CTET Previous Year Question Paper - 1 Set B (July - 2024) | CTET Previous Year Question Papers - CTET & State TET PDF Download

 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 B.  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 B 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 B „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 B ?§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
B
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 B.  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 B 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 B „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 B ?§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
B
P-I  !JSS-24-I! B
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Growth in height and weight of children is an example of :
(1) Qualitative change (2) Change in affective domain
(3) Change in cognitive domain (4) Quantitative change
’ëøÊ?¥ ?§Ë ‹ê’Ê߸ •ÊÒ/U ?¡Ÿ ??¥ ?ÎÁh Á?§‚?§Ê ©ŒÊ„/UáÊ „Ò?
(1) ªÈáÊÊà??§ ¬Á/U?øŸ (2) ÷Ê?Êà??§ ¬Á/U?øŸ
(3) ‚¥ôÊÊŸÊà??§ ¬Á/U?øŸ (4) ?ÊòÊÊà??§ ¬Á/U?øŸ
2. As per Jean Piaget, pre-operational stage is characterized by abilities to perform :
(1) Conservation and abstract thinking
(2) Imitation and reversibility
(3) Symbolic play and animism
(4) Classification and seriation
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ?§ÊÒŸ-‚Ë ?Ê?ÃÊ8° ¬Í?¸-‚¥Á??§ÿÊà??§ •?SÕÊ ?§Ë Á?‡Ê?·ÃÊ „Ò¥?
(1) ‚¥/U?ÊáÊ •ÊÒ/U •?Íø Áø¥ÃŸ
(2) Ÿ?§‹ •ÊÒ/U ¬?ÁÃ?Ã˸ÃÊ
(3) ¬?ÃË?§Êà??§ p?‹ •ÊÒ/U ¡Ë??ÊŒ
(4) ?ªË¸?§/UáÊ •ÊÒ/U ??§?’Œ˜œÃÊ
3. What is the primary purpose of asking critical thinking questions ?
(1) To assess students’ knowledge and understanding skills.
(2) To promote higher-level thinking and problem-solving skills.
(3) To encourage students to memorize information.
(4) To enable students to develop procedural knowledge.
•Ê‹Ê?øŸÊà??§ ‚Ê?ø ?Ê‹? ¬?‡Ÿ ¬Í¿UŸ? ?§Ê ¬?ÊÕÁ??§ ©g?‡ÿ ÄÿÊ „Ò?
(1) ¿UÊòÊÊ?¥ ??§ ôÊÊŸ •ÊÒ/U ‚?¤Ê ?§Ê҇ʋ ?§Ê •Ê?§‹Ÿ ?§/UŸ? ??§ Á‹8–
(2) ©ëø SÃ/UËÿ ‚Ê?ø •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ê҇ʋ ?§Ê? ’…?Ê?Ê Œ?ŸÊ–
(3) ¿UÊòÊÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ÿÊŒ /UpŸ? ??§ Á‹8 ¬?Ê?à‚ÊÁ„à ?§/UŸÊ–
(4) ¿UÊòÊÊ?¥ ?§Ê? ¬?Á??§ÿÊà??§ ôÊÊŸ Á??§Á‚à ?§/UŸ? ??¥ ‚?Ê? ’ŸÊŸÊ–
4. Heredity totally determine an individual’s :
(i) Sex (ii) Gender
(iii) Academic Success (iv) Learning Style
(1) (ii) (2) (i), (iii), (iv) (3) (ii), (iii), (iv) (4) (i)
•ÊŸÈ?¥Á‡Ê?§ÃÊ ¬Í/UË Ã/U„ ‚? 8?§ vÿÁÄà ??§/?§Ë __________ ?§Ê ÁŸœÊ¸/UáÊ ?§/UÃË „Ò–
(i) ‚?Ä‚ (ii) ¡?¥«U/U
(iii) ‡ÊÒ?ÊÁáÊ?§ ‚»§‹ÃÊ (iv) ‚ËpŸ? ?§Ë ‡ÊÒ‹Ë
(1) (ii) (2) (i), (iii), (iv) (3) (ii), (iii), (iv) (4) (i)
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 B.  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 B 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 B „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 B ?§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
B
P-I  !JSS-24-I! B
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Growth in height and weight of children is an example of :
(1) Qualitative change (2) Change in affective domain
(3) Change in cognitive domain (4) Quantitative change
’ëøÊ?¥ ?§Ë ‹ê’Ê߸ •ÊÒ/U ?¡Ÿ ??¥ ?ÎÁh Á?§‚?§Ê ©ŒÊ„/UáÊ „Ò?
(1) ªÈáÊÊà??§ ¬Á/U?øŸ (2) ÷Ê?Êà??§ ¬Á/U?øŸ
(3) ‚¥ôÊÊŸÊà??§ ¬Á/U?øŸ (4) ?ÊòÊÊà??§ ¬Á/U?øŸ
2. As per Jean Piaget, pre-operational stage is characterized by abilities to perform :
(1) Conservation and abstract thinking
(2) Imitation and reversibility
(3) Symbolic play and animism
(4) Classification and seriation
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ?§ÊÒŸ-‚Ë ?Ê?ÃÊ8° ¬Í?¸-‚¥Á??§ÿÊà??§ •?SÕÊ ?§Ë Á?‡Ê?·ÃÊ „Ò¥?
(1) ‚¥/U?ÊáÊ •ÊÒ/U •?Íø Áø¥ÃŸ
(2) Ÿ?§‹ •ÊÒ/U ¬?ÁÃ?Ã˸ÃÊ
(3) ¬?ÃË?§Êà??§ p?‹ •ÊÒ/U ¡Ë??ÊŒ
(4) ?ªË¸?§/UáÊ •ÊÒ/U ??§?’Œ˜œÃÊ
3. What is the primary purpose of asking critical thinking questions ?
(1) To assess students’ knowledge and understanding skills.
(2) To promote higher-level thinking and problem-solving skills.
(3) To encourage students to memorize information.
(4) To enable students to develop procedural knowledge.
•Ê‹Ê?øŸÊà??§ ‚Ê?ø ?Ê‹? ¬?‡Ÿ ¬Í¿UŸ? ?§Ê ¬?ÊÕÁ??§ ©g?‡ÿ ÄÿÊ „Ò?
(1) ¿UÊòÊÊ?¥ ??§ ôÊÊŸ •ÊÒ/U ‚?¤Ê ?§Ê҇ʋ ?§Ê •Ê?§‹Ÿ ?§/UŸ? ??§ Á‹8–
(2) ©ëø SÃ/UËÿ ‚Ê?ø •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ê҇ʋ ?§Ê? ’…?Ê?Ê Œ?ŸÊ–
(3) ¿UÊòÊÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ÿÊŒ /UpŸ? ??§ Á‹8 ¬?Ê?à‚ÊÁ„à ?§/UŸÊ–
(4) ¿UÊòÊÊ?¥ ?§Ê? ¬?Á??§ÿÊà??§ ôÊÊŸ Á??§Á‚à ?§/UŸ? ??¥ ‚?Ê? ’ŸÊŸÊ–
4. Heredity totally determine an individual’s :
(i) Sex (ii) Gender
(iii) Academic Success (iv) Learning Style
(1) (ii) (2) (i), (iii), (iv) (3) (ii), (iii), (iv) (4) (i)
•ÊŸÈ?¥Á‡Ê?§ÃÊ ¬Í/UË Ã/U„ ‚? 8?§ vÿÁÄà ??§/?§Ë __________ ?§Ê ÁŸœÊ¸/UáÊ ?§/UÃË „Ò–
(i) ‚?Ä‚ (ii) ¡?¥«U/U
(iii) ‡ÊÒ?ÊÁáÊ?§ ‚»§‹ÃÊ (iv) ‚ËpŸ? ?§Ë ‡ÊÒ‹Ë
(1) (ii) (2) (i), (iii), (iv) (3) (ii), (iii), (iv) (4) (i)
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! B
3
5. Feral children, those who experienced severe (human) social deprivation since very young age
usually have delayed or hindered development and despite rehabilitation the improvement in
certain domains of development is likely to be subordinate.  This period wherein development is
significantly influenced by environmental support is called _________.
(1) intuitive period (2) native period
(3) sensitive period (4) deductive period
8?‚? ’ëø? Á¡ã„Ê?¥Ÿ? ’„Èà ?§? ©?? ‚? ª¥÷Ë/U (?ÊŸ?) ‚Ê?ÊÁ¡?§ •÷Ê? ?§Ê •ŸÈ÷? Á?§ÿÊ „Ò, •Ê?ÃÊÒ/U ¬/U ©Ÿ??§ Á??§Ê‚ ??¥ Œ?/UË
ÿÊ ’ÊœÊ ©à¬ãŸ „Ê?ÃË „Ò •ÊÒ/U ¬ÈŸ?ʸ‚ ??§ ’Ê?¡ÍŒ Á??§Ê‚ ??§ ?ȧ¿U ?Ê?òÊÊ?¥ ??¥ ‚ÈœÊ/U •œËŸSÕ „Ê?Ÿ? ?§Ë ‚¥÷Ê?ŸÊ „Ò–  ÿ„ •?Áœ
Á¡‚??¥ Á??§Ê‚ ¬ÿʸ?/UáÊËÿ ‚?Õ¸Ÿ ‚? ?„à?¬Íáʸ M§¬ ‚? ¬?÷ÊÁ?à „Ê?ÃÊ „Ò, _________ ?§„‹ÊÃË „Ò–
(1) ‚„¡ ?§Ê‹ (2) ?Í‹ ?§Ê‹
(3) ‚¥??ŒŸ‡ÊË‹ •?Áœ (4) ÁŸª?ŸÊà??§ •?Áœ
6. Which of the following would support continuous and comprehensive evaluation ?
(1) Growth and learning progress portfolio
(2) Standardized achievement test
(3) Standardized intelligence test
(4) Best works portfolio
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ÁŸ/¥UÃ/U •ÊÒ/U vÿʬ?§ ?ÍÀÿÊ¥?§Ÿ ?§Ê ‚?Õ¸Ÿ ?§/?UªÊ?
(1) ?ÎÁh •ÊÒ/U •Áœª? ¬?ªÁà ¬Ê?˜¸U»§Ê?Á‹ÿÊ?
(2) ?ÊŸ?§Ë?Χà ©¬‹Áéœ ¬/ËU?ÊáÊ
(3) ?ÊŸ?§Ë?Χà ’ÈÁh ¬/UË?ÊáÊ
(4) ‚?¸üÊ?c?U ?§Êÿ¸ ¬Ê?˜¸U»§Ê?Á‹ÿÊ?
7. 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 just beyond their current level of understanding, with
appropriate support and guidance.
(2) providing no support to students and leaving them to struggle on their own.
(3) providing students with work that they can manage and complete individually.
(4) providing students with work that is completely unrelated to their current level of
understanding.
‹?? ?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?¥ ??§ ?ø?ÊŸ SÃ/U ¬/U •ÊœÊÁ/Uà ©Ÿ?§Ê? ©Áøà ‚?Õ¸Ÿ •ÊÒ/U ?ʪ¸Œ‡Ê¸Ÿ ??§ ‚ÊÕ ?§Ê? ¬?ŒÊŸ ?§/UŸÊ–
(2) ¿UÊòÊÊ?¥ ?§Ê? ?§Ê?߸ ‚„ÊÿÃÊ Ÿ„Ë¥ Œ?ŸÊ •ÊÒ/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ‚¥ÉÊ·¸ ?§/UŸ? ??§ Á‹8 ¿UÊ?«? Œ?ŸÊ–
(3) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ Á¡‚? ?? vÿÁÄêà M§¬ ‚? ¬?’¥ÁœÃ •ÊÒ/U ¬Í/UÊ ?§/U ‚??¥§–
(4) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ ¡Ê? ©Ÿ?§Ë ‚?¤Ê ??§ ?ø?ÊŸ SÃ/U ‚? ¬Í/UË Ã/U„ ‚? •‚¥’¥ÁœÃ „Ê?–
8. Learners feel engaged and actively involved in process of learning when :
(1) focus of learning is repetition and memorization.
(2) socio-emotional needs of learners are ignored.
(3) their prior knowledge is discarded and negated.
(4) activities are related to their context.
Á‡Ê?ÊÊÕ˸ •Áœª? ¬?Á??§ÿÊ ??¥ vÿSà •ÊÒ/U ‚Á??§ÿ M§¬ ‚? ‡ÊÊÁ?‹ ?„‚Í‚ ?§/UÃ? „Ò¥ ¡’ —
(1) •Áœª? ?§Ê ’‹ ŒÊ?„/UÊ? •ÊÒ/U /U˜UŸ? ¬/U „Ê?ÃÊ „Ò–
(2) Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ë ‚Ê?ÊÁ¡?§-÷Ê?ŸÊà??§ •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ë ©¬??ÊÊ ?§Ë ¡ÊÃË „Ò–
(3) ©Ÿ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ¬ÎÕ?§ Á?§ÿÊ ¡ÊÃÊ „Ò •ÊÒ/U Ÿ?§Ê/UÊ ¡ÊÃÊ „Ò–
(4) ªÁÃÁ?ÁœÿÊ° ©Ÿ??§ ‚¥Œ÷¸ ‚? ‚¥’¥ÁœÃ „Ê?ÃË „Ò¥–
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 B.  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 B 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 B „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 B ?§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
B
P-I  !JSS-24-I! B
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Growth in height and weight of children is an example of :
(1) Qualitative change (2) Change in affective domain
(3) Change in cognitive domain (4) Quantitative change
’ëøÊ?¥ ?§Ë ‹ê’Ê߸ •ÊÒ/U ?¡Ÿ ??¥ ?ÎÁh Á?§‚?§Ê ©ŒÊ„/UáÊ „Ò?
(1) ªÈáÊÊà??§ ¬Á/U?øŸ (2) ÷Ê?Êà??§ ¬Á/U?øŸ
(3) ‚¥ôÊÊŸÊà??§ ¬Á/U?øŸ (4) ?ÊòÊÊà??§ ¬Á/U?øŸ
2. As per Jean Piaget, pre-operational stage is characterized by abilities to perform :
(1) Conservation and abstract thinking
(2) Imitation and reversibility
(3) Symbolic play and animism
(4) Classification and seriation
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ?§ÊÒŸ-‚Ë ?Ê?ÃÊ8° ¬Í?¸-‚¥Á??§ÿÊà??§ •?SÕÊ ?§Ë Á?‡Ê?·ÃÊ „Ò¥?
(1) ‚¥/U?ÊáÊ •ÊÒ/U •?Íø Áø¥ÃŸ
(2) Ÿ?§‹ •ÊÒ/U ¬?ÁÃ?Ã˸ÃÊ
(3) ¬?ÃË?§Êà??§ p?‹ •ÊÒ/U ¡Ë??ÊŒ
(4) ?ªË¸?§/UáÊ •ÊÒ/U ??§?’Œ˜œÃÊ
3. What is the primary purpose of asking critical thinking questions ?
(1) To assess students’ knowledge and understanding skills.
(2) To promote higher-level thinking and problem-solving skills.
(3) To encourage students to memorize information.
(4) To enable students to develop procedural knowledge.
•Ê‹Ê?øŸÊà??§ ‚Ê?ø ?Ê‹? ¬?‡Ÿ ¬Í¿UŸ? ?§Ê ¬?ÊÕÁ??§ ©g?‡ÿ ÄÿÊ „Ò?
(1) ¿UÊòÊÊ?¥ ??§ ôÊÊŸ •ÊÒ/U ‚?¤Ê ?§Ê҇ʋ ?§Ê •Ê?§‹Ÿ ?§/UŸ? ??§ Á‹8–
(2) ©ëø SÃ/UËÿ ‚Ê?ø •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ê҇ʋ ?§Ê? ’…?Ê?Ê Œ?ŸÊ–
(3) ¿UÊòÊÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ÿÊŒ /UpŸ? ??§ Á‹8 ¬?Ê?à‚ÊÁ„à ?§/UŸÊ–
(4) ¿UÊòÊÊ?¥ ?§Ê? ¬?Á??§ÿÊà??§ ôÊÊŸ Á??§Á‚à ?§/UŸ? ??¥ ‚?Ê? ’ŸÊŸÊ–
4. Heredity totally determine an individual’s :
(i) Sex (ii) Gender
(iii) Academic Success (iv) Learning Style
(1) (ii) (2) (i), (iii), (iv) (3) (ii), (iii), (iv) (4) (i)
•ÊŸÈ?¥Á‡Ê?§ÃÊ ¬Í/UË Ã/U„ ‚? 8?§ vÿÁÄà ??§/?§Ë __________ ?§Ê ÁŸœÊ¸/UáÊ ?§/UÃË „Ò–
(i) ‚?Ä‚ (ii) ¡?¥«U/U
(iii) ‡ÊÒ?ÊÁáÊ?§ ‚»§‹ÃÊ (iv) ‚ËpŸ? ?§Ë ‡ÊÒ‹Ë
(1) (ii) (2) (i), (iii), (iv) (3) (ii), (iii), (iv) (4) (i)
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! B
3
5. Feral children, those who experienced severe (human) social deprivation since very young age
usually have delayed or hindered development and despite rehabilitation the improvement in
certain domains of development is likely to be subordinate.  This period wherein development is
significantly influenced by environmental support is called _________.
(1) intuitive period (2) native period
(3) sensitive period (4) deductive period
8?‚? ’ëø? Á¡ã„Ê?¥Ÿ? ’„Èà ?§? ©?? ‚? ª¥÷Ë/U (?ÊŸ?) ‚Ê?ÊÁ¡?§ •÷Ê? ?§Ê •ŸÈ÷? Á?§ÿÊ „Ò, •Ê?ÃÊÒ/U ¬/U ©Ÿ??§ Á??§Ê‚ ??¥ Œ?/UË
ÿÊ ’ÊœÊ ©à¬ãŸ „Ê?ÃË „Ò •ÊÒ/U ¬ÈŸ?ʸ‚ ??§ ’Ê?¡ÍŒ Á??§Ê‚ ??§ ?ȧ¿U ?Ê?òÊÊ?¥ ??¥ ‚ÈœÊ/U •œËŸSÕ „Ê?Ÿ? ?§Ë ‚¥÷Ê?ŸÊ „Ò–  ÿ„ •?Áœ
Á¡‚??¥ Á??§Ê‚ ¬ÿʸ?/UáÊËÿ ‚?Õ¸Ÿ ‚? ?„à?¬Íáʸ M§¬ ‚? ¬?÷ÊÁ?à „Ê?ÃÊ „Ò, _________ ?§„‹ÊÃË „Ò–
(1) ‚„¡ ?§Ê‹ (2) ?Í‹ ?§Ê‹
(3) ‚¥??ŒŸ‡ÊË‹ •?Áœ (4) ÁŸª?ŸÊà??§ •?Áœ
6. Which of the following would support continuous and comprehensive evaluation ?
(1) Growth and learning progress portfolio
(2) Standardized achievement test
(3) Standardized intelligence test
(4) Best works portfolio
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ÁŸ/¥UÃ/U •ÊÒ/U vÿʬ?§ ?ÍÀÿÊ¥?§Ÿ ?§Ê ‚?Õ¸Ÿ ?§/?UªÊ?
(1) ?ÎÁh •ÊÒ/U •Áœª? ¬?ªÁà ¬Ê?˜¸U»§Ê?Á‹ÿÊ?
(2) ?ÊŸ?§Ë?Χà ©¬‹Áéœ ¬/ËU?ÊáÊ
(3) ?ÊŸ?§Ë?Χà ’ÈÁh ¬/UË?ÊáÊ
(4) ‚?¸üÊ?c?U ?§Êÿ¸ ¬Ê?˜¸U»§Ê?Á‹ÿÊ?
7. 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 just beyond their current level of understanding, with
appropriate support and guidance.
(2) providing no support to students and leaving them to struggle on their own.
(3) providing students with work that they can manage and complete individually.
(4) providing students with work that is completely unrelated to their current level of
understanding.
‹?? ?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?¥ ??§ ?ø?ÊŸ SÃ/U ¬/U •ÊœÊÁ/Uà ©Ÿ?§Ê? ©Áøà ‚?Õ¸Ÿ •ÊÒ/U ?ʪ¸Œ‡Ê¸Ÿ ??§ ‚ÊÕ ?§Ê? ¬?ŒÊŸ ?§/UŸÊ–
(2) ¿UÊòÊÊ?¥ ?§Ê? ?§Ê?߸ ‚„ÊÿÃÊ Ÿ„Ë¥ Œ?ŸÊ •ÊÒ/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ‚¥ÉÊ·¸ ?§/UŸ? ??§ Á‹8 ¿UÊ?«? Œ?ŸÊ–
(3) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ Á¡‚? ?? vÿÁÄêà M§¬ ‚? ¬?’¥ÁœÃ •ÊÒ/U ¬Í/UÊ ?§/U ‚??¥§–
(4) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ ¡Ê? ©Ÿ?§Ë ‚?¤Ê ??§ ?ø?ÊŸ SÃ/U ‚? ¬Í/UË Ã/U„ ‚? •‚¥’¥ÁœÃ „Ê?–
8. Learners feel engaged and actively involved in process of learning when :
(1) focus of learning is repetition and memorization.
(2) socio-emotional needs of learners are ignored.
(3) their prior knowledge is discarded and negated.
(4) activities are related to their context.
Á‡Ê?ÊÊÕ˸ •Áœª? ¬?Á??§ÿÊ ??¥ vÿSà •ÊÒ/U ‚Á??§ÿ M§¬ ‚? ‡ÊÊÁ?‹ ?„‚Í‚ ?§/UÃ? „Ò¥ ¡’ —
(1) •Áœª? ?§Ê ’‹ ŒÊ?„/UÊ? •ÊÒ/U /U˜UŸ? ¬/U „Ê?ÃÊ „Ò–
(2) Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ë ‚Ê?ÊÁ¡?§-÷Ê?ŸÊà??§ •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ë ©¬??ÊÊ ?§Ë ¡ÊÃË „Ò–
(3) ©Ÿ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ¬ÎÕ?§ Á?§ÿÊ ¡ÊÃÊ „Ò •ÊÒ/U Ÿ?§Ê/UÊ ¡ÊÃÊ „Ò–
(4) ªÁÃÁ?ÁœÿÊ° ©Ÿ??§ ‚¥Œ÷¸ ‚? ‚¥’¥ÁœÃ „Ê?ÃË „Ò¥–
P-I  !JSS-24-I! B
4
9. According to Lev Vygotsky, children regulate their own behaviour through the :
(1) Use of inner speech (2) Process of equilibration
(3) Use of self-reinforcement (4) Processes of adaptation
‹?? ?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U, ’ëø? •¬Ÿ? S?ÿ¥ ??§ vÿ?„Ê/U ?§Ê? Á?§‚ ¬??§Ê/U ÁŸÿÁ?à ?§/UÃ? „Ò¥?
(1) •Êà? ?Ê?˜§ ??§ ¬?ÿÊ?ª mÊ/UÊ (2) ‚¥ÃÈ‹Ë?§/UáÊ ?§Ë ¬?Á??§ÿÊ mÊ/UÊ
(3) pÈŒ ?§Ê? ¬ÈŸ’¸‹Ÿ ??§ ©¬ÿÊ?ª mÊ/UÊ (4) •ŸÈ?ͧ‹Ÿ ?§Ë ¬?Á??§ÿÊ8° mÊ/UÊ
10. 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) Object permanence (2) Conservation
(3) Assimilation (4) Egocentrism
¡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) ?SÃÈ SÕÊÁÿà? (2) ‚¥/U?ÊáÊ
(3) ‚?ÊÿÊ?¡Ÿ (4) •„¥??§ÁãŒ?ÃÊ
11. Which of the following is correct in context of gifted children ?
(1) Gifted children certainly excel in all areas academic, social and emotional.
(2) Gifted students are always happy, popular and well adjusted.
(3) Gifted students learn at comparatively advanced pace than other students.
(4) Gifted children are free from risk of learning disability.
¬?ÁÃ÷ʇÊÊ‹Ë ’ëøÊ?¥ ??§ ‚¥Œ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ‚„Ë „Ò?
(1) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ÁŸÁ‡øà M§¬ ‚? ‡ÊÒ?ÊÁáÊ?§, ‚Ê?ÊÁ¡?§ •ÊÒ/U ÷Ê?ŸÊà??§ ‚÷Ë ?Ê?òÊÊ?¥ ??¥ ©à?Χc˜UÃÊ ¬?Êåà ?§/UÃ? „Ò¥–
(2) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ „??‡ÊÊ pȇÊ, ‹Ê??§Á¬?ÿ •ÊÒ/U •ë¿UË Ã/U„ ‚? ‚?ÊÿÊ?Á¡Ã „Ê?Ã? „Ò¥–
(3) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ •ãÿ ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ??¥ •¬??ÊÊ?Χà ©ãŸÃ ªÁà ‚? ‚ËpÃ? „Ò¥–
(4) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ‚ËpŸ? ?§Ë •?Ê?ÃÊ ??§ ¡Ê?Áp? ‚? ?ÈÄà „Ê?Ã? „Ò¥–
12. 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 but (R) is not the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•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¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
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 B.  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 B 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 B „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 B ?§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
B
P-I  !JSS-24-I! B
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Growth in height and weight of children is an example of :
(1) Qualitative change (2) Change in affective domain
(3) Change in cognitive domain (4) Quantitative change
’ëøÊ?¥ ?§Ë ‹ê’Ê߸ •ÊÒ/U ?¡Ÿ ??¥ ?ÎÁh Á?§‚?§Ê ©ŒÊ„/UáÊ „Ò?
(1) ªÈáÊÊà??§ ¬Á/U?øŸ (2) ÷Ê?Êà??§ ¬Á/U?øŸ
(3) ‚¥ôÊÊŸÊà??§ ¬Á/U?øŸ (4) ?ÊòÊÊà??§ ¬Á/U?øŸ
2. As per Jean Piaget, pre-operational stage is characterized by abilities to perform :
(1) Conservation and abstract thinking
(2) Imitation and reversibility
(3) Symbolic play and animism
(4) Classification and seriation
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ?§ÊÒŸ-‚Ë ?Ê?ÃÊ8° ¬Í?¸-‚¥Á??§ÿÊà??§ •?SÕÊ ?§Ë Á?‡Ê?·ÃÊ „Ò¥?
(1) ‚¥/U?ÊáÊ •ÊÒ/U •?Íø Áø¥ÃŸ
(2) Ÿ?§‹ •ÊÒ/U ¬?ÁÃ?Ã˸ÃÊ
(3) ¬?ÃË?§Êà??§ p?‹ •ÊÒ/U ¡Ë??ÊŒ
(4) ?ªË¸?§/UáÊ •ÊÒ/U ??§?’Œ˜œÃÊ
3. What is the primary purpose of asking critical thinking questions ?
(1) To assess students’ knowledge and understanding skills.
(2) To promote higher-level thinking and problem-solving skills.
(3) To encourage students to memorize information.
(4) To enable students to develop procedural knowledge.
•Ê‹Ê?øŸÊà??§ ‚Ê?ø ?Ê‹? ¬?‡Ÿ ¬Í¿UŸ? ?§Ê ¬?ÊÕÁ??§ ©g?‡ÿ ÄÿÊ „Ò?
(1) ¿UÊòÊÊ?¥ ??§ ôÊÊŸ •ÊÒ/U ‚?¤Ê ?§Ê҇ʋ ?§Ê •Ê?§‹Ÿ ?§/UŸ? ??§ Á‹8–
(2) ©ëø SÃ/UËÿ ‚Ê?ø •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ê҇ʋ ?§Ê? ’…?Ê?Ê Œ?ŸÊ–
(3) ¿UÊòÊÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ÿÊŒ /UpŸ? ??§ Á‹8 ¬?Ê?à‚ÊÁ„à ?§/UŸÊ–
(4) ¿UÊòÊÊ?¥ ?§Ê? ¬?Á??§ÿÊà??§ ôÊÊŸ Á??§Á‚à ?§/UŸ? ??¥ ‚?Ê? ’ŸÊŸÊ–
4. Heredity totally determine an individual’s :
(i) Sex (ii) Gender
(iii) Academic Success (iv) Learning Style
(1) (ii) (2) (i), (iii), (iv) (3) (ii), (iii), (iv) (4) (i)
•ÊŸÈ?¥Á‡Ê?§ÃÊ ¬Í/UË Ã/U„ ‚? 8?§ vÿÁÄà ??§/?§Ë __________ ?§Ê ÁŸœÊ¸/UáÊ ?§/UÃË „Ò–
(i) ‚?Ä‚ (ii) ¡?¥«U/U
(iii) ‡ÊÒ?ÊÁáÊ?§ ‚»§‹ÃÊ (iv) ‚ËpŸ? ?§Ë ‡ÊÒ‹Ë
(1) (ii) (2) (i), (iii), (iv) (3) (ii), (iii), (iv) (4) (i)
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! B
3
5. Feral children, those who experienced severe (human) social deprivation since very young age
usually have delayed or hindered development and despite rehabilitation the improvement in
certain domains of development is likely to be subordinate.  This period wherein development is
significantly influenced by environmental support is called _________.
(1) intuitive period (2) native period
(3) sensitive period (4) deductive period
8?‚? ’ëø? Á¡ã„Ê?¥Ÿ? ’„Èà ?§? ©?? ‚? ª¥÷Ë/U (?ÊŸ?) ‚Ê?ÊÁ¡?§ •÷Ê? ?§Ê •ŸÈ÷? Á?§ÿÊ „Ò, •Ê?ÃÊÒ/U ¬/U ©Ÿ??§ Á??§Ê‚ ??¥ Œ?/UË
ÿÊ ’ÊœÊ ©à¬ãŸ „Ê?ÃË „Ò •ÊÒ/U ¬ÈŸ?ʸ‚ ??§ ’Ê?¡ÍŒ Á??§Ê‚ ??§ ?ȧ¿U ?Ê?òÊÊ?¥ ??¥ ‚ÈœÊ/U •œËŸSÕ „Ê?Ÿ? ?§Ë ‚¥÷Ê?ŸÊ „Ò–  ÿ„ •?Áœ
Á¡‚??¥ Á??§Ê‚ ¬ÿʸ?/UáÊËÿ ‚?Õ¸Ÿ ‚? ?„à?¬Íáʸ M§¬ ‚? ¬?÷ÊÁ?à „Ê?ÃÊ „Ò, _________ ?§„‹ÊÃË „Ò–
(1) ‚„¡ ?§Ê‹ (2) ?Í‹ ?§Ê‹
(3) ‚¥??ŒŸ‡ÊË‹ •?Áœ (4) ÁŸª?ŸÊà??§ •?Áœ
6. Which of the following would support continuous and comprehensive evaluation ?
(1) Growth and learning progress portfolio
(2) Standardized achievement test
(3) Standardized intelligence test
(4) Best works portfolio
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ÁŸ/¥UÃ/U •ÊÒ/U vÿʬ?§ ?ÍÀÿÊ¥?§Ÿ ?§Ê ‚?Õ¸Ÿ ?§/?UªÊ?
(1) ?ÎÁh •ÊÒ/U •Áœª? ¬?ªÁà ¬Ê?˜¸U»§Ê?Á‹ÿÊ?
(2) ?ÊŸ?§Ë?Χà ©¬‹Áéœ ¬/ËU?ÊáÊ
(3) ?ÊŸ?§Ë?Χà ’ÈÁh ¬/UË?ÊáÊ
(4) ‚?¸üÊ?c?U ?§Êÿ¸ ¬Ê?˜¸U»§Ê?Á‹ÿÊ?
7. 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 just beyond their current level of understanding, with
appropriate support and guidance.
(2) providing no support to students and leaving them to struggle on their own.
(3) providing students with work that they can manage and complete individually.
(4) providing students with work that is completely unrelated to their current level of
understanding.
‹?? ?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?¥ ??§ ?ø?ÊŸ SÃ/U ¬/U •ÊœÊÁ/Uà ©Ÿ?§Ê? ©Áøà ‚?Õ¸Ÿ •ÊÒ/U ?ʪ¸Œ‡Ê¸Ÿ ??§ ‚ÊÕ ?§Ê? ¬?ŒÊŸ ?§/UŸÊ–
(2) ¿UÊòÊÊ?¥ ?§Ê? ?§Ê?߸ ‚„ÊÿÃÊ Ÿ„Ë¥ Œ?ŸÊ •ÊÒ/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ‚¥ÉÊ·¸ ?§/UŸ? ??§ Á‹8 ¿UÊ?«? Œ?ŸÊ–
(3) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ Á¡‚? ?? vÿÁÄêà M§¬ ‚? ¬?’¥ÁœÃ •ÊÒ/U ¬Í/UÊ ?§/U ‚??¥§–
(4) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ ¡Ê? ©Ÿ?§Ë ‚?¤Ê ??§ ?ø?ÊŸ SÃ/U ‚? ¬Í/UË Ã/U„ ‚? •‚¥’¥ÁœÃ „Ê?–
8. Learners feel engaged and actively involved in process of learning when :
(1) focus of learning is repetition and memorization.
(2) socio-emotional needs of learners are ignored.
(3) their prior knowledge is discarded and negated.
(4) activities are related to their context.
Á‡Ê?ÊÊÕ˸ •Áœª? ¬?Á??§ÿÊ ??¥ vÿSà •ÊÒ/U ‚Á??§ÿ M§¬ ‚? ‡ÊÊÁ?‹ ?„‚Í‚ ?§/UÃ? „Ò¥ ¡’ —
(1) •Áœª? ?§Ê ’‹ ŒÊ?„/UÊ? •ÊÒ/U /U˜UŸ? ¬/U „Ê?ÃÊ „Ò–
(2) Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ë ‚Ê?ÊÁ¡?§-÷Ê?ŸÊà??§ •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ë ©¬??ÊÊ ?§Ë ¡ÊÃË „Ò–
(3) ©Ÿ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ¬ÎÕ?§ Á?§ÿÊ ¡ÊÃÊ „Ò •ÊÒ/U Ÿ?§Ê/UÊ ¡ÊÃÊ „Ò–
(4) ªÁÃÁ?ÁœÿÊ° ©Ÿ??§ ‚¥Œ÷¸ ‚? ‚¥’¥ÁœÃ „Ê?ÃË „Ò¥–
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9. According to Lev Vygotsky, children regulate their own behaviour through the :
(1) Use of inner speech (2) Process of equilibration
(3) Use of self-reinforcement (4) Processes of adaptation
‹?? ?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U, ’ëø? •¬Ÿ? S?ÿ¥ ??§ vÿ?„Ê/U ?§Ê? Á?§‚ ¬??§Ê/U ÁŸÿÁ?à ?§/UÃ? „Ò¥?
(1) •Êà? ?Ê?˜§ ??§ ¬?ÿÊ?ª mÊ/UÊ (2) ‚¥ÃÈ‹Ë?§/UáÊ ?§Ë ¬?Á??§ÿÊ mÊ/UÊ
(3) pÈŒ ?§Ê? ¬ÈŸ’¸‹Ÿ ??§ ©¬ÿÊ?ª mÊ/UÊ (4) •ŸÈ?ͧ‹Ÿ ?§Ë ¬?Á??§ÿÊ8° mÊ/UÊ
10. 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) Object permanence (2) Conservation
(3) Assimilation (4) Egocentrism
¡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) ?SÃÈ SÕÊÁÿà? (2) ‚¥/U?ÊáÊ
(3) ‚?ÊÿÊ?¡Ÿ (4) •„¥??§ÁãŒ?ÃÊ
11. Which of the following is correct in context of gifted children ?
(1) Gifted children certainly excel in all areas academic, social and emotional.
(2) Gifted students are always happy, popular and well adjusted.
(3) Gifted students learn at comparatively advanced pace than other students.
(4) Gifted children are free from risk of learning disability.
¬?ÁÃ÷ʇÊÊ‹Ë ’ëøÊ?¥ ??§ ‚¥Œ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ‚„Ë „Ò?
(1) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ÁŸÁ‡øà M§¬ ‚? ‡ÊÒ?ÊÁáÊ?§, ‚Ê?ÊÁ¡?§ •ÊÒ/U ÷Ê?ŸÊà??§ ‚÷Ë ?Ê?òÊÊ?¥ ??¥ ©à?Χc˜UÃÊ ¬?Êåà ?§/UÃ? „Ò¥–
(2) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ „??‡ÊÊ pȇÊ, ‹Ê??§Á¬?ÿ •ÊÒ/U •ë¿UË Ã/U„ ‚? ‚?ÊÿÊ?Á¡Ã „Ê?Ã? „Ò¥–
(3) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ •ãÿ ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ??¥ •¬??ÊÊ?Χà ©ãŸÃ ªÁà ‚? ‚ËpÃ? „Ò¥–
(4) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ‚ËpŸ? ?§Ë •?Ê?ÃÊ ??§ ¡Ê?Áp? ‚? ?ÈÄà „Ê?Ã? „Ò¥–
12. 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 but (R) is not the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•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¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
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13. 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) Task difficulty (2) Lack of effort (3) Lack of ability (4) Luck
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) ?§Êÿ¸ ?§Á?UŸÊ߸ (2) ?§Ê?Á‡Ê‡Ê ?§Ë ?§?Ë (3) ÿÊ?ÇÿÃÊ ?§Ê •÷Ê? (4) Á?§S?Ã
14. 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 but (R) is not the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•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¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
15. Which of the following sequence of representation of concept is in accordance with children’s
gradual development of cognitive abilities ?
(1) image-based, symbol-based, action-based
(2) symbol-based, action-based, image-based
(3) symbol-based, image-based, action-based
(4) action-based, image-based, symbol-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) ¿UÁ?-•ÊœÊÁ/UÃ, ‚¥??§Ã-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ
(2) ‚¥??§Ã-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ
(3) ‚¥??§Ã-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ, Á??§ÿÊ-•ÊœÊÁ/UÃ
(4) Á??§ÿÊ-•ÊœÊÁ/UÃ, ¿UÁ?-•ÊœÊÁ/UÃ, ‚¥??§Ã-•ÊœÊÁ/UÃ
16. Preconceived generalizations about behaviour of various gender are called :
(1) Gender discriminations (2) Gender identity
(3) Gender typing (4) Gender stereotypes
Á?Á÷㟠¡?¥«U/U ??§ vÿ?„Ê/U ??§ ’Ê/?U ??¥ ¬Í?¸?§ÁÀ¬Ã ‚Ê?ÊãÿË?§/UáÊ ÄÿÊ ?§„‹ÊÃ? „Ò¥?
(1) ¡?¥«U/U ÷?Œ÷Ê? (2) ¡?¥«U/U ¬„øÊŸ
(3) ¡?¥«U/U ¬?ÊM§¬ (4) ¡?¥«U/U M§Á…??ÊÁŒÃÊ