–
(2) Á??§Ê‚ øÁ??§ÿ Ã/UË??§ ‚? „Ê?ÃÊ „Ò, /ÒUÁp?§ Ÿ„Ë¥–
(3) Á??§Ê‚ Á?Á‡Êc˜U ‚? ‚Ê?Êãÿ ?§Ë •Ê?/U ’…?ÃÊ „Ò–
(4) Á??§Ê‚ ??§ Á?Á÷㟠¬„‹Í 8?§-ŒÍ‚/?U ‚? S?Ã¥òÊ „Ê?Ã? „Ò¥–
10. According to Lev Vygotsky, children regulate their own behaviour through the :
(1) Processes of adaptation (2) Use of inner speech
(3) Process of equilibration (4) Use of self-reinforcement
‹?? ?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U, ’ëø? •¬Ÿ? S?ÿ¥ ??§ vÿ?„Ê/U ?§Ê? Á?§‚ ¬??§Ê/U ÁŸÿÁ?à ?§/UÃ? „Ò¥?
(1) •ŸÈ?ͧ‹Ÿ ?§Ë ¬?Á??§ÿÊ8° mÊ/UÊ (2) •Êà? ?Ê?˜§ ??§ ¬?ÿÊ?ª mÊ/UÊ
(3) ‚¥ÃÈ‹Ë?§/UáÊ ?§Ë ¬?Á??§ÿÊ mÊ/UÊ (4) pÈŒ ?§Ê? ¬ÈŸ’¸‹Ÿ ??§ ©¬ÿÊ?ª mÊ/UÊ
11. Which pedagogical approach would be adopted by teachers who firmly believe in constructivism
to teach concepts of floating and sinking to class V children ?
(1) Lecture method (2) Showing videos
(3) Showing power point presentation (4) Guided discovery
?§?ÊÊ ¬Ê°ø?Ë¥ ??§ ’ëøÊ?¥ ?§Ê? ÃÒ/UŸ? •ÊÒ/U «ÍU’Ÿ? ?§Ë •?œÊ/UáÊÊ•Ê?¥ ?§Ê? ¬…?ÊŸ? ??§ Á‹8 ‚¥/UøŸÊ?ÊŒ ??¥ ŒÎ…? Á?‡?Ê‚ /UpŸ? ?Ê‹? Á‡Ê?Ê?§Ê?¥
mÊ/UÊ ?§ÊÒŸ-‚Ê ‡ÊÒ?ÊÁáÊ?§ ŒÎÁc˜U?§Ê?áÊ •¬ŸÊÿÊ ¡Ê8ªÊ?
(1) vÿÊÅÿÊŸ Á?Áœ (2) ?ËÁ«UÿÊ? ÁŒpÊŸÊ
(3) ¬Ê?/U å?Êߥ˜U ¬?SÃÈÃË?§/UáÊ ÁŒpÊŸÊ (4) ÁŸŒ?¸Á‡Êà pÊ?¡
Page 5


JSS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is A.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of A Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!JSS-24-I!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U A „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ A ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
A
P-I  !JSS-24-I! A
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1 . Which of the following would support continuous and comprehensive evaluation ?
(1) Best works portfolio (2) Growth and learning progress portfolio
(3) Standardized achievement test (4) Standardized intelligence test
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ÁŸ/¥UÃ/U •ÊÒ/U vÿʬ?§ ?ÍÀÿÊ¥?§Ÿ ?§Ê ‚?Õ¸Ÿ ?§/?UªÊ?
(1) ‚?¸üÊ?c?U ?§Êÿ¸ ¬Ê?˜¸U»§Ê?Á‹ÿÊ? (2) ?ÎÁh •ÊÒ/U •Áœª? ¬?ªÁà ¬Ê?˜¸U»§Ê?Á‹ÿÊ?
(3) ?ÊŸ?§Ë?Χà ©¬‹Áéœ ¬/ËU?ÊáÊ (4) ?ÊŸ?§Ë?Χà ’ÈÁh ¬/UË?ÊáÊ
2. Assertion (A) : Teachers should constantly examine their own attitudes and biases while working
with children.
Reason (R) : The process of problem-solving is hindered by functional fixedness.
Choose the correct option.
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) Both (A) and (R) are false.
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ’ëøÊ?¥ ??§ ‚ÊÕ ?§Ê? ?§/UÃ? ‚?ÿ ‹ªÊÃÊ/U •¬Ÿ? S?ÿ¥ ??§ ŒÎÁc˜U?§Ê?áÊ •ÊÒ/U ¬Í?ʸª?„Ê?¥ ?§Ë ¡Ê¥ø
?§/UŸË øÊÁ„8–
?§Ê/UáÊ (R) : ‚?SÿÊ-‚?ʜʟ ?§Ë ¬?Á??§ÿÊ ?§Êÿʸà??§ ÁSÕ/UÃÊ ‚? ’ÊÁœÃ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(3) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
3. While talking about her poor marks in mathematics Avi says “I just don’t have the sense for numbers”
Avi is attributing his performance to :
(1) Luck (2) Task difficulty (3) Lack of effort (4) Lack of ability
ªÁáÊà ??¥ •¬Ÿ? p/UÊ’ •¥?§Ê?¥ ??§ ’Ê/?U ??¥ ’Êà ?§/UÃ? „È8 •Á? ?§„ÃÊ „Ò, ““?ȤÊ? •¥?§Ê?¥ ?§Ë ‚?¤Ê Ÿ„Ë¥ „Ò””–  •Á? •¬Ÿ? ¬?Œ‡Ê¸Ÿ ?§Ê
?§Ê/UáÊ Á?§‚?§Ê? ?U„/UÊ /U„Ê „Ò?
(1) Á?§S?à (2) ?§Êÿ¸ ?§Á?UŸÊ߸ (3) ?§Ê?Á‡Ê‡Ê ?§Ë ?§?Ë (4) ÿÊ?ÇÿÃÊ ?§Ê •÷Ê?
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
P-I  !JSS-24-I! A 3
4. According to Lev Vygotsky’s theory, which of the following is a recommended approach in order
to optimize students’ learning experience ?
(1) providing students with work that is completely unrelated to their current level of
understanding.
(2) providing students with work that is just beyond their current level of understanding, with
appropriate support and guidance.
(3) providing no support to students and leaving them to struggle on their own.
(4) providing students with work that they can manage and complete individually.
‹?? ?ÊÿªÊ?àS?§Ë ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ¿UÊòÊÊ?¥ ??§ ‚ËpŸ? ??§ •ŸÈ÷? ?§Ê? ’?„Ã/U ’ŸÊŸ? ??§ Á‹8 ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê 8?§
•ŸÈ‡Ê¥Á‚à ŒÎÁc˜U?§Ê?áÊ „Ò?
(1) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ ¡Ê? ©Ÿ?§Ë ‚?¤Ê ??§ ?ø?ÊŸ SÃ/U ‚? ¬Í/UË Ã/U„ ‚? •‚¥’¥ÁœÃ „Ê?–
(2) ¿UÊòÊÊ?¥ ??§ ?ø?ÊŸ SÃ/U ¬/U •ÊœÊÁ/Uà ©Ÿ?§Ê? ©Áøà ‚?Õ¸Ÿ •ÊÒ/U ?ʪ¸Œ‡Ê¸Ÿ ??§ ‚ÊÕ ?§Ê? ¬?ŒÊŸ ?§/UŸÊ–
(3) ¿UÊòÊÊ?¥ ?§Ê? ?§Ê?߸ ‚„ÊÿÃÊ Ÿ„Ë¥ Œ?ŸÊ •ÊÒ/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ‚¥ÉÊ·¸ ?§/UŸ? ??§ Á‹8 ¿UÊ?«? Œ?ŸÊ–
(4) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ Á¡‚? ?? vÿÁÄêà M§¬ ‚? ¬?’¥ÁœÃ •ÊÒ/U ¬Í/UÊ ?§/U ‚??¥§–
5. Which of the following statement best describes the role of the teacher in progressive education ?
(1) The teacher is the primary source of knowledge.
(2) The teacher serves as a facilitator.
(3) The teacher implements the prescribed curriculum ‘as it is’.
(4) The teacher leaves the children on their own to work independently.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ¬?ªÁÇÊË‹ Á‡Ê?ÊÊ ??¥ Á‡Ê?Ê?§ ?§Ë ÷ÍÁ??§Ê ?§Ê ‚’‚? •ë¿UÊ ?áʸŸ ?§/UÃÊ „Ò?
(1) Á‡Ê?Ê?§ ôÊÊŸ ?§Ê ¬?ÊÕÁ??§ dÊ?à „Ê?Ã? „Ò¥–
(2) Á‡Ê?Ê?§ 8?§ ‚ÈÁ?œÊ¬?ŒÊÃÊ ??§ M§¬ ??¥ ?§Êÿ¸ ?§/UÃ? „Ò¥–
(3) Á‡Ê?Ê?§ ÁŸœÊ¸Á/Uà ¬Ê?K??§? ?§Ê? “íÿÊ?¥ ?§Ê àÿÊ?¥” ‹ÊªÍ ?§/UÃ? „Ò¥–
(4) Á‡Ê?Ê?§ ’ëøÊ?¥ ?§Ê? S?Ã¥òÊ M§¬ ‚? ?§Êÿ¸ ?§/UŸ? ??§ Á‹8 ©Ÿ??§ „Ê‹ ¬/U ¿UÊ?«? Œ?Ã? „Ò¥–
6. Howard Gardner’s concept of Intelligence implicates that :
(1) everyone processes and understands the world in the same way.
(2) human beings differ in their abilities in different domains.
(3) intelligence has only one dimension.
(4) intelligence is only about ‘practical’ learning.
„ÊÚ?«¸U ªÊ«¸UŸ/U ?§Ë ŒË ªß¸ ’ÈÁh ?§Ë •?œÊ/UáÊÊ ?§Ê ÁŸÁ„ÃÊÕ¸ „Ò Á?§ —
(1) ‚÷Ë ‹Ê?ª ŒÈÁŸÿÊ ?§Ê? ‚?ÊŸ M§¬ ‚? ‚?¤ÊÃ? •ÊÒ/U ‚¥‚ÊÁœÃ ?§/UÃ? „Ò¥–
(2) •‹ª-•‹ª •ÊÿÊ?Ê?¥ ??¥ ‹Ê?ªÊ?¥ ?§Ë •‹ª-•‹ª ÿÊ?ÇÿÃÊ8° „Ê?ÃË „Ò¥–
(3) ’ÈÁh ?§Ê ??§?‹ 8?§ „Ë •ÊÿÊ? „Ê?ÃÊ „Ò–
(4) ’ÈÁh ??§?‹ ¬?ÿÊ?ªÊà??§ •Áœª? ‚? ‚¥’¥ÁœÃ „Ò–
7. Which of the following sequence of representation of concept is in accordance with children’s
gradual development of cognitive abilities ?
(1) action-based, image-based, symbol-based
(2) image-based, symbol-based, action-based
(3) symbol-based, action-based, image-based
(4) symbol-based, image-based, action-based
ÁŸêŸÁ‹Ápà ??¥ ‚? •?œÊ/UáÊÊ ??§ ÁŸM§¬áÊ ?§Ê ?§ÊÒŸ-‚Ê ??§? ’ëøÊ?¥ ?§Ë ‚¥ôÊÊŸÊà??§ ?Ê?ÃÊ•Ê?¥ ??§ ©ûÊ/UÊ?ûÊ/U Á??§Ê‚ ??§ •ŸÈ‚Ê/U „Ò?
(1) Á??§ÿÊ-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ, ‚¥??§Ã-•ÊœÊÁ/UÃ
(2) ¿UÁ?-•ÊœÊÁ/UÃ, ‚¥??§Ã-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ
(3) ‚¥??§Ã-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ
(4) ‚¥??§Ã-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ
P-I  !JSS-24-I! A
4
8. Assertion (A) : Teachers should provide emotional support to children in the classrooms to ensure
effective learning.
Reason (R) : Emotions and cognition are related to each other in complex ways.
Choose the correct option.
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) Both (A) and (R) are false.
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ?§?ÊÊ ??¥ ¬?÷Ê?Ë ‚¥ôÊÊŸ ‚ÈÁŸÁ‡øà ?§/UŸ? ??§ Á‹8 ’ìÊÊ?¥ ?§Ê? ‚¥??ªÊà??§ ‚„Ê/UÊ Œ?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ‚¥??ª ? ‚¥ôÊÊŸ 8?§ ŒÍ‚/?U ‚? ¡Á˜U‹ M§¬ ‚? ‚¥’¥ÁœÃ „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(3) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
9. Which of the following statement about development is correct ?
(1) Development is a discontinuous process.
(2) Development occurs in a spiral manner, not linear.
(3) Development proceeds from specific to general.
(4) Different aspects of development are independent to each other.
Á??§Ê‚ ??§ ‚ãŒ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ‚„Ë „Ò?
(1) Á??§Ê‚ 8?§ •‚Ãà ¬?Á??§ÿÊ „Ò–
(2) Á??§Ê‚ øÁ??§ÿ Ã/UË??§ ‚? „Ê?ÃÊ „Ò, /ÒUÁp?§ Ÿ„Ë¥–
(3) Á??§Ê‚ Á?Á‡Êc˜U ‚? ‚Ê?Êãÿ ?§Ë •Ê?/U ’…?ÃÊ „Ò–
(4) Á??§Ê‚ ??§ Á?Á÷㟠¬„‹Í 8?§-ŒÍ‚/?U ‚? S?Ã¥òÊ „Ê?Ã? „Ò¥–
10. According to Lev Vygotsky, children regulate their own behaviour through the :
(1) Processes of adaptation (2) Use of inner speech
(3) Process of equilibration (4) Use of self-reinforcement
‹?? ?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U, ’ëø? •¬Ÿ? S?ÿ¥ ??§ vÿ?„Ê/U ?§Ê? Á?§‚ ¬??§Ê/U ÁŸÿÁ?à ?§/UÃ? „Ò¥?
(1) •ŸÈ?ͧ‹Ÿ ?§Ë ¬?Á??§ÿÊ8° mÊ/UÊ (2) •Êà? ?Ê?˜§ ??§ ¬?ÿÊ?ª mÊ/UÊ
(3) ‚¥ÃÈ‹Ë?§/UáÊ ?§Ë ¬?Á??§ÿÊ mÊ/UÊ (4) pÈŒ ?§Ê? ¬ÈŸ’¸‹Ÿ ??§ ©¬ÿÊ?ª mÊ/UÊ
11. Which pedagogical approach would be adopted by teachers who firmly believe in constructivism
to teach concepts of floating and sinking to class V children ?
(1) Lecture method (2) Showing videos
(3) Showing power point presentation (4) Guided discovery
?§?ÊÊ ¬Ê°ø?Ë¥ ??§ ’ëøÊ?¥ ?§Ê? ÃÒ/UŸ? •ÊÒ/U «ÍU’Ÿ? ?§Ë •?œÊ/UáÊÊ•Ê?¥ ?§Ê? ¬…?ÊŸ? ??§ Á‹8 ‚¥/UøŸÊ?ÊŒ ??¥ ŒÎ…? Á?‡?Ê‚ /UpŸ? ?Ê‹? Á‡Ê?Ê?§Ê?¥
mÊ/UÊ ?§ÊÒŸ-‚Ê ‡ÊÒ?ÊÁáÊ?§ ŒÎÁc˜U?§Ê?áÊ •¬ŸÊÿÊ ¡Ê8ªÊ?
(1) vÿÊÅÿÊŸ Á?Áœ (2) ?ËÁ«UÿÊ? ÁŒpÊŸÊ
(3) ¬Ê?/U å?Êߥ˜U ¬?SÃÈÃË?§/UáÊ ÁŒpÊŸÊ (4) ÁŸŒ?¸Á‡Êà pÊ?¡
P-I  !JSS-24-I! A 5
12. Which of the following is not an effective memory technique for meaningful learning ?
(1) Rote Rehearsal (2) Mnemonics
(3) Concept Mapping (4) Elaborative Rehearsal
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ë ‚ÊÕ¸?§ ‚ËpŸ? ??§ Á‹8 8?§ ¬?÷Ê?Ë S?ÎÁà Ã?§ŸË?§ Ÿ„Ë¥ „Ò?
(1) /U˜UŸ? ? ŒÊ?„/UÊ? (2) S?ÎÁà ‚„Êÿ?§ Á?ÁœÿÊ°
(3) ‚¥?§À¬ŸÊ ÁøòÊáÊ (4) Á?SÃÎà ŒÊ?„/UÊ?
13. Which of the following is not a characteristic of a well-formulated critical thinking question ?
(1) It is open-ended and allows for multiple answers.
(2) It is based primarily on factual information.
(3) It requires analysis and evaluation of information.
(4) It promotes higher-level thinking and problem-solving skills.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê 8?§ •ë¿UË Ã/U„ ‚? ÃÒÿÊ/U Á?§8 ª8 •Ê‹Ê?øŸÊà??§ ‚Ê?ø ?Ê‹? ¬?‡Ÿ ?§Ë Á?‡Ê?·ÃÊ Ÿ„Ë¥ „Ò?
(1) ÿ„ pÈ‹Ê ¬?‡Ÿ „Ò •ÊÒ/U ?§ß¸ ©ûÊ/UÊ?¥ ?§Ê? ¬?SÃÈà ?§/UŸ? ?§Ë •ŸÈ?Áà Œ?ÃÊ „Ò–
(2) ÿ„ ?ÈÅÿ M§¬ ‚? ÃâÿÊà??§ ¡ÊŸ?§Ê/UË ¬/U •ÊœÊÁ/Uà „Ò–
(3) ß‚??¥ ‚ÍøŸÊ ??§ Á?‡‹?·áÊ •ÊÒ/U ?ÍÀÿÊ¥?§Ÿ ?§Ë •Ê?‡ÿ?§ÃÊ „Ê?ÃË „Ò–
(4) ÿ„ ©ëø SÃ/UËÿ ‚Ê?ø •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ê҇ʋ ?§Ê? ’…?Ê?Ê Œ?ÃÊ „Ò–
14. Assertion (A) : Classroom pedagogy should be culturally responsive to meet the needs of students
from diverse cultural backgrounds.
Reason (R) : Equity in classroom can be ensured only through standardized curriculum and
assessment.
Choose the correct option.
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) Both (A) and (R) are false.
•Á÷?§ÕŸ (A) : Á?Á?œ ‚Ê¥S?ΧÁÃ?§ ¬Îc?U÷ÍÁ? ‚? ¿UÊòÊÊ?¥ ?§Ë ¡M§/UÃÊ?¥ ?§Ê? ¬Í/UÊ ?§/UŸ? ??§ Á‹8 ?§?ÊÊ Á‡Ê?ÊáÊ ?§Ê? ‚Ê¥S?ΧÁÃ?§ M§¬
‚? ©ûÊ/UŒÊÿË „Ê?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ?§?ÊÊ ??¥ ‚?ÃÊ ??§?‹ ?ÊŸ?§Ë?Χà ¬Ê?˜Uÿøÿʸ ? •Ê?§‹Ÿ ??§ mÊ/UÊ ‚ÈÁŸÁ‡øà ?§Ë ¡Ê ‚?§ÃË „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(3) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „¥Ò–
15. Jagriti has learned that her dog, Rusty, is a Golden Retriever.  When she sees another dog that
looks similar to Rusty but is a different breed, she calls it a dog too.  According to Jean Piaget’s
theory of cognitive development, which concept does this demonstrate ?
(1) Egocentrism (2) Object permanence
(3) Conservation (4) Assimilation
¡ÊªÎÁà ?§Ê? ¬ÃÊ ø‹ ªÿÊ „Ò Á?§ ©‚?§Ê ?ȧûÊÊ /US˜UË 8?§ ªÊ?À«UŸ Á/U˜?UË?/U „Ò–  ¡’ ?„ 8?§ •ÊÒ/U ?ȧûÊ? ?§Ê? Œ?pÃË „Ò ¡Ê? /US˜UË ¡Ò‚Ê
ÁŒpÃÊ „Ò ‹?Á?§Ÿ 8?§ •‹ª ŸS‹ ?§Ê „Ò, ÃÊ? ?„ ©‚? ÷Ë ?ȧûÊÊ „Ë ‚?¤ÊÃË „Ò–  ¡ËŸ Á¬ÿÊ¡? ??§ ‚¥ôÊÊŸÊà??§ Á??§Ê‚ ??§ Á‚hÊ¥Ã
??§ •ŸÈ‚Ê/U ÿ„ Á?§‚ •?œÊ/UáÊÊ ?§Ê? ¬?ŒÁ‡Ê¸Ã ?§/UÃÊ „Ò?
(1) •„¥??§ÁãŒ?ÃÊ (2) ?SÃÈ SÕÊÁÿà?
(3) ‚¥/U?ÊáÊ (4) ‚?ÊÿÊ?¡Ÿ