CTET Previous Year Question Paper - 1 Set L (Jan - 2024) | CTET (Central Teacher Eligibility Test) Mock Test Series 2024 - CTET & State TET PDF Download

 Page 1


SAS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
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 L.  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 L 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 : ____________________________________________________________________________________________
!SAS-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 L „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 L ?§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
L
Page 2


SAS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
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 L.  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 L 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 : ____________________________________________________________________________________________
!SAS-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 L „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 L ?§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
L
P-I  !SAS-24-I! L
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
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–
1. Which of the following would not be characterised as formative assessment ?
(1) An assessment used to identify misconceptions in a student’s learning.
(2) An assessment given at the beginning of a new concept to determine students’ prior
knowledge.
(3) An assessment given during the class to provide ongoing feedback to students and teachers.
(4) An assessment task that is helpful in comparing students as per a standard set of criteria.
ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚? /UøŸÊà??§ ?ÍÀÿÊ¥?§Ÿ Ÿ„Ë¥ ?ÊŸÊ ¡Ê8ªÊ?
(1) 8?§ •Ê?§‹Ÿ 8?§ ¿UÊòÊ ??§ ‚ËpŸ? ??¥ ª‹Ã œÊ/UáÊÊ•Ê?¥ ?§Ë ¬„øÊŸ ?§/UŸ? ??§ Á‹8 ¬?ÿÊ?ª Á?§ÿÊ ¡ÊÃÊ „Ò–
(2) ¿UÊòÊÊ?¥ ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ÁŸœÊ¸Á/Uà ?§/UŸ? ??§ Á‹8 8?§ Ÿß¸ •?œÊ/UáÊÊ ?§Ë ‡ÊÈL§•Êà ??¥ ÁŒÿÊ ªÿÊ •Ê?§‹Ÿ–
(3) ¿UÊòÊÊ?¥ •ÊÒ/U Á‡Ê?Ê?§Ê?¥ ?§Ê? •ª?ªÊ?Ë ¬?ÁìÈÁc˜U ¬?ŒÊŸ ?§/UŸ? ??§ Á‹8 ?§?ÊÊ ??§ ŒÊÒ/UÊŸ ÁŒÿÊ ªÿÊ ?ÍÀÿÊ¥?§Ÿ–
(4) 8?§ ?ÍÀÿÊ¥?§Ÿ ?§Êÿ¸ ¡Ê? ?ÊŸŒ¥«U ??§ 8?§ ?ÊŸ?§ ¬Ò?ÊŸ? ??§ •ŸÈ‚Ê/U ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ?§/UŸ? ??¥ ‚„Êÿ?§ „Ê?ÃÊ „Ò–
2. As per Howard Gardner’s theory of multiple intelligence, which of the following set represents
correct match of intelligence and associated characteristics ?
(1) Spatial : skill of appreciating the natural world
(2) Intrapersonal : skill in understanding and relating to others
(3) Logical-Mathematical : skill of dance or athletic abilities
(4) Musical : performance or composition skills
„Ê?«¸U ªÊ«¸UŸ/U ??§ ’„È’ÈÁh ??§ Á‚h¥Êà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ‚?˜U ’ÈÁh •ÊÒ/U ©‚??§ ‚¥’¥ÁœÃ Á?‡Ê?·ÃÊ•Ê?¥ ??§ ‚„Ë
??‹ ?§Ê ¬?ÁÃÁŸÁœà? ?§/UÃÊ „Ò?
(1) SÕÊÁŸ?§ — ¬?Ê?ΧÁÃ?§ ?ÊÃÊ?/UáÊ ?§Ë ‚/UÊ„ŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
(2) •¥Ã?ÒÿÁÄÃ?§ — ŒÍ‚/UÊ?¥ ?§Ê? ‚?¤ÊŸ? •ÊÒ/U ©Ÿ??§ ‚ÊÕ ‚¥’¥œ SÕÊÁ¬Ã ?§/UŸ? ??§ ?§Ê҇ʋ
(3) ÃÊÁ?¸§?§-ªÁáÊÃËÿ — ŸÎàÿ ÿÊ ??§Ë«?Ê-‚¥’¥œË ?Ê?ÃÊ8°
(4) ‚¥ªËÃ?ÿ — ¬?Œ‡Ê¸Ÿ ÿÊ /UøŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
3. According to attribution theory of motivation which of the following is more likely to result in
persistent effort and improved performance ?
(1) External attribution for failure as well as success
(2) An internal attribution for success and an external attribution for failure
(3) An external attribution for success and an internal attribution for failure
(4) Internal attribution for failure as well as success
•Á÷¬??/UáÊÊ ??§ •Ê/UÊ?¬áÊ Á‚hʥà ??§ •ŸÈ‚Ê/U ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚‚? ‹ªÊÃÊ/U ?§Ê?Á‡Ê‡Ê •ÊÒ/U ’?„Ã/U ¬?Œ‡Ê¸Ÿ ?§Ë ‚¥÷Ê?ŸÊ „Ò?
(1) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 ’Ê„/UË •Ê/Ê?¬áÊ
(2) ‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ
(3) ‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/UÊ?¬áÊ
(4) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ
Page 3


SAS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
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 L.  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 L 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 : ____________________________________________________________________________________________
!SAS-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 L „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 L ?§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
L
P-I  !SAS-24-I! L
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
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–
1. Which of the following would not be characterised as formative assessment ?
(1) An assessment used to identify misconceptions in a student’s learning.
(2) An assessment given at the beginning of a new concept to determine students’ prior
knowledge.
(3) An assessment given during the class to provide ongoing feedback to students and teachers.
(4) An assessment task that is helpful in comparing students as per a standard set of criteria.
ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚? /UøŸÊà??§ ?ÍÀÿÊ¥?§Ÿ Ÿ„Ë¥ ?ÊŸÊ ¡Ê8ªÊ?
(1) 8?§ •Ê?§‹Ÿ 8?§ ¿UÊòÊ ??§ ‚ËpŸ? ??¥ ª‹Ã œÊ/UáÊÊ•Ê?¥ ?§Ë ¬„øÊŸ ?§/UŸ? ??§ Á‹8 ¬?ÿÊ?ª Á?§ÿÊ ¡ÊÃÊ „Ò–
(2) ¿UÊòÊÊ?¥ ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ÁŸœÊ¸Á/Uà ?§/UŸ? ??§ Á‹8 8?§ Ÿß¸ •?œÊ/UáÊÊ ?§Ë ‡ÊÈL§•Êà ??¥ ÁŒÿÊ ªÿÊ •Ê?§‹Ÿ–
(3) ¿UÊòÊÊ?¥ •ÊÒ/U Á‡Ê?Ê?§Ê?¥ ?§Ê? •ª?ªÊ?Ë ¬?ÁìÈÁc˜U ¬?ŒÊŸ ?§/UŸ? ??§ Á‹8 ?§?ÊÊ ??§ ŒÊÒ/UÊŸ ÁŒÿÊ ªÿÊ ?ÍÀÿÊ¥?§Ÿ–
(4) 8?§ ?ÍÀÿÊ¥?§Ÿ ?§Êÿ¸ ¡Ê? ?ÊŸŒ¥«U ??§ 8?§ ?ÊŸ?§ ¬Ò?ÊŸ? ??§ •ŸÈ‚Ê/U ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ?§/UŸ? ??¥ ‚„Êÿ?§ „Ê?ÃÊ „Ò–
2. As per Howard Gardner’s theory of multiple intelligence, which of the following set represents
correct match of intelligence and associated characteristics ?
(1) Spatial : skill of appreciating the natural world
(2) Intrapersonal : skill in understanding and relating to others
(3) Logical-Mathematical : skill of dance or athletic abilities
(4) Musical : performance or composition skills
„Ê?«¸U ªÊ«¸UŸ/U ??§ ’„È’ÈÁh ??§ Á‚h¥Êà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ‚?˜U ’ÈÁh •ÊÒ/U ©‚??§ ‚¥’¥ÁœÃ Á?‡Ê?·ÃÊ•Ê?¥ ??§ ‚„Ë
??‹ ?§Ê ¬?ÁÃÁŸÁœà? ?§/UÃÊ „Ò?
(1) SÕÊÁŸ?§ — ¬?Ê?ΧÁÃ?§ ?ÊÃÊ?/UáÊ ?§Ë ‚/UÊ„ŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
(2) •¥Ã?ÒÿÁÄÃ?§ — ŒÍ‚/UÊ?¥ ?§Ê? ‚?¤ÊŸ? •ÊÒ/U ©Ÿ??§ ‚ÊÕ ‚¥’¥œ SÕÊÁ¬Ã ?§/UŸ? ??§ ?§Ê҇ʋ
(3) ÃÊÁ?¸§?§-ªÁáÊÃËÿ — ŸÎàÿ ÿÊ ??§Ë«?Ê-‚¥’¥œË ?Ê?ÃÊ8°
(4) ‚¥ªËÃ?ÿ — ¬?Œ‡Ê¸Ÿ ÿÊ /UøŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
3. According to attribution theory of motivation which of the following is more likely to result in
persistent effort and improved performance ?
(1) External attribution for failure as well as success
(2) An internal attribution for success and an external attribution for failure
(3) An external attribution for success and an internal attribution for failure
(4) Internal attribution for failure as well as success
•Á÷¬??/UáÊÊ ??§ •Ê/UÊ?¬áÊ Á‚hʥà ??§ •ŸÈ‚Ê/U ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚‚? ‹ªÊÃÊ/U ?§Ê?Á‡Ê‡Ê •ÊÒ/U ’?„Ã/U ¬?Œ‡Ê¸Ÿ ?§Ë ‚¥÷Ê?ŸÊ „Ò?
(1) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 ’Ê„/UË •Ê/Ê?¬áÊ
(2) ‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ
(3) ‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/UÊ?¬áÊ
(4) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ
P-I  !SAS-24-I! L
3
4. After getting ‘out’ in the game due to the rope getting stuck in her leg while jumping Aru says that
the rope deliberately got her out.  At what stage of Jean Piaget’s theory of cognitive development
do children reason like this ?
(1) Pre-operation stage (2) Concrete Operational stage
(3) Formal Operational stage (4) Sensory-motor stage
/US‚Ë ?ͧŒÃ? ‚?ÿ ¬Ò/U ??¥ /US‚Ë »°§‚Ÿ? ??§ ?§Ê/UáÊ “•Ê©˜U” „Ê?Ÿ? ??§ ’ÊŒ •M§ ?§„ÃË „Ò Á?§ ©‚? /US‚Ë Ÿ? ¡ÊŸ’ͤÊ?§/U “•Ê©˜U” Á?§ÿÊ
„Ò–  ¡ËŸ Á¬ÿÊ¡? ??§ ‚¥ôÊÊŸÊà??§ Á??§Ê‚ Á‚hÊãà ?§Ë Á?§‚ •?SÕÊ ??¥ ’ìÊ? ß‚ Ã/U„ ??§ Ã?¸§ Œ?Ã? „Ò¥?
(1) ¬Í?¸-ø‹Ÿ •?SÕÊ (2) ?Íø ‚¥Á??§ÿÊà??§ •?SÕÊ
(3) •ÊÒ¬øÊÁ/U?§ ‚¥Á??§ÿÊà??§ •?SÕÊ (4) ‚¥??ŒË øÊ‹?§ •?SÕÊ
5. In the course of development, children achieve gross motor skills before fine motor skills.  This
indicates that development is :
(1) Proximodistal (2) Anarchic (3) Cephalocaudal (4) Linear
Á??§Ê‚ ??§ ??§? ??¥, ’ìÊ? ‚Í?? ¬?‡ÊËÿ ?§Ê҇ʋ ‚? ¬„‹? ‚?§‹ ¬?‡ÊËÿ ?§Ê҇ʋ Á??§Á‚à ?§/UÃ? „Ò¥–  ÿ„ Œ‡ÊʸÃÊ „Ò Á?§ Á??§Ê‚ —
(1) ‚?ˬ-ŒÍ/UÊÁ÷?Èp (2) •/UÊ¡?§ (3) ‡ÊË·¸ªÊ?Ë (4) /?UpËÿ
6. Problem solving is fostered by :
(1) Response Set (2) Divergent thinking
(3) Functional fixedness (4) Passive imitation
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§Ê/U?§ ‚?SÿÊ ‚?ʜʟ ?§Ê? ’…?Ê?Ê Œ?ÃÊ „Ò?
(1) ¬?ÁÃÁ??§ÿÊ ‚?˜U (2) •¬‚Ê/UË Áø¥ÃŸ
(3) ?§Êÿʸà??§ ÁSÕ/UÃÊ (4) ÁŸÁc??§ÿ •ŸÈ‚/UáÊ
7. Assertion (A) : Childhood is experienced differently by children across cultures.
Reason (R) : Childrens’ development is universal.
Choose the correct option :
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not  the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) — ’ìÊÊ?¥ mÊ/UÊ ’ø¬Ÿ •‹ª-•‹ª ‚¥S?ΧÁÃÿÊ?¥ ??¥ •‹ª-•‹ª Ã/U„ ‚? •ŸÈ÷? Á?§ÿÊ ¡ÊÃÊ „Ò–
?§Ê/UáÊ (R) — ’ìÊÊ?¥ ?§Ê Á??§Ê‚ ‚Ê?¸÷ÊÒÁ??§ „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
Page 4


SAS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
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 L.  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 L 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 : ____________________________________________________________________________________________
!SAS-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 L „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 L ?§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
L
P-I  !SAS-24-I! L
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
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–
1. Which of the following would not be characterised as formative assessment ?
(1) An assessment used to identify misconceptions in a student’s learning.
(2) An assessment given at the beginning of a new concept to determine students’ prior
knowledge.
(3) An assessment given during the class to provide ongoing feedback to students and teachers.
(4) An assessment task that is helpful in comparing students as per a standard set of criteria.
ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚? /UøŸÊà??§ ?ÍÀÿÊ¥?§Ÿ Ÿ„Ë¥ ?ÊŸÊ ¡Ê8ªÊ?
(1) 8?§ •Ê?§‹Ÿ 8?§ ¿UÊòÊ ??§ ‚ËpŸ? ??¥ ª‹Ã œÊ/UáÊÊ•Ê?¥ ?§Ë ¬„øÊŸ ?§/UŸ? ??§ Á‹8 ¬?ÿÊ?ª Á?§ÿÊ ¡ÊÃÊ „Ò–
(2) ¿UÊòÊÊ?¥ ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ÁŸœÊ¸Á/Uà ?§/UŸ? ??§ Á‹8 8?§ Ÿß¸ •?œÊ/UáÊÊ ?§Ë ‡ÊÈL§•Êà ??¥ ÁŒÿÊ ªÿÊ •Ê?§‹Ÿ–
(3) ¿UÊòÊÊ?¥ •ÊÒ/U Á‡Ê?Ê?§Ê?¥ ?§Ê? •ª?ªÊ?Ë ¬?ÁìÈÁc˜U ¬?ŒÊŸ ?§/UŸ? ??§ Á‹8 ?§?ÊÊ ??§ ŒÊÒ/UÊŸ ÁŒÿÊ ªÿÊ ?ÍÀÿÊ¥?§Ÿ–
(4) 8?§ ?ÍÀÿÊ¥?§Ÿ ?§Êÿ¸ ¡Ê? ?ÊŸŒ¥«U ??§ 8?§ ?ÊŸ?§ ¬Ò?ÊŸ? ??§ •ŸÈ‚Ê/U ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ?§/UŸ? ??¥ ‚„Êÿ?§ „Ê?ÃÊ „Ò–
2. As per Howard Gardner’s theory of multiple intelligence, which of the following set represents
correct match of intelligence and associated characteristics ?
(1) Spatial : skill of appreciating the natural world
(2) Intrapersonal : skill in understanding and relating to others
(3) Logical-Mathematical : skill of dance or athletic abilities
(4) Musical : performance or composition skills
„Ê?«¸U ªÊ«¸UŸ/U ??§ ’„È’ÈÁh ??§ Á‚h¥Êà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ‚?˜U ’ÈÁh •ÊÒ/U ©‚??§ ‚¥’¥ÁœÃ Á?‡Ê?·ÃÊ•Ê?¥ ??§ ‚„Ë
??‹ ?§Ê ¬?ÁÃÁŸÁœà? ?§/UÃÊ „Ò?
(1) SÕÊÁŸ?§ — ¬?Ê?ΧÁÃ?§ ?ÊÃÊ?/UáÊ ?§Ë ‚/UÊ„ŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
(2) •¥Ã?ÒÿÁÄÃ?§ — ŒÍ‚/UÊ?¥ ?§Ê? ‚?¤ÊŸ? •ÊÒ/U ©Ÿ??§ ‚ÊÕ ‚¥’¥œ SÕÊÁ¬Ã ?§/UŸ? ??§ ?§Ê҇ʋ
(3) ÃÊÁ?¸§?§-ªÁáÊÃËÿ — ŸÎàÿ ÿÊ ??§Ë«?Ê-‚¥’¥œË ?Ê?ÃÊ8°
(4) ‚¥ªËÃ?ÿ — ¬?Œ‡Ê¸Ÿ ÿÊ /UøŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
3. According to attribution theory of motivation which of the following is more likely to result in
persistent effort and improved performance ?
(1) External attribution for failure as well as success
(2) An internal attribution for success and an external attribution for failure
(3) An external attribution for success and an internal attribution for failure
(4) Internal attribution for failure as well as success
•Á÷¬??/UáÊÊ ??§ •Ê/UÊ?¬áÊ Á‚hʥà ??§ •ŸÈ‚Ê/U ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚‚? ‹ªÊÃÊ/U ?§Ê?Á‡Ê‡Ê •ÊÒ/U ’?„Ã/U ¬?Œ‡Ê¸Ÿ ?§Ë ‚¥÷Ê?ŸÊ „Ò?
(1) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 ’Ê„/UË •Ê/Ê?¬áÊ
(2) ‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ
(3) ‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/UÊ?¬áÊ
(4) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ
P-I  !SAS-24-I! L
3
4. After getting ‘out’ in the game due to the rope getting stuck in her leg while jumping Aru says that
the rope deliberately got her out.  At what stage of Jean Piaget’s theory of cognitive development
do children reason like this ?
(1) Pre-operation stage (2) Concrete Operational stage
(3) Formal Operational stage (4) Sensory-motor stage
/US‚Ë ?ͧŒÃ? ‚?ÿ ¬Ò/U ??¥ /US‚Ë »°§‚Ÿ? ??§ ?§Ê/UáÊ “•Ê©˜U” „Ê?Ÿ? ??§ ’ÊŒ •M§ ?§„ÃË „Ò Á?§ ©‚? /US‚Ë Ÿ? ¡ÊŸ’ͤÊ?§/U “•Ê©˜U” Á?§ÿÊ
„Ò–  ¡ËŸ Á¬ÿÊ¡? ??§ ‚¥ôÊÊŸÊà??§ Á??§Ê‚ Á‚hÊãà ?§Ë Á?§‚ •?SÕÊ ??¥ ’ìÊ? ß‚ Ã/U„ ??§ Ã?¸§ Œ?Ã? „Ò¥?
(1) ¬Í?¸-ø‹Ÿ •?SÕÊ (2) ?Íø ‚¥Á??§ÿÊà??§ •?SÕÊ
(3) •ÊÒ¬øÊÁ/U?§ ‚¥Á??§ÿÊà??§ •?SÕÊ (4) ‚¥??ŒË øÊ‹?§ •?SÕÊ
5. In the course of development, children achieve gross motor skills before fine motor skills.  This
indicates that development is :
(1) Proximodistal (2) Anarchic (3) Cephalocaudal (4) Linear
Á??§Ê‚ ??§ ??§? ??¥, ’ìÊ? ‚Í?? ¬?‡ÊËÿ ?§Ê҇ʋ ‚? ¬„‹? ‚?§‹ ¬?‡ÊËÿ ?§Ê҇ʋ Á??§Á‚à ?§/UÃ? „Ò¥–  ÿ„ Œ‡ÊʸÃÊ „Ò Á?§ Á??§Ê‚ —
(1) ‚?ˬ-ŒÍ/UÊÁ÷?Èp (2) •/UÊ¡?§ (3) ‡ÊË·¸ªÊ?Ë (4) /?UpËÿ
6. Problem solving is fostered by :
(1) Response Set (2) Divergent thinking
(3) Functional fixedness (4) Passive imitation
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§Ê/U?§ ‚?SÿÊ ‚?ʜʟ ?§Ê? ’…?Ê?Ê Œ?ÃÊ „Ò?
(1) ¬?ÁÃÁ??§ÿÊ ‚?˜U (2) •¬‚Ê/UË Áø¥ÃŸ
(3) ?§Êÿʸà??§ ÁSÕ/UÃÊ (4) ÁŸÁc??§ÿ •ŸÈ‚/UáÊ
7. Assertion (A) : Childhood is experienced differently by children across cultures.
Reason (R) : Childrens’ development is universal.
Choose the correct option :
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not  the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) — ’ìÊÊ?¥ mÊ/UÊ ’ø¬Ÿ •‹ª-•‹ª ‚¥S?ΧÁÃÿÊ?¥ ??¥ •‹ª-•‹ª Ã/U„ ‚? •ŸÈ÷? Á?§ÿÊ ¡ÊÃÊ „Ò–
?§Ê/UáÊ (R) — ’ìÊÊ?¥ ?§Ê Á??§Ê‚ ‚Ê?¸÷ÊÒÁ??§ „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
P-I  !SAS-24-I! L
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8. Language development in primary classes is facilitated :
(1) When teachers begin from signs and symbols rather than concrete objects.
(2) When teachers use concrete examples to refer to abstract concepts.
(3) When teachers stress upon and enforce the use of formal language.
(4) When teachers ignore and dismiss the mother tongue of the children.
¬?ÊÕÁ??§ ?§?ÊÊ•Ê?¥ ??¥ ÷Ê·Ê ?§Ê Á??§Ê‚ Á?§‚ ¬??§Ê/U ‚¥‚ÊÁœÃ „Ê?ÃÊ „Ò?
(1) ¡’ Á‡Ê?Ê?§ ?Íø ?SÃÈ•Ê?¥ ??§ ’¡Êÿ ‚¥??§ÃÊ?¥ •ÊÒ/U ¬?ÁÃ?§Ê?¥ ‚? ‡ÊÈM§ ?§/UÃ? „Ò¥–
(2) ¡’ Á‡Ê?Ê?§ •?Íø •?œÊ/UáÊÊ•Ê?¥ ?§Ê? ‚¥ŒÁ÷¸Ã ?§/UŸ? ??§ Á‹8 ?UÊ?‚ ©ŒÊ„/UáÊÊ?¥ ?§Ê ©¬ÿÊ?ª ?§/UÃ? „Ò¥–
(3) ¡’ Á‡Ê?Ê?§ •ÊÒ¬øÊÁ/U?§ ÷Ê·Ê ??§ ¬?ÿÊ?ª ¬/U ¡Ê?/U Œ?Ã? „Ò¥ •ÊÒ/U ©‚? ‹ÊªÍ ?§/UÃ? „Ò¥–
(4) ¡’ Á‡Ê?Ê?§ ’ìÊÊ?¥ ?§Ë ?ÊÃÎ÷Ê·Ê ?§Ë •?„?‹ŸÊ •ÊÒ/U ©¬??ÊÊ ?§/UÃ? „Ò¥–
9. Which of the following is a key principle of progressive education ?
(1) Curriculum should be predetermined and universal
(2) Standardized testing is the best way to measure student learning
(3) Students should be passive recipients of knowledge from their teachers
(4) Learning should be based on authentic tasks
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ¬?ªÁÇÊË‹ Á‡Ê?ÊÊ ?§Ê 8?§ ¬??Èp Á‚hʥà „Ò?
(1) ¬Ê?Køÿʸ ¬Í?¸ ÁŸœÊ¸Á/Uà •ÊÒ/U ‚Ê?¸÷ÊÒÁ??§ „Ê?ŸË øÊÁ„8–
(2) ¿UÊòÊÊ?¥ ??§ ‚ËpŸ? ?§Ê? ?ʬŸ? ??§ Á‹8 ?ÊŸ?§Ë?Χà ¬/UË?ÊáÊ ‚’‚? •ë¿UÊ Ã/UË?§Ê „Ò–
(3) ¿UÊòÊÊ?¥ ?§Ê? •¬Ÿ? Á‡Ê?Ê?§Ê?¥ ‚? ôÊÊŸ ?§Ê ÁŸÁc??§ÿ ¬?ÊåÃ?§Ãʸ „Ê?ŸÊ øÊÁ„8–
(4) ‚ËpŸÊ ¬?Ê?ÊÁáÊ?§ ?§ÊÿÊ?Z ¬/U •ÊœÊÁ/Uà „Ê?ŸÊ øÊÁ„8–
10. Assertion (A) : School curriculum should give reasonable space and value to learner’s cultural
knowledges.
Reason (R) : Supporting students to uphold their cultural identities facilitates learning.
Choose the correct option :
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not  the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) — Á?lÊ‹ÿË ¬Ê?K??§? ?§Ê? Á?lÊÁÕ¸ÿÊ?¥ ??§ ‚Ê¥S?ΧÁÃ?§ ôÊÊŸ ?§Ê? ©Áøà SÕÊŸ •ÊÒ/U ?ÍÀÿ Œ?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) — Á?lÊÁÕ¸ÿÊ?¥ ?§Ê? ©Ÿ?§Ë ‚Ê¥S?ΧÁÃ?§ ¬„øÊŸ ?§Ê? ’ŸÊ8 /UpŸ? ??§ Á‹8 ‚?Õ¸Ÿ ¬?ŒÊŸ ?§/UŸÊ, ‚ËpŸ? ?§Ë
¬?Á??§ÿÊ ?§Ê? ‚Ȫ? ’ŸÊÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R)  ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
Page 5


SAS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
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 L.  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 L 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 : ____________________________________________________________________________________________
!SAS-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 L „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 L ?§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
L
P-I  !SAS-24-I! L
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
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–
1. Which of the following would not be characterised as formative assessment ?
(1) An assessment used to identify misconceptions in a student’s learning.
(2) An assessment given at the beginning of a new concept to determine students’ prior
knowledge.
(3) An assessment given during the class to provide ongoing feedback to students and teachers.
(4) An assessment task that is helpful in comparing students as per a standard set of criteria.
ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚? /UøŸÊà??§ ?ÍÀÿÊ¥?§Ÿ Ÿ„Ë¥ ?ÊŸÊ ¡Ê8ªÊ?
(1) 8?§ •Ê?§‹Ÿ 8?§ ¿UÊòÊ ??§ ‚ËpŸ? ??¥ ª‹Ã œÊ/UáÊÊ•Ê?¥ ?§Ë ¬„øÊŸ ?§/UŸ? ??§ Á‹8 ¬?ÿÊ?ª Á?§ÿÊ ¡ÊÃÊ „Ò–
(2) ¿UÊòÊÊ?¥ ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ÁŸœÊ¸Á/Uà ?§/UŸ? ??§ Á‹8 8?§ Ÿß¸ •?œÊ/UáÊÊ ?§Ë ‡ÊÈL§•Êà ??¥ ÁŒÿÊ ªÿÊ •Ê?§‹Ÿ–
(3) ¿UÊòÊÊ?¥ •ÊÒ/U Á‡Ê?Ê?§Ê?¥ ?§Ê? •ª?ªÊ?Ë ¬?ÁìÈÁc˜U ¬?ŒÊŸ ?§/UŸ? ??§ Á‹8 ?§?ÊÊ ??§ ŒÊÒ/UÊŸ ÁŒÿÊ ªÿÊ ?ÍÀÿÊ¥?§Ÿ–
(4) 8?§ ?ÍÀÿÊ¥?§Ÿ ?§Êÿ¸ ¡Ê? ?ÊŸŒ¥«U ??§ 8?§ ?ÊŸ?§ ¬Ò?ÊŸ? ??§ •ŸÈ‚Ê/U ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ?§/UŸ? ??¥ ‚„Êÿ?§ „Ê?ÃÊ „Ò–
2. As per Howard Gardner’s theory of multiple intelligence, which of the following set represents
correct match of intelligence and associated characteristics ?
(1) Spatial : skill of appreciating the natural world
(2) Intrapersonal : skill in understanding and relating to others
(3) Logical-Mathematical : skill of dance or athletic abilities
(4) Musical : performance or composition skills
„Ê?«¸U ªÊ«¸UŸ/U ??§ ’„È’ÈÁh ??§ Á‚h¥Êà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ‚?˜U ’ÈÁh •ÊÒ/U ©‚??§ ‚¥’¥ÁœÃ Á?‡Ê?·ÃÊ•Ê?¥ ??§ ‚„Ë
??‹ ?§Ê ¬?ÁÃÁŸÁœà? ?§/UÃÊ „Ò?
(1) SÕÊÁŸ?§ — ¬?Ê?ΧÁÃ?§ ?ÊÃÊ?/UáÊ ?§Ë ‚/UÊ„ŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
(2) •¥Ã?ÒÿÁÄÃ?§ — ŒÍ‚/UÊ?¥ ?§Ê? ‚?¤ÊŸ? •ÊÒ/U ©Ÿ??§ ‚ÊÕ ‚¥’¥œ SÕÊÁ¬Ã ?§/UŸ? ??§ ?§Ê҇ʋ
(3) ÃÊÁ?¸§?§-ªÁáÊÃËÿ — ŸÎàÿ ÿÊ ??§Ë«?Ê-‚¥’¥œË ?Ê?ÃÊ8°
(4) ‚¥ªËÃ?ÿ — ¬?Œ‡Ê¸Ÿ ÿÊ /UøŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
3. According to attribution theory of motivation which of the following is more likely to result in
persistent effort and improved performance ?
(1) External attribution for failure as well as success
(2) An internal attribution for success and an external attribution for failure
(3) An external attribution for success and an internal attribution for failure
(4) Internal attribution for failure as well as success
•Á÷¬??/UáÊÊ ??§ •Ê/UÊ?¬áÊ Á‚hʥà ??§ •ŸÈ‚Ê/U ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚‚? ‹ªÊÃÊ/U ?§Ê?Á‡Ê‡Ê •ÊÒ/U ’?„Ã/U ¬?Œ‡Ê¸Ÿ ?§Ë ‚¥÷Ê?ŸÊ „Ò?
(1) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 ’Ê„/UË •Ê/Ê?¬áÊ
(2) ‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ
(3) ‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/UÊ?¬áÊ
(4) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ
P-I  !SAS-24-I! L
3
4. After getting ‘out’ in the game due to the rope getting stuck in her leg while jumping Aru says that
the rope deliberately got her out.  At what stage of Jean Piaget’s theory of cognitive development
do children reason like this ?
(1) Pre-operation stage (2) Concrete Operational stage
(3) Formal Operational stage (4) Sensory-motor stage
/US‚Ë ?ͧŒÃ? ‚?ÿ ¬Ò/U ??¥ /US‚Ë »°§‚Ÿ? ??§ ?§Ê/UáÊ “•Ê©˜U” „Ê?Ÿ? ??§ ’ÊŒ •M§ ?§„ÃË „Ò Á?§ ©‚? /US‚Ë Ÿ? ¡ÊŸ’ͤÊ?§/U “•Ê©˜U” Á?§ÿÊ
„Ò–  ¡ËŸ Á¬ÿÊ¡? ??§ ‚¥ôÊÊŸÊà??§ Á??§Ê‚ Á‚hÊãà ?§Ë Á?§‚ •?SÕÊ ??¥ ’ìÊ? ß‚ Ã/U„ ??§ Ã?¸§ Œ?Ã? „Ò¥?
(1) ¬Í?¸-ø‹Ÿ •?SÕÊ (2) ?Íø ‚¥Á??§ÿÊà??§ •?SÕÊ
(3) •ÊÒ¬øÊÁ/U?§ ‚¥Á??§ÿÊà??§ •?SÕÊ (4) ‚¥??ŒË øÊ‹?§ •?SÕÊ
5. In the course of development, children achieve gross motor skills before fine motor skills.  This
indicates that development is :
(1) Proximodistal (2) Anarchic (3) Cephalocaudal (4) Linear
Á??§Ê‚ ??§ ??§? ??¥, ’ìÊ? ‚Í?? ¬?‡ÊËÿ ?§Ê҇ʋ ‚? ¬„‹? ‚?§‹ ¬?‡ÊËÿ ?§Ê҇ʋ Á??§Á‚à ?§/UÃ? „Ò¥–  ÿ„ Œ‡ÊʸÃÊ „Ò Á?§ Á??§Ê‚ —
(1) ‚?ˬ-ŒÍ/UÊÁ÷?Èp (2) •/UÊ¡?§ (3) ‡ÊË·¸ªÊ?Ë (4) /?UpËÿ
6. Problem solving is fostered by :
(1) Response Set (2) Divergent thinking
(3) Functional fixedness (4) Passive imitation
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§Ê/U?§ ‚?SÿÊ ‚?ʜʟ ?§Ê? ’…?Ê?Ê Œ?ÃÊ „Ò?
(1) ¬?ÁÃÁ??§ÿÊ ‚?˜U (2) •¬‚Ê/UË Áø¥ÃŸ
(3) ?§Êÿʸà??§ ÁSÕ/UÃÊ (4) ÁŸÁc??§ÿ •ŸÈ‚/UáÊ
7. Assertion (A) : Childhood is experienced differently by children across cultures.
Reason (R) : Childrens’ development is universal.
Choose the correct option :
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not  the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) — ’ìÊÊ?¥ mÊ/UÊ ’ø¬Ÿ •‹ª-•‹ª ‚¥S?ΧÁÃÿÊ?¥ ??¥ •‹ª-•‹ª Ã/U„ ‚? •ŸÈ÷? Á?§ÿÊ ¡ÊÃÊ „Ò–
?§Ê/UáÊ (R) — ’ìÊÊ?¥ ?§Ê Á??§Ê‚ ‚Ê?¸÷ÊÒÁ??§ „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
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8. Language development in primary classes is facilitated :
(1) When teachers begin from signs and symbols rather than concrete objects.
(2) When teachers use concrete examples to refer to abstract concepts.
(3) When teachers stress upon and enforce the use of formal language.
(4) When teachers ignore and dismiss the mother tongue of the children.
¬?ÊÕÁ??§ ?§?ÊÊ•Ê?¥ ??¥ ÷Ê·Ê ?§Ê Á??§Ê‚ Á?§‚ ¬??§Ê/U ‚¥‚ÊÁœÃ „Ê?ÃÊ „Ò?
(1) ¡’ Á‡Ê?Ê?§ ?Íø ?SÃÈ•Ê?¥ ??§ ’¡Êÿ ‚¥??§ÃÊ?¥ •ÊÒ/U ¬?ÁÃ?§Ê?¥ ‚? ‡ÊÈM§ ?§/UÃ? „Ò¥–
(2) ¡’ Á‡Ê?Ê?§ •?Íø •?œÊ/UáÊÊ•Ê?¥ ?§Ê? ‚¥ŒÁ÷¸Ã ?§/UŸ? ??§ Á‹8 ?UÊ?‚ ©ŒÊ„/UáÊÊ?¥ ?§Ê ©¬ÿÊ?ª ?§/UÃ? „Ò¥–
(3) ¡’ Á‡Ê?Ê?§ •ÊÒ¬øÊÁ/U?§ ÷Ê·Ê ??§ ¬?ÿÊ?ª ¬/U ¡Ê?/U Œ?Ã? „Ò¥ •ÊÒ/U ©‚? ‹ÊªÍ ?§/UÃ? „Ò¥–
(4) ¡’ Á‡Ê?Ê?§ ’ìÊÊ?¥ ?§Ë ?ÊÃÎ÷Ê·Ê ?§Ë •?„?‹ŸÊ •ÊÒ/U ©¬??ÊÊ ?§/UÃ? „Ò¥–
9. Which of the following is a key principle of progressive education ?
(1) Curriculum should be predetermined and universal
(2) Standardized testing is the best way to measure student learning
(3) Students should be passive recipients of knowledge from their teachers
(4) Learning should be based on authentic tasks
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ¬?ªÁÇÊË‹ Á‡Ê?ÊÊ ?§Ê 8?§ ¬??Èp Á‚hʥà „Ò?
(1) ¬Ê?Køÿʸ ¬Í?¸ ÁŸœÊ¸Á/Uà •ÊÒ/U ‚Ê?¸÷ÊÒÁ??§ „Ê?ŸË øÊÁ„8–
(2) ¿UÊòÊÊ?¥ ??§ ‚ËpŸ? ?§Ê? ?ʬŸ? ??§ Á‹8 ?ÊŸ?§Ë?Χà ¬/UË?ÊáÊ ‚’‚? •ë¿UÊ Ã/UË?§Ê „Ò–
(3) ¿UÊòÊÊ?¥ ?§Ê? •¬Ÿ? Á‡Ê?Ê?§Ê?¥ ‚? ôÊÊŸ ?§Ê ÁŸÁc??§ÿ ¬?ÊåÃ?§Ãʸ „Ê?ŸÊ øÊÁ„8–
(4) ‚ËpŸÊ ¬?Ê?ÊÁáÊ?§ ?§ÊÿÊ?Z ¬/U •ÊœÊÁ/Uà „Ê?ŸÊ øÊÁ„8–
10. Assertion (A) : School curriculum should give reasonable space and value to learner’s cultural
knowledges.
Reason (R) : Supporting students to uphold their cultural identities facilitates learning.
Choose the correct option :
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not  the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) — Á?lÊ‹ÿË ¬Ê?K??§? ?§Ê? Á?lÊÁÕ¸ÿÊ?¥ ??§ ‚Ê¥S?ΧÁÃ?§ ôÊÊŸ ?§Ê? ©Áøà SÕÊŸ •ÊÒ/U ?ÍÀÿ Œ?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) — Á?lÊÁÕ¸ÿÊ?¥ ?§Ê? ©Ÿ?§Ë ‚Ê¥S?ΧÁÃ?§ ¬„øÊŸ ?§Ê? ’ŸÊ8 /UpŸ? ??§ Á‹8 ‚?Õ¸Ÿ ¬?ŒÊŸ ?§/UŸÊ, ‚ËpŸ? ?§Ë
¬?Á??§ÿÊ ?§Ê? ‚Ȫ? ’ŸÊÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R)  ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
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11. Which of the following correctly describes intrinsic motivation ?
(1) Motivation that comes from a fear of punishment
(2) Motivation that comes from external rewards
(3) Motivation that comes from personal enjoyment of the task
(4) Motivation that comes from competition with others
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ •Ê¥ÃÁ/U?§ •Á÷¬??/UáÊÊ ?§Ê ‚„Ë ?áʸŸ ?§/UÃÊ „Ò?
(1) •Á÷¬??/UáÊÊ ¡Ê? Œ¥«U ??§ ÷ÿ ‚? •ÊÃË „Ò
(2) •Á÷¬??/UáÊÊ ¡Ê? ’Ê„/UË ¬È/US?§Ê/UÊ?¥ ‚? •ÊÃË „Ò
(3) •Á÷¬??/UáÊÊ ¡Ê? ?§Êÿ¸ ??§ vÿÁÄêÃ-•ÊŸ¥Œ ‚? •ÊÃË „Ò
(4) •Á÷¬??/UáÊÊ ¡Ê? ŒÍ‚/UÊ?¥ ??§ ‚ÊÕ ¬?ÁÃS¬œÊ¸ ‚? •ÊÃË „Ò
12. Which of the following statements is not correct about learning ?
(1) Learning as a product rather than a process
(2) Learning depends on learner’s previous  knowledge
(3) Learning implies reorganisation of prior conceptual schemes
(4) Learning is facilitated by social action
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ •Áœª? ??§ ’Ê/?U ??¥ ‚„Ë Ÿ„Ë¥ „Ò?
(1) •Áœª? 8?§ ¬?Á??§ÿÊ Ÿ„Ë¥ •Á¬ÃÈ 8?§ ©à¬ÊŒ „Ò
(2) •Áœª? Á‡Ê?ÊÊÕ˸ ??§ ¬Í?¸ ôÊÊŸ ¬/U ÁŸ÷¸/U ?§/UÃÊ „Ò
(3) •Áœª? ?§Ê ÃÊà¬ÿ¸ ¬Í?¸ ?ÒøÊÁ/U?§ S?§Ëê‚ ??§ ¬ÈŸª¸?UŸ ‚? „Ò
(4) •Áœª? ‚Ê?ÊÁ¡?§ Á??§ÿÊ mÊ/UÊ ‚¥‚ÊÁœÃ „Ê?ÃË „Ò
13. Proximodistal principle states that in infancy :
(1) Physical development occurs rapidly with the development of fine motor skills.
(2) the limbs continue to grow faster than the hands and feet.
(3) development proceeds from head to toe.
(4) development of language occurs rapidly as it is a sensitive period for development.
‚?ˬSÕ Á‚hʥà ?§„ÃÊ „Ò Á?§ ‡ÊÒ‡Ê?Ê?SÕÊ ??¥ —
(1) ‚Í?? ªÁÃ?§ ?§Ê҇ʋ ??§ Á??§Ê‚ ??§ ‚ÊÕ ‡ÊÊ/UËÁ/U?§ Á??§Ê‚ Ã?¡Ë ‚? „Ê?ÃÊ „Ò–
(2) •¥ª - „ÊÕÊ?¥ •ÊÒ/U ¬Ò/UÊ?¥ ?§Ë ÃÈ‹ŸÊ ??¥ Ã?¡Ë ‚? ’…?Ã? /U„Ã?U „Ò¥–
(3) Á??§Ê‚ Á‚/U ‚? ¬Ê°? Ã?§ „Ê?ÃÊ „Ò–
(4) ÷Ê·Ê ?§Ê Á??§Ê‚ Ã?¡Ë ‚? „Ê?ÃÊ „Ò ÄÿÊ?¥Á?§ ?„ Á??§Ê‚ ??§ Á‹8 ‚¥??ŒŸ‡ÊË‹ •?Áœ „Ò–
14. Which of the following is a characteristic of effective feedback in the classroom ?
(1) It is timely and specific. (2) It is given only at the end of the task.
(3) It is broad and generic. (4) It is only focused on the outcomes.
ÁŸêŸÁ‹Ápà ??¥ ‚? ©¬ÿÊ?ªË ¬?ÁìÈÁc˜U ?§Ë 8?§ Á?‡Ê?·ÃÊ ?§ÊÒŸ-‚Ë „Ò?
(1) ÿ„ ‚Ê?Áÿ?§ •ÊÒ/U Á?Á‡Êc˜U „Ê?ÃË „Ò– (2) ÿ„ ??§?‹ ?§Êÿ¸ ??§ •¥Ã ??¥ „Ë ŒË ¡ÊÃË „Ò–
(3) ÿ„ vÿʬ?§ •ÊÒ/U ‚Ê?Êãÿ „Ê?ÃË „Ò– (4) ÿ„ ??§?‹ ¬Á/UáÊÊ?Ê?¥ ¬/U ??¥§ÁŒ?à „Ê?ÃË „Ò¥–