Shiksha Shastra

RHT-SSB TGT
Pedagogy E-Book

Prepared By
Santosh Kumar Parida
Lecturer in Education
M.P.M , Erakana, Cuttack
(M.A, M.Ed, NET-JRF, SSB)
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PEDAGOGY AND EVALUATION

Pedagogy Subjects Units
1. Understanding the
Learning Process / Pedagogy Learning Process
2. Organizing Learning
3. Addressing Classroom
Diversity
1. Assessment and
Assessing the Learner / Evaluation
Performance 2. Assessment and Learning
(Evaluation) 3. Test Construction in
Assessment
 E-Content by Shiksha Shastra YouTube

RHT & SSB TGT PEDAGOGY EBOOK

An initiative by SHIKSHA SHASTRA
Channel Link: https://www.youtube.com/@shikshashastra3661/about

LPP Unit-1: Understanding the Learning Process

Meaning of Learning/What is learning?

Learning is the acquisition of new knowledge or modification existing knowledge
through experience, training, observation, imitation etc.
E.g. Fire and it’s danger, Driving motor car
Learning is a goal directed relatively permanent change of behaviour which occurs as a
result of practice and experience.
Important Definitions:
• Morgan and Gilliland—‘’Learning is the behavior of the organism as a result of
experience which is retained for at least a certain period of time.’’
• Gates and Others—‘’Learning is the modification of behavior through experience and
training.’’
• Woodbirth—“the process of acquiring new knowledge and new responses is the process
of learning.’’
• Skinner—“Learning is process of progressive behavior adaption.’’
• Crown bach—“Learning is shown by a change in the behavior as a result of experience.’’
• Crow & Crow—“Learning is the acquisition of habits, knowledge and attitudes.’’
• Thorndike—‘’Learning is selecting the appropriate responses and connecting it with the
stimulus.’’
• Henry, P Smith-“Learning is the acquisition of new behaviour or strengthening or
weakening of old behaviour as a result of experience”. (2021 OSSTET)
• Gardner Murphy- “Learning covers every modification in behavior to meet
environmental requirements”
• Kingsley and Garrry- “ Learning is the process by which behavior is originated or
changes through practice and training”
• Munn- "To learn is to modify behaviour and experience"?( 07 Mar 2022_Batch1_TGT
Science PCM)
Nature/Feature/Characteristics of Learning
1) Learning is a goal directed process/Purposive
2) Learning is the acquisition of knowledge
3) Learning is the modification of behaviour
4) Learning is universal
5) Learning is adjustment
6) Learning is a deliberate process
7) Learning is environmental
8) Learning is growth
9) Learning is transferable
10) Learning is both formal and informal
11) Learning is a continuous and lifelong process
12) Learning is individual as well as social
13) Maturation as an important component for learning

Some important areas of LPP As Per the Previous RHT

Examination

1) VKAT Learning (03 Mar 2022_Batch1_TGT Science CBZ )

VARK model of learning was developed by Neil Fleming in 1987
Four main types of learners: visual, auditory, reading/writing, and kinaesthetic.
VAKT stands for “visual, auditory, kinesthetic, and tactile.”
Visual is learning by seeing images and visuals.
Auditory learning through language, hearing and reading.
Kinesthetic is learning through moving and doing.
Tactile is hands-on learning and touching.
VAKT Learning Styles focus on using your child’s senses as input for learning.
2) Peer-to-peer learning (03 Mar 2022_Batch2_TGT Science CBZ)
Peer-to-peer learning is a mutual learning and training strategy that involves participants of
the same level engaging in collaborative learning
Peer-to-peer learning is an educational practice where learners learn from and with each
other.
It fosters collaboration, communication, and problem-solving skills, while also allowing
knowledge and skills exchange in a relaxed, informal environment.

3) Learning Theories (07 Mar 2022_Batch2_TGT Science PCM)

Behaviourism
Behaviorism is a school of psychology that views individuals only in terms of physical
phenomena and ignores mental aspects.
Behaviorist perspective focused on observable behavior whereas cognitivists
concentrated on role of internal cognitive processes in learning (Mar
2022_Batch2_TGT Science PCM)
Behaviorism does not recognize the intelligence, talents, interests, and feelings of
individuals in a study.
 Learning events train reflexes in such a way that they become habits that are mastered by
individuals
A learning theory based on the idea that behaviour can be controlled or modified
according to the antecedents and consequences of behaviour.
Behaviour will only occur if given the right environment or antecedent.
The behaviour is more or less likely to reoccur according to the reinforcements or
consequences that follow, such as rewards and punishments.
The general idea is that ‘all the behavior learned by an individual is through interactions
with the environment.’
Human behavior is controlled by rewards or reinforcement from the environment.
Inside the classroom, conditioning plays a vital role in developing educational behavior,
according to behaviorists.
Cognitivism
A Learning theory that focuses on "How information is received, organized, stored, and
retrieved by the mind."
Using the mind as information processor.
The use of Instruction should be organized, sequenced, and presented in a manner that is
understandable and meaningful to the learners
It includes scientific studies of the symptoms of mental life insofar as it relates to the way
humans think in gaining knowledge, processing impressions that enter through the senses,
solving problems, digging up memories of expertise and work procedures needed in
everyday life.
Constructivism
A theory that views learning as a process in which the learner constructs knowledge based
on their past experiences.
The teacher only acts as a facilitator who encourages students to explore within a given
framework.
Interactive and discussion based learning
The students may collaborate with others to organize their ideas and learn from each other
to construct their own knowledge
Constructivism focuses on knowledge construction, not knowledge reproduction.
Constructivism utilizes interactive teaching strategies to create meaningful contexts that
help students construct knowledge based on their own experiences.
 Constructivism can help engage and motivate the students by making them take a more
active role in the learning process.
Humanism
Humanism is a psychological approach, which emphasizes human problems, interests,
values, and human dignity.
A method of beliefs concerned with the needs of people and not with the religious ideas.
Learning is a personal act.
It encourage freedom and autonomy of learner
Learning is student-centered and personal, the teacher as facilitator of the learning process.
The goal / aim is to develop self-actualized in cooperative / supportive environment.
An approach to psychology that emphasizes trying to see people as whole beings, by
focusing on subjective awareness, researching critical human problems, and enriching
human life.
It views learning as a process that is inevitable
It believes that individuals can solve problems by reasoning
Humanistic psychologists especially emphasize sociative and productive human capacities.
The approach to the study of human existence, which underscores the problem for the
whole person and the essential elements (constituents) of the internal and integrative of
one's personal totality, motives, intentions, feelings, feelings and so on.
4) Edgar Dale’s Cone of Experience (08 Mar 2022_Batch1_TGT Arts)

Edgar Dale (April 27, 1900 – March 8, 1985) was a U.S. educationist who developed the
famous Cone of Experience.
Edgar Dale, an expert in audiovisual education, created a model in his 1946 book Audio-
Visual Methods in Teaching that he named the Cone of Experience to discuss various
modalities/channels of imparting information.
Edgar Dale's Cone of Experience is a learning model that suggests that people learn best by
doing, followed by observing, then listening, reading, and finally visualizing.
The cone is divided into 11 levels, with the most concrete experiences at the bottom and
the most abstract experiences at the top.
According to that Learners generally remember the following:
1) 10% of what they read.
2) 20% of what they hear.
3) 30% of what they see.
4) 50% of what they hear and see.
5) 70% of what they say and write.
6) And 90% of what do.
Levels of the Cone of Experience: (RHT Hindi Sanskrit 2023)
1. Direct and Purposeful Experiences - This is the most concrete level of experience, where
learners participate in an activity or event. For example, a student might learn about the water
cycle by taking a field trip to a river.
2. Contrived Experiences - This level of experience involves learners interacting with a
simulated environment. For example, a student might learn about the solar system using a
globe or a planetarium.
3. Dramatized Experiences - This level of experience involves learners watching or
participating in a dramatization of an event or concept. For example, a student might learn
about the American Revolution by watching a play or participating in a reenactment.
4. Visual Experiences - This level of experience involves learners viewing images or videos.
For example, a student might learn about the rainforest by watching a documentary.
5. Audio Experiences - This level of experience involves learners listening to audio recordings.
For example, a student might learn about the history of music by listening to a podcast.
6. Reading Experiences - This level of experience involves learners reading text. For example,
a student might learn about the Civil War by reading a book.
7. Discussion Experiences - This level of experience involves learners talking about a topic
with others. For example, a student might learn about the different types of government by
participating in a class discussion.
8. Expository Experiences - This level of experience involves learners listening to or reading
an explanation of a concept. For example, a student might learn about the Pythagorean
Theorem by listening to a lecture.
9. Symbolic Experiences - This level of experience involves learners using symbols to
represent concepts. For example, a student might learn about the periodic table by using
symbols to represent the different elements.
10. Verbal Symbols - This is the most abstract level of experience, where learners are only
presented with words. For example, a student might learn about the definition of a word by
reading it in a dictionary.
11. Abstract Concepts - This is the highest level of abstraction, where learners are only
presented with ideas or concepts. For example, a student might learn about the concept of
freedom by reading a philosophical essay.
Modes of learning in Cone of Experience
In Edgar Dale introduced the Cone of Experience demonstrate a progression from direct, first-
hand experience to pictorial representation and on to purely abstract, symbolic expression.

The Cone of Experience corresponds with three major modes of learning:

1) Enactive (direct experience),- Enactive or direct experience involves practicing with

objects (the student actually ties a knot to learn knot-tying). Enactive experience involves
concrete, immediate action and use of the senses and body.
2) Iconic (pictorial experience) - Iconic experience involves interpreting images and
drawings (the student looks at drawings, pictures or films to learn to tie knots). Iconic
experience is once removed from the physical realm and limited to two or three senses.
3) Symbolic (highly abstract experience)- Symbolic experience involves reading or hearing
symbols (the student reads or hears the word “knot” and forms an image in the mind). In
symbolic experience, action is removed nearly altogether and the experience is limited to
thoughts and ideas.

5) Maxims of teaching (08 Mar 2022_Batch2_TGT Arts)

Maxims of teaching have been discovered, not invented , They are simply statements of the
way in which teaching and learning go forward, They ensure effective and efficient
teaching
Maxims of teaching are the universal facts.
Maxims of teaching are short statements like dictum that are treated as general rule of
conduct.
They are tried and tested principles.
They accelerate momentum of teaching learning process and help in achieving success in
classroom.
1) Proceed from known to unknown:- The most natural and simple way of teaching a lesson is
to proceed from something that the pupils already know to those facts which they do not know.
2) Proceed form simple to complex: To develop a sense of satisfaction in students, simple and
easy lessons should be taught first to be followed by complex and difficult one.
3) Proceed from easy to difficult:- Subject matter should be graded in such a way so that
children can climb the ladder of subject or lesson with ease and little difficulty.
4) Proceed from concrete to abstract: – Children can learn things easily when they can see and
handle them. The idea of two plus two is equal to four (2+2=4) is an abstract idea. If the same
things are done by allowing children to count two sticks with another two sticks, the idea of
four will easily come to their mind.
5) Proceed from Particular to General:- The teacher should start with specific and particular
examples or facts. Specific examples should lead to generalizations. For example- in teaching
algebra, formulae should be derived from particular cases and then applied to solve more
problems.
6) Whole to Part: In teaching, the teacher should try to acquaint the child with the whole lesson
first and then the different portions of it may be analysed and studied intensively.
7) Psychological to Logical: While teaching, the teacher should first keep in mind the interest,
aptitudes, capacities, development etc. of the children during selection of subject matter and
then on to its logical arrangement.
8) Proceed from analysis to synthesis: – Analysis means breaking a problem into convenient
parts, while synthesis means grouping of these parts into a complete whole.
9) Actual to Representative: For teaching excellently, actual objects should be, shown to the
children as far as possible. It gives them concrete learning which is more desirable.
Representative things in the form of pictures, models etc. should be used for the grown-ups.

6) Gagne’s Nine Events Of Instruction

Gagne’s book, The Conditions of Learning, first published in 1965, identified the mental
conditions for learning.
Gagne created a nine-step process called the events of instruction, which correlate to and
address the conditions of learning.
1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by presenting a stimulus to
capture their attention.
These are a few methods for capturing learners’ attention:
▪ Stimulate students with novelty, uncertainty, and surprise
▪ Pose thought-provoking questions to students
▪ Have students pose questions to be answered by other students
▪ Lead an ice breaker activity
2. Inform students of the objectives
Inform students of the objectives or outcomes for the course and individual lessons to help them
understand what they are expected to learn and do. Provide objectives before instruction begins.
Here are some methods for stating the outcomes:
▪ Describe required performance
▪ Describe criteria for standard performance
▪ Have learners establish criteria for standard performance
▪ Include course objectives on assessment prompts
3. Stimulate recall of prior learning
Help students make sense of new information by relating it to something they already know or
something they have already experienced.
There are numerous methods for stimulating recall:
▪ Ask questions about previous experiences
▪ Ask students about their understanding of previous concepts
▪ Relate previous course information to the current topic
▪ Have students incorporate prior learning into current activities
4. Present the content
Use strategies to present and cue lesson content to provide more effective instruction. Organize
and group content in meaningful ways, and provide explanations after demonstrations.
The following are ways to present and cue lesson content:
▪ Present multiple versions of the same content (e.g. video, demonstration, lecture, podcast,
group work, etc.)
▪ Use a variety of media to engage students in learning
▪ Incorporate active learning strategies to keep students involved
▪ Provide access to content on Blackboard so students can access it outside of class
5. Provide learning guidance
Advise students of strategies to aid them in learning content and of resources available. In other
words, help students learn how to learn.
The following are examples of methods for providing learning guidance:
• Provide instructional support as needed – i.e. scaffolding that can be removed slowly as the
student learns and masters the task or content
• Model varied learning strategies – e.g. mnemonics, concept mapping, role playing,
visualizing
 • Use examples and non-examples – examples help students see what to do, while non-
examples help students see what not to do
6. Elicit performance (practice)
Have students apply what they have learned to reinforce new skills and knowledge and to confirm
correct understanding of course concepts.
Here are a few ways to activate learner processing:
• Facilitate student activities – e.g. ask deep-learning questions, have students collaborate
with their peers, facilitate practical laboratory exercises
• Provide formative assessment opportunities – e.g. written assignments, individual or group
projects, presentations
• Design effective quizzes and tests – i.e. test students in ways that allow them to
demonstrate their comprehension and application of course concepts (as opposed to simply
memorization and recall)
7. Provide feedback
Provide timely feedback of students’ performance to assess and facilitate learning and to allow
students to identify gaps in understanding before it is too late.
The following are some types of feedback you may provide to students:
• Confirmatory feedback informs the student that they did what they were supposed to do.
This type of feedback does not tell the student what she needs to improve, but it encourages
the learner.
• Evaluative feedback apprises the student of the accuracy of their performance or response
but does not provide guidance on how to progress.
• Remedial feedback directs students to find the correct answer but does not provide the
correct answer.
• Descriptive or analytic feedback provides the student with suggestions, directives, and
information to help them improve their performance.
• Peer-evaluation and self-evaluation help learners identify learning gaps and performance
shortcomings in their own and peers’ work.
8. Assess performance
Test whether the expected learning outcomes have been achieved on previously stated course
objectives.
Some methods for testing learning include the following:
• Administer pre- and post-tests to check for progression of competency in content or skills
 • Embed formative assessment opportunities throughout instruction using oral questioning,
short active learning activities, or quizzes
• Implement a variety of assessment methods to provide students with multiple opportunities
to demonstrate proficiency
• Craft objective, effective rubrics to assess written assignments, projects, or presentations
9. Enhance retention and transfer
Help learners retain more information by providing them opportunities to connect course concepts
to potential real-world applications.
The following are methods to help learners internalize new knowledge:
• Avoid isolating course content. Associate course concepts with prior (and future) concepts
and build upon prior (and preview future) learning to reinforce connections.
• Continually incorporate questions from previous tests in subsequent examinations to
reinforce course information.
• Have students convert information learned in one format into another format (e.g. verbal or
visuospatial). For instance, requiring students to create a concept map to represent
connections between ideas (Halpern & Hakel, 2003, p. 39).
• To promote deep learning, clearly articulate your lesson goals, use your specific goals to
guide your instructional design, and align learning activities to lesson goals (Halpern &
Hakel, 2003, p. 41).

7) Higher-order thinking skills (04 Mar 2022_Batch1_Classical Teacher

Sanskrit)
High order thinking focuses not on gaining knowledge but on developing the ability to
understand, apply, and evaluate it.
It requires cognitive skill and knowledge
Higher-order thinking skills go beyond basic observation of facts and memorization.
Higher-order thinking skills are used for advanced cognitive processing of information. It
occurs when a person engages in a deep level of processing.
E.g. Critical thinking, Creative thinking, Lateral thinking, Divergent thinking, Convergent
thinking, Counterfactual thinking, Synthesizing, Invention, Metacognition, Evaluation,
Abstract thinking, Inference, Data manipulation, Troubleshooting, Metaphorical thinking,
Problem solving, Out of the box thinking.
Lower-order thinking Skills: Memorizing and understanding information.
It is often decontextualized and does not lead to deep knowledge.

8) Levels of Teaching (2023 RHT TGT ARTS)

In 1967, Morris L. Biggie, along with his pupils, classified the learning process into three
levels-

1) Memory level
2) Understanding level
3) Reflective level

Memory level: Memory level is the most thoughtless level of teaching; it’s only concerned
with sharpening memory or the mental ability to grasp information.
Exponent: - Herbert
This level of teaching emphasizes more on rote memorization rather than learning
(Thoughtless Teaching).
Teaching at memory level is considered to be the lowest level of teaching
Bookish Knowledge is provided to students.
Used at Initial stage of Learning.
It enables learner to retain and retrieve the knowledge attained.
The thinking ability does not play any role.
Students only cram the facts, information, formulas, and laws that are taught to them.
The teaching is nothing but learning the subject matter by rote.
The role of the teacher is prominent and that of the student is secondary.
The study material is organized and pre-planned.
The teacher presents the study material in sequential order plays the dominant and
active role.
Advantages-
• It is useful for children at lower classes because their intellect is under development.
• Teacher is free to make choices of subject matter, plan it and present it at his will.
• The knowledge attained at this level forms the basis for the future learning.
• It acts as an initial step for understanding and reflective level of teaching.
 • Help learners to learn new concepts.
• It is pre- requisite for Understanding level.
Disadvantages–
• It does not contribute in development of learner’s capabilities.
• Knowledge gained at this level does not prove to be helpful in solving real life situations
as it doesn’t improve learner’s capabilities.
• Teacher plays the dominant and active role which makes it less interactive and one sided.
• This level does not provide any intrinsic motivation to learners.
• It promotes cramming and ignores understanding of concept.

Understanding Level (UL): In the understanding level of teaching, students must

acknowledge the implication of concepts, interpret the relationship between elements, and apply
concepts, facts, and principles.
Exponent: - Morrison
It is Memory plus Insight (Thoughtful Teaching).
It focuses on Mastery over subject.
New Knowledge acquired is related to the previous knowledge attained.
Learners are required to comprehend the facts to understand the meaning of different
concepts and their relationships.
Teacher plays a significant role but not so dominant.
Learners play active role.
It’s best for students with higher cognitive ability and memory levels.
Students at this stage can think, imagine present things logically, and evaluate the
relationship between elements and principles.
There is an active role of both student and teacher in assimilating facts.
Advantages–
• Learners develop cognitive abilities.
• This level paves way for Reflective level.
• It makes the class more lively and interactive.
• Develops intellectual behavior of learners.
• Learners do not learn by rote, they understand the facts, its purpose and use.
Disadvantages–
• This level ignores the higher cognitive abilities.
 • emphasize less on Intrinsic motivation
• Individualized learning doesn’t takes place.
• Teaching at this level is subject centered.

Reflective level
Exponent: - Hunt
This level is considered as the highest level of teaching as it includes both memory and
understanding level of teaching.( Highly thoughtful)
It is a problem centric approach therefore students are assumed to adopt research approach
to solve a particular problem.
Classroom environment is open and independent.
It comprises highest level of learning by developing new insight.
Subject matter is unstructured and open ended so helps in development of insight
It is the highest level of learning that includes both MLT and ULT.
Students go beyond the normal understanding of the concept; they are keen on doing
proper research and adopting a problem-centric approach to learning.
The reflective level of teaching is to encourage students to solve their problems by logic,
reasoning, and imagination.
The students occupy the primary spot, and the teachers come secondary.
The classroom environment is ‘open and independent,’ and students are self-motivated to
adopt this new level of learning.
To test, teachers should include high-order cognitive skills like reasoning, creativity,
problem-thinking, and critical thinking
Advantages–
• Learner centered approach.
• Teaching at this level is highly thoughtful.
• Develops intrinsic motivation in learners.
• Develops problem solving ability.
• Useful for gifted learners.
• Caters creativity.
Disadvantages–
• It is limited to higher classes as it requires high order thinking abilities.
• Puts extra burden on teachers.
 • It is a time consuming process.
• Not suitable for slow learners.
Morris L. Biggie (1976) has added one more level under the rubric ‘autonomous
development’. The four levels of teaching and learning may be shown on a continuum in the
following way:

Autonomous development level:

The autonomous development level is student-centered.
It is little or no leadership, direction, or imposition of student thought or behavior to
promote self-feelings.
There is the development of a feeling of autonomy with little or no scope for teacher
intervention that’s why it is a kind of negative education.
It refers to the learner’s ability to control over own learning.
It is desired for in-depth learning.
It is driven by intrinsic motivation.

9) Deep Learning, Surface Learning and Strategic Learning

10) Innate Learning:

Innate learning is basically what we refer to as instincts. Innate behavior is behavior that is
not necessarily learned but is present from birth.
 For example, most of us will immediately remove our hand if it touches fire even if we
were not directly taught to.
11) Models of Teaching:
Teacher uses teaching model in order to make his teaching effective.
Teaching Model is the first step towards the development of teaching theories. They
provide scientific basis to teaching theories. These are postulates which are used by
teachers to make his teaching effective.
According to Hyman: “The model is a way to talk and think about instruction in which
certain facts be organized, classified and interpreted.”
According B. R. Joyce: “Teaching models are just instructional designs. They describe the
process of specifying and producing particular environmental situations which cause the
student to interact in such a way that specific change occurs in his behavior”
According to Paul D. Eggen—“Models are prescriptive teaching strategies designed to
accomplish particular instructional goals.

Elements of Teaching Models:

Every teaching model consists of four basic elements
(1) Focus/Goal: Every teaching model must have a fixed objective, which is called as the focus of
that model. These focuses are influenced by the teaching objectives and goals and keep striving
for the development of these skills and abilities.
(2) Syntax/Phasing: Syntax refers to those points of teaching models which generate actions
according goals or objectives determined in the various educational phases.
In other words, syntax of teaching models shows that how teaching actions, strategies, techniques
and interactions should be sorted to achieve the desired objectives.
(3) Social System: Each model has its own social system, which tells us how to organize actions
and interactions between students and teachers in which students have controlled behavior.
Families of Models of Teaching
Joyce & Weil has given the most famous explanation. They have developed more than 20
models. On the basis of main features and nature, these models are mainly divided into four
families.
The four families are as follows:
1. Information Processing Models
2. Personal Models
3. Social Interaction Models
4. Behaviour Model
1. Information Processing Models
This has been defined as the ways and approaches that people handle stimuli from the
environment, organize data sense problems, generate concepts and solutions to problems and
employ verbal and non-verbal symbols. It helps the students learn how to construct knowledge.
Examples designated in this area of might be David Ausubel’s Advanced Organizers, or

Jerome Bruner’s Concept Attainment models.

2. Personal Models
This model focuses on the personal development of the individuals and helps them to
develop positive relationship with the environment.
They are concerned with human feelings and emotions. This group of approaches
acknowledges the uniqueness of each learner.
Carl Roger’s Non-directive Teaching Model and Self –Actualization by Abraham
Maslov would be good examples for this group.
3. Social Interaction Models
The models in this family capitalize on our nature as social creatures to further learning and
to expand our ability to relate productively to one another.
Essentially, ‘classroom management’ is a matter of developing cooperative relationships in
the classroom.
These models also emphasize that human learning occurs in social settings and through
modeled behaviors and social exchanges.
The Schaftel’s Role Playing Model is one of the more popular models in this group.
Donald Oliver’s the Jurisprudence Model also exemplifies a form of social learning.
4. Behavioural Models
These models concentrate on observable behavior and clearly defined task and on
communicating progress to the student.
Behavioral techniques are amenable to highly structured outcomes that concentrate on
observable objectives such as learning to read, physical skills, behavioral and emotional
adaptations and restructuring.
 B. F. Skinner is one of the more well know developers of behavioral techniques like his
Operant Conditioning. Anxiety reduction by David Rinn, Joshep Wolpe and John
Masters is another example.
Some Extension
1. Concept Attainment Model
This model has developed by Jerome Burner. It enables the learners to describe similarities
and relationship among things of the environment.
Burner’s main interest was to elucidate the thinking Effectiveness of adults who already
had a grasp of concepts.
It is designed primarily to develop inductive reasoning, but also for concept development
and analysis.
2. Inductive Teaching Model
Hilda Taba has developed inductive teaching model.
It develop mental abilities and gives emphasis on concept formation.
The teaching activities are arranged in a logical sequence in advance.
3. Suchman’s Inquiry Training Model
The development of independent inquiry skills among childrenis possible through Richard
Suchman’s Inquiry Training Model.
Development of Science and Technology is based upon the investigation.
The model is interested in helping students to develop the intellectual discipline and skills
necessary to raise questions and search out answers stemming from their curiosity.
4. Biological Science Inquiry Training Models
Joseph J.Schwab developed biological science inquiry training model. This model is used
by Biological science curriculum study (BSCS).
The goal of biological science inquiry training model is to teach students to process
information according to the research biologists.
5. Developmental Teaching Model
Jean Piaget (1952) has developed this model.
It gives importance to intellectual development.
This model was based on piagetian theory and has wide application in both cognitive and
social development to all subject areas.
6. Advance Organizer Teaching Model
 This model was developed by David P.Ausubel (1963).
It improves the effectiveness of lectures and other presentations.
David Ausubel has built and tested this method of using concepts to improve learning from
lectures and readings.
7. Memory Model
Jerry Lucas and Harry Lorayne (1974) designed the memory model.
Memorizing and remembering are active pursuits.
The capacity to take in information to integrate it meaning fully, and later to retrieve it at
will is the product of successful memory learning.
12) Three Phases of Teaching
In 1966, philip jackson distinguished between pre-active and inter-active phases of teaching.
and thus phases of teaching is also called philip jackson’s analysis of teaching.
The three phases of teaching are: three phases of teaching
1. Pre-active phase
2. Inter-active phase
3. Post-active phase

1. Pre-active Phase:
This phase is exclusively related to the analysis of the teaching task at the time of planning.
In the pre-active phase of teaching, the planning of teaching is carried out.
This phase includes all those activities, which a teacher performs before classroom
teaching or before entering the classroom.
Teaching Operation in Pre-active Stage
1) Formulation of Goals
2) Selection of Content
3) Styles of Teaching
4) Selection of Teaching Strategies
5) Selection of Teaching Tactics
Inter-active stage
This stage includes all those behaviors, activities or things done between the time of the
teacher’s entry in the classroom and the time when the lesson or subject content has been
delivered by him.
 Teacher gives verbal and non-verbal inspiration, explains different facts of the lesson, asks
questions and tells the answers.
In this stage, teacher implements Notes the already prepared teaching.
The teacher uses a variety of teaching approaches, array compositions, teaching tips to
actual format the teaching preparation done in pre-active stage.
Operations of Teaching during Inter-active Stage
1) Sizing-up the Class
2) Diagnosis of Learner
3) Development of Strategies of Teaching
4) Treatment given to the learners
Post-active stage
In this stage, teacher evaluates the task learned after teaching has been finished.
Post-active phase is the one that involves teacher’s activities such as analyzing evaluation
results to determine student’s learning, especially their problems in understanding specific
areas, to reflect on the teaching by self, and to decide on the necessary change to be
brought into the system in the next instructional period.
Operation of Teaching during Post-active stage:
1) Defining the exact dimensions of the changes caused by teaching.
2) Selecting appropriate testing devices and techniques.
3) Changing the strategies in terms of evidences gathered.
LPP B1: Learning as a process and as an outcome

Learning as a process
Learning as a process refers to way of acquiring new information and elaborating one’s
own understanding of using it.
It is a series of steps designed to lead to a particular outcome or goal.

Decidi
Input ng(Pro
cessing
)

Feedb
Acting
ack

Learning as a cognitive/active process(Piaget)

E.g. Schema, assimilation, Accommodation, Equilibrium
Learning is a continuous and lifelong process.
Learning as making sense or abstracting meaning, learning that involves relating parts of the
subject matter to each other and to the real world.
Learning as interpreting and understanding reality in a different way, learning that involves
comprehending the world by reinterpreting knowledge
Learning as an outcome
Learning as a outcome refers to product, result, knowledge or skills acquire at the end.

A quantitative increase in knowledge

Memorizing or storing information that can later be retrieved.
Acquiring facts, skills and methods that can be retained and used as necessary.
E.g. acquired behavior (Cow)
B2: Relevance and Applicability of theoretical perspective on Learning
Humanistic Approach (Karl Roger), Constructivist (Piaget and Vygotsky)

Humanistic Approach (Karl Roger)

Humanistic psychology is a perspective that emphasizes looking at the whole person,
and the uniqueness of each individual.

It emphasizes learner authority, autonomy, emotions and free will.

Petrarch was a classical scholar, considered the "Father of Humanism".

Proponents are Abraham Maslow, Carl Rogers, and James F. T. Bugental

Features/Assumptions/ Principles of Humanistic

1) Humans are active and creative people
2) Learning is person centered and individual
3) Subjective experience
4) Uniqueness of each individual
5) Teachers should be a source of motivation and facilitator for learners (Roger)
6) Emphasizes the freedom and autonomy of learners.
7) Study the individual case (idiographic) rather than the average performance of groups
(nomothetic).
Carl Rogers:
 Carl Rogers (1902-1987) was a humanistic psychologist.
Carl Rogers is famous for self theory of personality, Positive regard, person centered
therapy, The fully functioning person and Experiential Learning
Major Ideas of Carl Rogers
“The only person who is educated is the one who has learned how to learn and change.”
“I have come to feel that the only learning which significantly influences behavior is
self-discovered, self-appropriated learning.”
“The curious paradox is that when I accept myself just as I am, then I can change.”
“The good life is a process, not a state of being. It is a direction, not a destination.”
“When I look at the world I’m pessimistic, but when I look at people I am optimistic.”
Rogers (1959) added that for a person to "grow", they need an environment that
provides them with genuineness (openness and self-disclosure), acceptance (being seen
with unconditional positive regard), and empathy (being listened to and understood).
Rogers believed that every person could achieve their goals, wishes, and desires in life.
When, or rather if they did so, self actualization took place.

1) The self concept:

The organized, consistent set of perceptions and beliefs about oneself.
Self-concept is the image of what we are (actual self), should be (ought self) and want to be
(ideal self).

The self-concept includes three components:

1) Self worth : Self worth is the opinion you have about yourself and the value you place on
yourself.
2) Self image: How you see yourself or perceive yourself
 3) Ideal self: The ideal self is the person that you would like to be

2) Congruent and Incongruent

3) Positive Regard: Rogers believed that we need to be regarded positively by others; we need
to feel valued, respected, treated with affection and loved.

1) Conditional positive regard: Acceptance or love with conditions. It means valuing

someone based on conditions.
E.g. I will love you, if you crack RHT
2) Unconditional positive regard means accepting and respecting others as they are without
judgment or evaluation or conditions.

4) Experiential learning: Rogers introduced the idea of two different types of learning in
his theory: cognitive and experiential.

Experiential learning is the active process in which students learn information through
discovery and exploration. It is a student centred approach, addressing each student's needs
and wants.

Cognitive learning is meaningless

5) Person centered therapy/Counseling

❑ Also known as person- centered therapy or Rogerian therapy is an approach to
counseling that requires the client to take an active role in his or her treatment with
therapist being nondirective and supportive.
 ❑ Also termed Client-Centered Therapy, Humanistic Therapy or Phenomenological
Therapy

❑ A congruent therapist who provides unconditional positive regard and empathy can
stimulate change in a vulnerable person to become a creative, responsible, developing
individual

❑ By providing a therapeutic atmosphere which is real, caring, and nonjudgmental the

person can develop to their full potential

6) Self Actualization
Every person wants to achieve his goal, wishes and desire in life. When he does, so self
actualization take place.

Self actualization occurs when ideal self is congruent with real self. Roger called the self
actualized person "fully functioning person.
Constructivist (Piaget and Vygotsky)

Jean Piaget Constructivist:

Jean Piaget was a Swiss biologist, psychologist and genetic epistemologist, (Radical
constructivism/ individual constructivism)
Children's learners on their own without any intervention, children are active learner,
Children construct knowledge in response to experience, and children are intrinsically
motivated.
He is well known for Basic cognitive concept, Stages of cognitive development,
cognitive constructivism

Basic cognitive concept :

Stages of Cognitive Development:

Piaget’s theory of cognitive development suggests that children move through four different
stages of mental development.

Through a series of stages, Piaget proposed four stages of cognitive development:

 1) Sensori-motor stage(birth to 2 years)
2) Pre-operational stage: ages (2 to 7)
3) Concrete operational stage: ages (7 to 11)
4) Formal operational stage: ages (12 and up)

1) Sensori-motor stage (birth to 2 years)

During this stage, infants think using their senses and motor actions.
They learn about the world by touching, looking, listening or biting things.
Trial and error method is the major basis of learning.
Cognitive development at this stage is characterized by goal directed behaviour, objects
permanence concept, mental representation, cause and effect relationship and coordinated
space.
Goal directed behaviour: During Sensori-motor stage reflex action ends. This stage is
marked by beginning of directed behaviour. In infancy there are 3 primitive reflexes like
sucking, following objects with eyes and palmer grasp.
Object permanence concept: During Sensori-motor stage child develops the awareness that
an object continues to exist even when it is hidden from view.
An example of object permanence is hiding a toy under a blanket, and an infant knowing the
toy is present under the blanket by finding it. This indicates that the infant remembered the toy
when it was out of sight and was able to find it.
Mental representation: The child develops the ability to keep mental picture of an event even
beyond immediate experience.
For example a child may begin a tantrum after seeing another child doing it some time ago.
This is known as deferred imitation.
Cause and effect relationship: Child learns the concept of object causality. He / She develops
that there is a cause and effect association. A child may make different sounds to get the
attention from caregivers.

2) Pre-operational stage: ages (2 to 7)

Cognitive development at this stage is characterized by Transductive reasoning, Animism,
Artificialism Egocentrism, Symbolic Functioning, Centration, Irreversibility, Curiosity and
Seriation.
 Transductive reasoning: Child starts to associate two separate events which are otherwise
unrelated. They fail to understand cause and effect relationship.
An example for Transductive reasoning in children is when they say thing with utmost
conviction, like “Look mom, the moon is coming along with us”, when they are travelling in a
car or a train at night.
Animism: Child believes that inanimate objects have life and are capable of actions.
An example could be a child believing that the sidewalk was mad and made them fall down, or
that the stars twinkle in the sky because they are happy.
Artificialism: Child believes that environmental objects are controlled by people.
For example, a child might say that it is windy outside because someone is blowing very hard,
or the clouds are white because someone painted them that color.
Egocentrism: During this stage, child believes that others see, feel and think exactly the same
as him / herself.
For example a child may want a toy truck for his birthday, when then child is asked what their
mother would like for her birthday the child may say toy truck.
Symbolic functioning: Child develops the ability to make use of symbols in communication.
Centration: Child develops the ability to focus attention on only one aspect of a situation at a
time.
Irreversibility: A child cannot reverse in mind what he/ she does or knows.
Curiosity: Child begins to ask a lot of questions because of curiosity.
Seriation: Child does not have the ability to classify things into categories.

3) Concrete operational stage: ages (7 to 11)

Children at this stage apply logical thinking. Cognitive development at this stage is characterised
by Logical thinking, Decentration, Reversibility, Cause and Effect relationship, Classification,
Transitivity and Elimination of Egocentrism.
Decentration: Now child develops the ability to focus attention on many aspects of a
situation simultaneously.
For example, if a child's favorite hobby is riding a bike, it would not necessarily mean that the
people around them also prefer biking instead of walking or riding a scooter.
Reversibility: Child can reverse the thought in their minds. Once they know the route from
home to school, they can picturise the reverse route from school to home.
 Cause and Effect relationship: Children develop the concept that there is a cause for some
event. At this stage they understand cause of rain is because of clouds in the sky.
Classification: Child is able to classify things based of their properties. Child develops the
ability to arrange things according to some order (from small to large, thin to thick, light to
heavy)
Transitivity: Child arrives to some conclusions by combining relations logically.
For example, older children can infer that if John is taller than Mary, and Mary is taller than
Sue, then John is taller than Sue
Elimination of Egocentrism: Child starts to view things from another’s perspectives as well.

4) Formal operational stage: ages (12 and up)

Cognitive development at this stage is characterised by Abstract thinking, Deductive reasoning,
Problem solving, Hypothetical thinking, Adolescent Ego-centrism, Imaginary Audience and
Personal fable.
Abstract thinking: Children begin to imagine and predict the possible outcome of actions and
develop long term planning.
Deductive Reasoning: Child develops the ability to use a general rule to determine specific
outcomes. For example, if A=B and B=C, then A=C.
Problem Solving: Child is now able to solve a problem in a logical and methodical way.
Hypothetical Thinking: Child can guess about the possible outcomes.
Adolescent Ego-Centrism: Child at this stage has high self-consciousness. He / She believes
that others are interested in him / her. They develop concept of imaginary audience (Belief that
others are watching them) and personal fable (he /she is the centre of attention).
Generalization and hypothetical problem solution: For example, if a child has to create a
model of the solar system using materials they have at home, there are a number of ways they
could use them. Thinking of several possibilities and then using the one that is the most logical
or effective shows they have hypothetical-deductive reasoning skills.
Educational Implications of Piaget’s theory
1) Developmentally Appropriate Education
2) Importance of Process
3) Active Learning
4) Self-Initiated Learning
5) Individual Learning Needs
 6) Deemphasize Attempts to Make Children Adult-like in Their Thinking
7) A focus on the process of children's thinking, not just its products.
8) Recognition of the crucial role of children's self-initiated, active involvement in learning
activities
9) Acceptance of individual differences in developmental progress

Vygotsky’s Constructivism:
Lev Vygotsky (1896-1934) was a Russian psychologist.
He is considered as the father of social constructivist theory.
He is known for his Social Interaction, MKO, ZPD, Scaffolding, Culture , Language
Emphasizes the contribution of social and cultural factors to the cognitive development of
the individual
1) Social interaction : Social interaction plays a fundamental role in the process of cognitive
development. The child’s cultural development appears twice: first, on the social level, and later,
on the individual level.
Social Level is between people which is called as interpsychological (Knowledge through
contacts and interactions with people)
Individual level which is inside the child – called intrapsychological(Inside the child -
knowledge by adding own personal value)
2) The More Knowledgeable Other (MKO): The MKO refers to anyone who has a better
understanding or a higher ability level than the learner, with respect to a particular task, process,
or concept.
The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO
could also be peers, a younger person, or even computers.
3) Zone of Proximal Development : The Zone of Proximal Development is defined as the
space between what a learner can do without assistance and what a learner can do with adult
guidance or in collaboration with more capable peers.
 ❑ When a learner is close to mastering a skill set required to complete a task, but still needs
the guidance of an expert to do so, they are considered to be in their zone of proximal
development.

4) Scaffolding: It is a support system or assistance

When a child is in their ZPD, an expert will provide them with appropriate assistance to
help them accomplish a new task or skill. Activities, instructions, tools, and resources that
are used to aid in this learning process are known as scaffolding.
The role of teachers and others in supporting the learner's development and providing
support structures to get to that next stage.
For example, if students are not at the reading level required to understand a text being
taught in a course, the teacher might use instructional scaffolding to incrementally improve
their reading ability
Educational Implications of Vygotsky’s Constructivism
1) Collaborative learning
2) Reciprocal learning
3) Peer collaboration
4) Active learning
5) Role of language , culture and social interaction
6) Assistive learning
B3: Basic Conditions of learning: Readiness, Maturation, Motivation, Maturation,
Attention, Task and Methods.

Basic Conditions of Learning: Learning is possible under certain desirable conditions, such as
physical, psychological or sociological.

❑ Gagné (1985) describes two different types of conditions that exist in learning: internal and
external.

❑ Internal Conditions: Capabilities that already exist in a learner before any new learning
begins make up the internal conditions necessary for learning.

❑ External conditions: External conditions include different stimulus’s that exist outside the
learner such as the environment, the teacher, and the learning situation.

1) Readiness :
Readiness is the state of being prepared to act. An example of readiness is the state of a
girl well-prepared to go on her first camping trip

It points out that one learns only when he is physically and mentally ready for it. In other
words, preparatory set on the part of the organism is an important condition for learning.

Law of readiness by El Thorndike:

❑ When the organism is ready to do some work, the act of doing is satisfying, and not doing
it is annoying.

❑ When he does not want to work, forcing him to work is dissatisfying.

❑ If students are not willing to learn, forcing them to learn will cause dissatisfaction and
annoyance.

Learning readiness characteristics of students:

1. Attention Span: Attention span refers to the length of time that a student can maintain focus
on a particular task or activity. Students with a long attention span are better able to
concentrate on tasks for longer periods. In contrast, students with a shorter attention span may
struggle to remain focused for extended periods.
2. Memory: Memory refers to a student’s ability to retain and recall information. Students with
strong memory skills are better able to learn and retain new information, whereas students with
weaker memory skills may struggle to recall information that they have learned.
3. Motivation: Motivation refers to a student’s desire or drive to learn. Students who are highly
motivated are more likely to engage in learning activities and persist in the face of challenges.
In contrast, students who lack motivation may struggle to engage in learning activities.
4. Self-Regulation: Self-regulation refers to a student’s ability to manage their own behaviour
and emotions. Students with strong self-regulation skills are better able to control their
impulses, manage their emotions, and persist in the face of challenges.
5. Language Development: Language development refers to a student’s ability to understand
and use language. Students who have strong language skills are better able to comprehend
instructions, communicate effectively, and engage in learning activities.
6. Social-Emotional Development: Social-emotional development refers to a student’s ability to
manage their own emotions, empathise with others, and establish positive relationships.
Students who have strong social-emotional skills are better able to work collaboratively with
others, manage conflict effectively, and navigate social situations.
7. Cognitive Development: Cognitive development refers to students’ ability to think, reason,
and problem-solve. Students who have strong cognitive skills are better able to understand
complex concepts, analyse information, and apply their knowledge to new situations.
8. Prior Knowledge: Prior knowledge refers to a student’s existing knowledge and
understanding of a subject. Students who have prior knowledge of a subject are better able to
build on that knowledge and make connections between new and existing information

2) Maturation:
Maturation means that children are able to do at certain stages of development certain task .
❑ Maturation is the natural development or an increase in competency and adoptability in
certain stage.
Characteristics:
Maturation is primarily based on heredity.
Maturation is automatic process for behavioural change.
There is age-limit for the process of maturation.
Motivation has no effect on maturation
It involves both structural and functional changes or performance
Conditions for Learning:
1) Maturation is an essential condition of learning.
2) learning must begin when the child is mature enough
 3) If learning precedes maturation, there is more wastage of time and energy.
4) Maturation makes learning possible - Learning takes place only if the stage for that type of
learning has been achieved through a process of maturation.
5) Maturation sets limit to what a person can be or become - Because of limitations in the
hereditary endowment of the child, development cannot go beyond a certain point even
when learning is encouraged
6) Variations in patterns of development - The different environmental influences children
experience affect the pattern of development. Were human development due to maturation
alone as in some animal species, individuality would be reduced to a minimum.
7) Deprivation of learning opportunities limits development-When the environment limits
opportunities for learning, children will be unable to reach their hereditary potentials.
8) Effectiveness of learning depends upon proper timing-Regardless of how much effort
children put into learning, they cannot learn until they are developmentally ready to learn.
9) Modification of behaviour - For both learning and maturation the purpose is modification
of behaviour. However, learned behaviour differs from behavioral attributed to maturation.
10) The understanding of complexity of changes that take place as a result of learning and
maturation would make a teacher and his/her teaching effective
11) Maturation levels have implications on the curriculum selection.
12) Curriculum should be chosen according to the level of learning and maturation. For
example, demonstration method for six to twelfth, play way method for little children,
lecture method for graduates and post graduates.
3) Learning Tasks:
Learning Tasks are opportunities you create for students to engage with the content you're
teaching
Enable students to engage with and develop their skills, knowledge and understandings
Learning tasks play an important role in instructional settings.
They serve to activate and control learning processes in order to facilitate successful
learning.
Prompting the learners to engage intensively in the subject matter.
Learners receive feedback on how well they performed on a learning task and guidance on
how to acquire the relevant information.
4) Motivation
Motivation is derived from the word 'movere' which means to move. It is the process of
arousing action, sustaining activity in progress, regulating and directing pattern of activity
through energy transformations within the tissues of the organism.
Thompson, "Motivation covers any and every factor of the spring of human action from the
beginning to the end i.e., attitudes, bias, urge, impulse, cravings, incentive, desire, wish,
interest, will, intention, longing, aim."
Guilford, "Motivation is an internal factor or condition that tends to initiate and sustain
activity."
Johnson, "Motivation is the influence of general pattern of activities indicating and directing
behaviour of the organism.
McDonald, "Motivation is an energy change within the person characterised by effective
arousal and anticipatory goal reactions.
Skinner, "Motivation in school learning involves arousing, persisting, sustaining and
directing desirable behaviour."

Process in Motivation

The elements of the process of motivation are: (1) Motivates, (2) Behaviour, (3) Goal, (4)
Feedback.

1) Motive:- Motives prompt learner to action. Motives determine the general direction of
learner's behaviour.
2) Behaviour:- Behaviour is a series of activities of an individual. It generally motivated by a
desire to achieve a goal.
3) Goal:- Motives are directed towards goals. Goals are the ends which provide satisfaction to
learners.
4) Feedback:- Feedback may be in the form of reduction or increase in tension.
Nature of Motivation
Motivation is an internal feeling which influences the human behavior.
Motivation is affected by way the individual is motivated.
Motivation results in achieving goals positively in the organization.
Motivation is related to satisfaction.
Motivation can be positive and negative.
 Motivation is a complex process as the individuals are heterogeneous in their expectations,
perceptions and reactions.
Motivation is stronger when it springs from a person’s needs which are consistent with his
values.
It is a Continuous Process
Motivation is associated with the psychological aspects of human inclinations, desires,
goals, and behavioral conducts.
Goals Lead to Motivation

Types of Motivation:
1. Extrinsic motivation
Extrinsic motivation refers to the behavior of individuals to perform tasks and learn new
skills because of external rewards or avoidance of punishment.
A type of motivation which is induced by outside forces, commonly of financial nature or
reward is called as extrinsic motivation.
Extrinsic Motivation Examples
1. Studying because you want to get a good grade
2. Helping others because you hope for praise
3. Going to new places because you want to post it on social media
4. Pursuing a certain degree because you want to make your parents proud
2. Intrinsic Motivation
Intrinsic motivation refers to the act of doing something that does not have any obvious
external rewards.
You do it because it’s enjoyable and interesting to you, not because of any outside
incentive or pressures, like rewards or deadlines.
Intrinsic motivation is performing an activity for its own sake rather than the desire for
some external reward or out of some external pressure.
Intrinsic Motivation Examples
1. Playing sports because you enjoy how they make you feel
2. Investing money because you want to become financially independent
3. Traveling because you want to explore different cultures
4. Working in a team because you enjoy collaboration
5. Learning about personal development because you want to improve yourself
 6. Studying because you are curious about the topics
Theories of Motivation:
1. Content theories:
The content theory of motivation, also known as need theory mainly focuses on the internal
factors that energies and direct human behavior.
In general, such theories regard motivation as the product of internal drives that compel an
individual to act or move (hence, “motivate”) toward the satisfaction of individual needs.
Needs are deficiencies that energies or trigger behaviors to satisfy those needs.
The stronger your needs, the more motivated you are to satisfy them.
Some of the major content theories are:
1) Maslow’s Need Hierarchy Theory
2) ERG Theory (Alderfer)
3) Herzberg’s Two Factors Theory
4) McClelland Theory of Need
5) Porter and Lawler Theory

2. Process theories:
Process theories of motivation provide an opportunity to understand the thought processes
that influence behaviour.
It explains how workers select behavioral actions to meet their needs and determines their
choices.
The major process theories of motivation are:
1. Equity theory (Adams)
2. Expectancy theory (Vroom)
3. Goal-setting theory (Lock)
4. Reinforcement theory (B.F. Skinner)

5) Method
❑ The term teaching method refers to the general principles, pedagogy and management
strategies used for classroom instruction.
❑ The word "Method" has been derived from Latin which word means, "Mode" or "Way".
❑ The process of interpreting the world of knowledge to pupils mind is called the method of
teaching.
 Teacher-Centred Approaches: Teachers are the main authority figure in a teacher-
centred instruction model. Students are viewed as “empty vessels” who passively
receive knowledge from their teachers through lectures and direct instruction.
E.g. Lecture Method, Team teaching, TV or video presentation
Learner-centred Approaches: A learner-centred approach views learners as active
agents in which students solve problems, answer questions, formulate questions of their
own, discuss, explain, debate, or brainstorm during class.
E.g. Assignments, tutorials, programmed instruction, heuristic method,
personalized system of instruction
Important Methods of Teaching
1. Lecture Method
A lecture is an oral presentation of information by the instructor.
It is the method of relaying factual information which includes principles, concepts, ideas
and all theoretical knowledge about a given topic.
In a lecture the instructor tells, explains, describes or relates whatever information the
trainees are required to learn through listening and understanding.
It is therefore teacher-centred.
The instructor is very active, doing all the talking.
Trainees on the other hand are very inactive, doing all the listening.
Despite the popularity of lectures, the lack of active involvement of trainees limits its
usefulness as a method of instruction.
The lecture method of instruction is recommended for trainees with very little knowledge
or limited background knowledge on the topic.
It is also useful for presenting an organized body of new information to the learner.
Advantages
1. Saves time.
2. Permits flexibility.
3. Requires less rigid space requirement.
4. Permits adaptability.
5. Permits versatility.
6. Permits better centre over contact and sequence.
Disadvantages
1. Involves one-way communication.
2. Poses problems in skill teaching.
3. Encourages student passiveness.
4. Poses difficulty in gauging student reaction.
5. Require highly skilled instructors.

Discussion method
Discussion involves two-way communication between participants. In the classroom
situation an instructor and trainees all participate in discussion.
During discussion, the instructor spends some time listening while the trainees spend
sometimes talking.
The discussion is, therefore, a more active learning experience for the trainees than the
lecture.
A discussion is the means by which people share experiences, ideas and attitudes.
As it helps to foster trainee’s involvement in what they are learning, it may contribute to
desired attitudinal changes.
Discussion may be used in the classroom for the purpose of lesson development, making
trainees apply what they have learnt or to monitor trainees learning by way of feedback.
Advantages
1. Increase students interest
2. Increases student acceptance and commitments.
3. Utilizes student knowledge and experience.
4. Results in more permanent learning because of high degree of student participation.
Disadvantages
1. Require highly skilled instructor.
2. Requires preparation by student.
3. Limits content.
4. Consumes time.
5. Restricts size of groups
Story telling Method
Storytelling is a means for sharing and interpreting experiences.
Storytelling can be used as a method to teach ethics, values and cultural norms and
differences. Learning is most effective when it takes place in social environments that
provide authentic social cues about how knowledge is to be applied.
Stories are a powerful means of language teaching.
Advantages:
1) By placing the story in fiction, he removes it from the political arena and allows readers to
contemplate "what if" and draw their own conclusions
2) This has elements of a puzzle, and potentially piques the interest of people who would
normally ignore politics, thus reaching a larger audience.
3) By placing a horrific turn of events within a fairy tale, Orwell draws a dark contrast between
the ideal world and the reality (which is essentially his comment on communism--it offered
an ideal world but turned dark)
4) The theme of the story is as important as the historical significance: the potential for well.

Limitations
(1) It usually encourages exaggerations of facts which create misconception and wrong ideas in
the pupils.
(2) It sometimes minimizes the importance of personalities and shows even the historical
characters as mythical and frivolous.
(3) The story-telling method is not found suitable for teaching history to the students of higher
classes

Project Method
Project method is based upon the ideas of the great American educationalist, Mr. John
Dewey. The credit of developing these ideas into a method goes to Mr. William Kilpatrick.
According to him ‘A project is a whole hearted purposeful activity, proceeding in a social
environment’
According to Stevenson : “A project is a problematic act carried to completion in its natural
setting”.
Steps in project method
1. Providing a situation
2. Choosing the project
3. Planning the project
4. Executing the project
5. Evaluation of the project
Merits

1) It gives freedom to children

2) It enable the children to learn from their own experience
3) It is free from the defects of the text book method
4) It is a natural method of acquiring knowledge
5) It gives training in social adjustment
6) It gives training in democratic way of living
7) It trains the children in solving problems
8) It helps the teacher to understand his pupils
Demerits
1) It hampers the completion of syllabus
2) There is a possibility of giving more importance to less importance
3) It may lead to unsystematic learning
4) It may lead to monopolization by some students
5) It may disturb the school working system
6) It increases work loard of teachers
7) It is an expensive method
Brainstorming
Brainstorming is a group creativity technique by which efforts are made to find a conclusion
for a specific problem by gathering a list of ideas spontaneously contributed by its members.
The term was popularized by Alex Faickney Osborn in the 1953 book Applied Imagination.
It is a combination of a relaxed, informal approach to problem-solving and lateral thinking.
People give their ideas and thoughts.
Encourage creativity
Introduces many ideas quickly
Generates innovative, revolutionary ideas
Some of these ideas are used to form original, creative solutions to problems.
Even some seemingly useless ideas can spark still more ideas.
E.g. If you want to improve your physical fitness, you may gather a group of friends and
brainstorm ideas for different types of exercise, workout routines, and healthy eating habits to
create a fitness plan.

Differentiated instruction
Differentiated instruction is the process of tailoring lessons to meet each student's individual
interests, needs, and strengths.
 Differentiation is a teaching approach that modifies instruction to meet the individual needs
of students.
Teachers can differentiate in various ways, such as through the process of instruction, the
content being taught, the resources used, or the learning environment.
Differentiation is all about creating a personalized learning experience for each student.

Expeditionary learning
Expeditionary learning is the process of learning through participating in practical
experiences.
These can be projects, case studies or lab experiments in the classroom or field trips to
places around your school and community.
 For example, in a science class, you might take a trip to a nearby nature center to learn
about the types of animals and plants in your area.
This type of approach encourages students to apply classroom knowledge and skills to the
real world.
It can help them comprehend the purpose of their efforts and return to schoolwork with
enthusiasm.

Inquiry-based learning
Inquiry-based learning promotes the idea of learning by investigation, where students can
complete projects, ask questions and find answers by themselves.
While teachers act as resources in these times, the goal is for students to solve problems
and discover information on their own.
Upon learning about concepts, they can explain and present the concepts in their own
words to further enforce them in their memories.
Then, students can advance to higher levels at their own pace.
This is a way for students to perform an active role in the learning process.

Flipped Classroom

A flipped classroom is a blended learning strategy that directs the students to be self-
dependent learners at home and test what they have learned in the classroom with live
problem-solving sessions.
Students become independent learners
Students are better engaged in the classroom
Teachers can complete syllabus without being rushed

Problem-Based Learning
Problem-based learning (PBL) is a method where open-ended problems take centre stage
for students to solve.
This method enables students to think continuously with motivation and determination
until the problem is solved.
 The student journey for solving the problem requires them to 1) Examine the problem, 2)
Explore resources where they can find the solution, 3) Evaluate the ways to solve the
problem, 4) Solve the problem, and 5) Report on their findings.
Develops critical thinking and decision-making skills
Fosters problem-solving abilities
Engages students at higher levels

Competency-Based Learning
Competency-based learning is a method where students progress through learning
objectives at their own pace.
The main characteristic of this model is that only when a student has mastered a topic are
they allowed to continue to the next.
Brings in greater flexibility in learning (and achieving)
Establishes purpose-driven teaching and learning
Uses personalized teaching-learning processes
Team Teaching:
Team teaching is when two or more teachers plan to teach a class together for some reason.
In team teaching, a group of teachers, work and plan class activities and evaluate students
on an integrated level.
Team teaching brings to students the ideas and potentials of many thought leaders towards
courses that require a holistic perspective.
Heuristic Method

▪ Henry Edward Armstrong who introduced this method for teaching

▪ A heuristic method of teaching is an instructional approach that emphasizes the use of
problem-solving and discovery-based learning as well as experience-based learning to
facilitate student learning.
▪ Heuristic basically means any method or process that helps in problem-solving, self
learning, and discovery.
 E-Content by Shiksha Shastra YouTube

RHT & SSB TGT PEDAGOGY EBOOK

An initiative by SHIKSHA SHASTRA
Channel Link: https://www.youtube.com/@shikshashastra3661/about

LPP Unit-2: Organizing Learning

Organizing learning
Organizing learning is the framework on which effective teaching is based.
❑ Careful and thoughtful organisation allows instructional time to be maximized, standards to
be addressed, prior knowledge to be activated, misconceptions to be confronted and the
diverse characteristics and learning needs of students to be considered
Characteristics:
Learn from Anything and Everything
Emulate the Best Practices
Shared Vision and leadership
Learning organisations rely on a team based structure
Learning organisations add value for learner by identifying needs
Smooth formulation and implementation of ideas

B1: 1) Teacher centred learning:

Teachers are the main authority figure in a teacher-centred learning. Learners are empty
vessels who passively receive knowledge from their teachers through lectures and direct
instruction.
E.g. Lecture Method, Team teaching, TV or video presentation
The teacher is the centre of knowledge and in charge of learning.
Students are usually passively receiving information.
The instructor’s role is to be primary information giver and primary evaluator.
Students are viewed as “empty vessels” who passively receive knowledge from their
teachers.
Teacher Centred Instruction is fairly low-tech, often relying on the use of textbooks and
workbooks instead of computers
Assessments are in many cases only carried out as summative and not formative
evaluations and they rarely address qualitative issues of the learner’s progress.
B2: 2) Learner centered Learning:
❑ A learner-centred approach views learners as active agents in which students solve problems,
answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm
during class.
❑ Curriculum revolves around the interests, needs, abilities, age, grade and life of the child.
❑ The child is given the prime place rather than the subjects or the teacher
E.g. Assignments, tutorials, programmed instruction, heuristic method, personalized system
of instruction
Students learn more by experiences and active involvement
Students apply new learning to real-life, authentic experiences
A higher Degree of Engagement
Learner-centred teaching encourages students to reflect on what they are learning and
how they are learning it.
Provides self-reflection opportunities.
Enables personalization.
Responds to individual needs.
Focus on formative assessment
B3: 3) Learning-centered
It is an approach to teaching that focuses on student learning rather than on what the teacher or
learner. E.g. Laboratory experiment.
Focuses on learning process
Concern is learning of students
Teachers are co-learners
Places students at centre of education
Understanding the educational contexts of students
Teacher is a facilitator
Strives to be individualistic, flexible, competency- based, varied in methodology
Changes the focus from what the teacher does to student learning.
Many different instructional methods can use a learning centered approach
learning centered teaching leads to increased student engagement with the content
Increased student learning and long term retention
It fosters in learner a sense of co-operation
Learners find interest in Learning
 E-Content by Shiksha Shastra YouTube

RHT & SSB TGT PEDAGOGY EBOOK

An initiative by SHIKSHA SHASTRA
Channel Link: https://www.youtube.com/@shikshashastra3661/about

LPP Unit-3: Addressing Classroom Diversity

Classroom Diversity:
Classrooms are diverse in terms of the types of children and the ways in which they learn.
Children learn in different ways because of experience, environment and socio-economic
and cultural backgrounds.
In the classroom, "diversity" applies to leaning styles, background, educational
backgrounds, language, and support at home.
Diversity is about respecting individual's Race> Ethnicity➤ Culture➤ Disability>
National Origin► Ability➤ Region➤ Family Structure Heath> Gender> Sexual
Orientation ➤ Values ➤ Politics➤ Age ➤ Marital Status

B1: Using variety of TLMs

Teaching-learning material (TLM) stands for instructional material used by the teacher to
enhance their teaching to be more comprehensive and effective in the classroom.
TLMs in the classroom are to make learning real, practical and fun for children. Teachers
use
TLMs to illustrate or reinforce a skill, fact or idea.
TLMs also help in bringing novelty and freshness in classroom teaching as it relieves
learners from anxiety, fear and boredom.
Help in longer retention of information and motivation

Purpose of using TLMs

1) Motivate learners – Capturing attention is the first step to any learning and TLMs help in
capturing the attention of learner in classroom. Once motivated to look at TLMs, the children
are curious to learn new things.
2) Help in longer retention of information – The more the number of sensory channels
involved in interacting with TLMs, the longer will be the retention of information. Therefore,
the learning will be effective and will last long.
3) Facilitate holistic learning – You have read about Blooms –Taxonomy of Objectives.
Learning objectives to be achieved through classroom teaching are in all domains- cognitive,
affective and psychomotor.
4) Help in organizing classroom teaching –As a teacher you need to organize learning
experiences, making them as realistic as possible.
5) Facilitate change in attitude – TLMs also help in changing attitude of learners towards
learning in general and subject content in particular. Pictures, models and other TLMs help in
inculcation of positive attitude of learners.
6) Practical applications – TLMs show application of theoretical knowledge into practical
applications. The theoretical knowledge studied in class is shown in concrete form through
TLMs for effective learning.
7) Making learning fun – TLMs help in making learning fun in the classroom. Students enjoy
the novelty of handling new objects and learn new concepts through them.
8) viii)Concept formation – TLMs facilitate the formation and attainment of concepts among
children. They concretize the abstract concepts; thus children are able to understand them and
not resort to rote learning.
Types of TLM
1) Audio TLMs: These TLMs primarily stimulate the hearing sense of learner. It includes –
human voice, telephonic conversation, audio discs/tapes, gramophone records, Radio
broadcast.
2) Visual TLMs: These types of TLMs involve the sense of vision, Such as, Visual (Verbal)
Print, Textbook, Supplementary book, Reference books, encyclopaedia, Magazine,
Newspaper, Documents and Clippings , Duplicated written material , Programmed
material, Case Studies/Reports etc
3) Audio Visual TLMs are the projected aids, which use both auditory and visual senses to
enhance learning. These include – Motion Picture Film, Television, Video discs/cassettes,
slide – tape presentations, Multimedia Computer.
4) Non-projected TLMs: Non-projected aids are visuals that do not need the use of
equipment for projection. Examples of such type of TLMs are blackboard writing and
drawing Charts, Posters, Maps, Diagrams, Graphs, Photographs, Cartoons, Comic strips,
Models, Mock-up, Diorama, Globe, Relief Map, Specimen, Puppet, and Hologram.
 5) Projected TLMs: Here, the images are projected or displayed on a screen and thus are
nearer reality than visual non-projected ones. It includes – Slide, Filmstrips, Over Head
Projector (OHP), Microfilm, Micro card, etc.
6) TLMs for Special learners: Screen magnification, text reading, Screen reader, audio
devices, Text telephones
Advantages of TLMs
1) Make lessons interesting
2) Make learning easy
3) Help learning (i.e. what has been learnt) to remain in the minds of the students for a longer
time
4) Help teachers to deliver their lessons successfully and easily
5) Enables teachers to express intended concepts of learning effectively
6) Can be found locally and therefore, are cheap
7) Are usually easy to carry (portable)
8) Enable everyone in a classroom situation to participate effectively
9) Helps students to relate what is being taught to real life situations
10) Teaching aids provide variety
11) Teaching aids makes learning permanent

B2: Using context of the Learner

Using the context of the learner or Contextualized learning is a learning theory that is based
on the notion that learning happens only when students are able to process new information in
relation to their own frames of reference.
Contextualized teaching actively involves the learner in the learning activities and emphasizes
the fact that all learning can and should be applied knowledge.
Examples of Learner context:
✓ Culture of the learner
✓ Language of the learner
✓ Entry behavior
✓ Prior knowledge
✓ Academic motivation
✓ Performance
 ▪ By combining content and context, learning impacts real life: the purpose of learning
is clear and students can build on prior knowledge.
▪ Contextual learning focuses on real-world problem-solving rather than only
memorizing theory
▪ When students learn within the applied context, they are able to use their experiences
as tools for more effective learning
▪ Learning together as a group is more likely, as the teacher takes a less active role in
the teaching environment
▪ Contextualized learning values and encourages independent learning and learning by
doing
Contextual learning has the following characteristics:
1) Emphasizing problem solving
2) Recognizing that teaching and learning need to occur in multiple contexts
3) Anchoring teaching in the diverse life context of students
4) Real life learning
5) To recognize the trigger conditions for the ability, and the elements that can change
without affecting the requirement
6) Includes situations that suggest how to adapt the skill to different situations where it's still
relevant.

Importance of using context of the Learner

1) It highlights problem-solving
2) It understands the need for teaching and learning in many contexts - home, community, and
work sites.
3) Contextual learning emphasizes real-world problem-solving
4) Students’ own experiences as learning aids
5) Supports independent learning
6) It teaches students take control over their learning helps them to become independent
learners.
7) It presents teaching in students’ real world experience.
8) It helps students to learn from each other and together in a team
B3: Using variety of activities while group learning, small group and
independent learning
Group Learning:
❑ A collection of persons who are emotionally, intellectually, and aesthetically engaged in
solving problems, creating products, and making meaning—an assemblage in which each
person learns autonomously and through the ways of learning of others.
❑ Learning where a variety of educational approaches involving joint intellectual effort by
students, or students and teachers together.
Activities for group learning: Catch-up, Fishbowl debate, Pair or group discussions, Ice-
Breakers Team Building approach, Jigsaw Method, role play.
Features of the Group Learning
Learn and practice specific roles
Learn to deal with complications and practice these skills\
Communicate clearly and directly with each other
They focus on content and the process as well
They work in collaboration so as to meet their goals of the group while simultaneously
improving the personal relationships and the group progress.
The members of the learning groups are attached to each other by values such as aesthetic,
emotional, psychological as well as social learning.
The focuses of the learning in groups extends beyond individual learning and create a
collaborative body and structure of knowledge.
Importance of Group Learning
1) A good group learning experience helps build academic self-confidence.
2) Students develop their own voice and shape their perspectives in relation to peers.
3) Well performing groups receive social support and encouragement to take risks.
4) Group learning can increase students' responsibility for their own learning.
5) Working together and interacting with peers during the learning process can be
energizing and motivating.
6) Students build positive connections with other students.
7) Experiencing the high energy and deeper learning of students working in teams during
class can be rewarding for instructors.
8) Learners are encouraged to become active rather than passive learners by developing
collaborative and co-operative skills, and lifelong learning skills.
 9) It enhances the development of critical thinking skills.
10) It encourages student’s learning and achievement.
11) It enhances social skills and interactions

Small group learning

Concept:
❑ Small-group learning is a method where students work together in groups of typically 3-6
members, helping each other think critically, master course concepts, and apply them to
real-world situations.
❑ Small group learning is a student-centered approach where all students join together in a
free discussion on a particular topic and engage in active learning.
Uses/Importance of Small Group Learning:
1) Small-group learning tends to be more informal and brief, and can happen multiple times in
one class session.
2) students are better at solving problems and develop a deeper understanding of the material
and retain material longer in small-group.( Immediate problem solve)
3) Students develop social and leadership skills, such as learning how to draw out reluctant
speakers, handle people who dominate the conversation, and making sure that all members
contribute
4) The level of achievement increases
5) It enhances the leadership quality
6) It clears the doubts in learning immediately
7) It also promotes self-esteem as compared to competitive or individualistic learning.
Small group activities: Jigsaw, Think-Pair-Share, Peer Instruction, Group investigation, Buzz
groups, Circle of Voices

Independent learning /Self learning

Concept
❑ Independent learning is a method or learning process where learners have ownership
and control of their learning – they learn by their own actions and direct, regulate, and
assess their own learning.
❑ Self-learning is defined as: “a process by which individuals take the initiative, with or
without the assistance of others, in diagnosing their learning needs, formulating
 learning goals, identifying human and material resources for learning, and evaluating
learning outcomes”

Features/ Characteristics:
1) Self-learning enables you to learn what you want when you want, and how you want.
You drive the learning process and this tends to be more effective that instructional
learning
2) The independent learner is able to set goals, make choices, and decisions about how
to meet his learning needs
3) Self-study allows students to take learning at their own pace, focusing on areas they
are most interested in (or want to understand a bit better).
E.g. Activities for Independent learning/Self learning: Project, Reflective journal, Research
publication, Case study, Programmed learning, Assignments

B4: Adopting curriculum to the needs of CWSN/ Learner in the context of

Inclusive education
Concept of Inclusive Education
Inclusive Education is defined as a learning environment that promotes the full personal,
academic and professional development of all learners irrespective of race, class, colour,
gender, disability, sexual preference, learning styles and language.
Inclusive education means placing and educating the children with disabilities or of children
of any diverse background in regular classrooms with children of the same age who do not
have disabilities
Characteristics/Feature/Nature of Inclusive Education
1) Education of all students in regular classes
2) Rejects any kind of special class and school
3) Appropriate educational programs for every student
4) Everyone is accepted and supported.
5) Full participation and educational attainment
6) All students are valuable and deserve the same quality of education
7) Acknowledges every child’s right to education
8) Addresses individual student needs within the same classroom
9) Differentiated Instruction and Assessment
 10) Individualized accommodations and modifications
11) Learning through multiple modalities
12) Student choice and individualization
13) Student-centred teaching practices
14) Full Participation in General Education Classrooms
15) Address individual differences.
16) Promotes collaborative teaching

Objectives of Inclusive Education

1) Education for all
2) Protection of right
3) Achieve social equality
4) Respect to Diversities
5) Heterogeneous grouping education
6) Universalisation of Elementary Education
7) To promote equal and quality education to all children
8) Remove social barriers.
9) Remove the dropout rate of children in school
10) Address disadvantage section of society and the diversity.

Covenants and Policies Promoting Inclusive Education

International Declarations:
1) Universal Declaration of Human Rights (1948), Article 26 (Right to Education)
2) World Declaration for Education for All (1990)
International Conventions
1) Convention against Discrimination (1960)
2) United Nations Conventions on Rights of a child (1989)
3) United Nations Convention of Rights of Persons with Disabilities (UNCRPD) (2006)
International Frameworks:

1) Salamanca Framework (1994)

2) Biwako Millenium Framework of action( 2002)
 National Commissions &Policies
1) National Policy on Education (1986): Education for Equality(Integrated education
programmes)
2) Bahrul Islam Committee (1988)
3) National Curricular Framework (2005)
4) National Policy for Persons with Disabilities (2006)
National Acts & constitutional obligations:
1) IEDC (Integrated Education for Disabled Children)-1974
2) RCI (Rehabilitation Council of India) Act (1992)
3) PWD Act (Person with Disabilities Act)- (1995)
4) RPWD Act (Rights of Persons with Disabilities )- 2016
5) National Trust Act :1999
6) SSA (2000): Individualized Education plan, Zero rejection policy, Multi modal education
7) RTE (2009) and Amendment (2012)
8) IEDSS (2013)

Children with Special Needs (CWSN)

❑ Children with Special Needs (CWSN) are those who have some type of disability and
require exceptional care and extra help.
❑ Children who are born with some sort of disability.
❑ Require additional support and accommodations
E.g. Autism , Down Syndrome , Mental Retardation , Muscular Dystrophy, Cerebral Palsy ·

Curriculum adaptation
Adaptation refers to adjusting assessments, material, curriculum, or classroom environment to
accommodate a student's needs so he/she can participate in, and achieve the teaching-learning
goals.
1) Presentation Adaptations: changes to the way in which instructional or test content is
presented to a student. (output) For example: font size, sign language, picture symbols, etc.
2) Response Adaptation: methods a student uses to provide responses to instructional
activities or assessment tasks. (input) For example: producing text orally or to a scribe or
using speech-to-text software.
3) Setting/Environment Adaptations: changes to the location in which an assignment or
assessment is given or the environmental conditions the student needs. For example:
location with less distractions sensory tools, ear plugs, etc.
4) Adapt the pace of activities: Allow the student more time to complete assignments •
Provide shorter but more frequent assignments
5) Adapt assessment: Allow various ways for students to demonstrate their understanding of
scientific concepts such as performing experiments, creating displays and models, and tape
recording observations.
6) Timing/Scheduling Adaptations: Take more time to complete a task or a test, Have extra
time to process oral information and directions, Take frequent breaks, such as after
completing a task.
B5: Multilingual Education
Concept:
Multilingual education typically refers to first language first education,i.e. Schooling which
begins in the mother tongue and transition to additional language.
According to Pearce,"Multilingualism is the use of several languages by an individual or
society. sometimes bilinguals are described as multilingual but usually the term is reserved
for speakers or socio linguistic situations in which more than two languages are used".
“Multilingualism,” comes from the Roman terms “multi,” which means many, and
“lingua,” which means language. Hence, the ability of a speaker to communicate in
multiple languages with equal and native-like proficiency is referred to as multilingualism.
Broad Objectives of MLE
1) To Ensure equity and quality education to tribal children
2) To improve tribal students’ reading, writing skills and learning through use of mother
tongue in early grades
3) To introduce state and national language at early stages to mainstream the tribal children in
state-wide education system
4) To develop respect among tribal children for their language and culture
Multilingual Education in Odisha
1) As per the decision of the government; in July, 2006 (29/7/2006) the State Tribal Advisory
Committee headed by the Chief Minister, Odisha advised the Department of School and
Mass Education to take necessary steps for adopting tribal languages as the medium of
instruction at primary level under the MLE programme.
2) In the first phase 10 languages were selected for adoption as medium of instruction at
Primary level under the MLE programme in the State as an innovative programme under
SSA.
3) The languages are Santali, Saura, Koya, Kui, Kuvi, Kishan, Oram, Munda, Juanga and
Bonda. Further, MLE programme has been extended to 11 more tribal languages such as
Gadaba, Ho, Gondi, Paroja, Kharia, Didayi, Bhinjhal, Bhuiyan, Bhumia, Bhatra and
Bhunjia (2013-14).
4) Strategy was devised to facilitate transition from 100% tribal language in class-I to 100%
Oriya by class-V over a period of five years.
5) Schools with more than 90% students from a particular tribal language have been selected
for implementation of MT based MLE
6) MLE programme is operational in 1485 schools in 21 tribal languages in 17 tribal
dominated districts namely, Angul, Bargarh, Balasore, Dhenkanal, Ganjam,
Gajapati,Kandhamal, Kalahandi, Koraput, Keonjhar, Malkangiri, Mayurbhanj,
Nawarangpur, Nuapada, Rayagada, Sambalpur and Sundargarh.
7) 817 schools have been identified (Mayurbhanj, Kalahandi, Kandhamal,
Keonjhar&Nawarangpur) to be operational.
8) Curriculum framework and textbooks for the MLE programme developed based on the
NCF 2005 and SCF-2007.
9) The transaction materials and text books are in the tribal languages but the script used is
Odia. For Santhali language materials, the Ol-Chiki script has been used. These materials
have strong integration of cultural context.
10) Text books developed for class I to V in 10 tribal languages (phase – I) and Class I to III
text books for newly adopted 11 tribal languages (phase – II) have been developed for try
out.
11) Work book for Class I and II have been developed in 10 tribal languages (phase I) The
Pre-Primary Curriculum Material “Nua-Arunima” – a teachers’ handbook has been
adapted in 10 tribal languages for facilitating Mother Tongue Based Pre-primary Education
12) In order to implement the programme successfully Srujan, a combination of different
child centred activities are being conducted involving the community members who have
strong participation in creating a joyful learning atmosphere in the schools and promoting
the creative talents of the children.
 E-Content by Shiksha Shastra YouTube

RHT TGT & SSB TGT PEDAGOGY EBOOK

An initiative by SHIKSHA SHASTRA
Channel Link: https://www.youtube.com/@shikshashastra3661/about

ATL Unit-1: Assessing and Learner

Important Concepts:
1) Scales of Measurement
Scaling
Scaling is the assignment of objects to numbers according to a rule. In scaling, the objects are text
statements, usually statements of attitude, opinion, or feeling.
Level of measurement or scale of measure is a classification that describes the nature of
information within the values assigned to variables.
Psychologist Stanley Smith Stevens developed the best-known classification with four levels or
scales of measurement: nominal, ordinal, interval, and ratio.
Stevens proposed his typology in a 1946 Science article titled “On the theory of scales of
measurement”.

Levels of Measurement

Nominal scale Ordinal scale Interval scale Ratio scale

1. Nominal Scale
Nominal Scale is the crudest and simplest among all measurement scales.
The different scores on a measurement simply indicate different categories.
It does not express any values or relationships between variables.
It is often referred to as a categorical scale.
The assigned numbers have no arithmetic properties (, +, −, × , /) and act only as labels.
The only statistical operation that can be performed on nominal scales is a frequency count.
A system of assigning number symbols to events in order to label them
 It simply describes differences between things by assigning them to categories
These numbers have no quantitative value
Measures of central tendency can be used is the Mode No measures of dispersion can be used
Non parametric statistical technique: Chi-square
Measures of correlation: Coefficient of contingency
It indicates no order or distance relationship and has no arithmetic origin
Examples –
Gender: Female, Male, Other
Nationality: Indian, American, Russian, Pakistani, Other
Ethnicity: German, Spanish, Han Chinese, Arab, Irish, Other
Religious preference: Buddhist, Muslim, Jewish, Christian, Other
Language: Hindi, Marathi, Gujrati, English, Urdu, Other
Genre: Poetry, Drama, Fiction, and non-fiction
In grammar, the parts of speech: noun, verb, preposition, article, pronoun, etc.
In biology, the taxonomic ranks below domains: Archaea, Bacteria, and Eukarya

2. Ordinal Scale
Ordinal Scale involves the ranking of items along the continuum of the characteristic being scaled.
The items are classified according to whether they have more or less of a characteristic.
The main characteristic of the ordinal scale is that the categories have a logical or ordered
relationship. This type of scale permits the measurement of degrees of difference, (i.e. ‘more’ or
‘less’) but not the specific amount of differences (i.e. how much ‘more’ or ‘less’).
This scale is very common in marketing, satisfaction and attitudinal research.
places events in order, but there is no attempt to make the intervals of the scale equal in terms of
some rule
only permits the ranking of items from highest to lowest
Ordinal measures have no absolute values, and the real differences between adjacent ranks may not
be equal. Only can be said that one person is higher or lower on the scale than another
Measures of central tendency: Mode and Median
Measure of dispersion: A percentile or quartile measures
Measures of correlation: Rank order method
Measures of statistical significance: non-parametric methods
Examples:
Dichotomous data – Health: sick vs. healthy – Judgments in courts: guilty vs. not-guilty – Truth
value: wrong/false vs. right/true
Non-dichotomous data – The Likert Scale: strongly disagree, disagree, neutral, agree, strongly
agree.
 High school class ranking: 1 st , 9 th , 87th
Socioeconomic status: poor, middle class,
rich – Time of Day: dawn, morning, noon, afternoon, evening, night – Political Orientation: left,
centre, right

3. Interval Scale
Interval Scale is a scale in which the numbers are used to rank attributes such that
numerically equal distances on the scale represent equal distance in the characteristic being
measured.
An interval scale contains all the information of an ordinal scale, but it also one allows to
compare the difference/distance between attributes. Interval scales may be either in
numeric or semantic formats.
The intervals are adjusted in terms of some rule that have been established as a basis for
making the units equal
It may have arbitrary zero but no absolute or true zero. Therefore, it does not have the
capacity to measure the complete absence of a trait or characteristics.
In addition to setting up inequalities we can also form differences. Means <, >, +,- can be
performed.
100 degree > 70 degree, 95-70 = 135-110
Measures of central tendericy: Mean (Arithmetic), Median and Mode
Measures of dispersion: standard deviation and range
Measures of correlation: Product Moment
Measures of statistical significance: t test and F test
Other Examples:
• Celsius Temperature
• Fahrenheit Temperature
• IQ (intelligence scale)
• Time on a clock with hands
4. Ratio Scale
Ratio Scale is the highest level of measurement scales.
This has the properties of an interval scale together with a fixed (absolute) zero point. The
absolute zero point allows us to construct a meaningful ratio.
Ratio scales permit the researcher to compare both differences in scores and relative
magnitude of scores.
Ratio scales have an absolute or true zero of measurement.
 Measures of physical dimensions such as weight, height, distance, etc.
In addition to setting up inequalities and forming differences we can also form quotients.
Means <, >, +, -, x, / can be performed.
Measures of central tendencies: Geometric and harmonic means in addition to the mode,
median, and arithmetic mean
Measures of dispersion: coefficients of variation
In short, all (parametric) statistical techniques are usable with ratio scales.
Researches in physical sciences have the advantage to describe variables in ratio scale form
but the behavioural sciences are generally limited to describe variables in interval scale
form.
The zero point on a centimeter scale indicates the complete absence of length height, But
an absolute zero of temperature is theoretically unobtainable and it remains a concept
existing in scientist's mind.
Examples:
Weight • Height • Sales Figures • Ruler measurements • Income earned in a week • Years of
education • Number of children
2) Test reliability and validity
Concept of Reliability
❑ Reliability is the degree of consistency of a measure.
❑ Reliability is the degree to which a measurement instrument gives the same results each
time that it is used.
❑ Reliability of test refers to the consistency of scores obtained by the individual on
different occasions or with different sets of equivalent items.
Types of Reliability/Process to Check reliability
1) Test-retest reliability: Test-retest reliability is a measure of reliability obtained by
administering the same test twice over a period of time to a group of individuals.(Same
people, different times).
2) Parallel forms/Equivalent form reliability: Parallel forms reliability compares two
equivalent forms of a test that measure the same attribute. (Same people, Same time, different
test).
3) Split-half reliability: A measure of internal consistency where a test is split in two and the
scores for each half of the test is compared with one another.
4) Rational Equivalence or Kuder–Richardson reliability : Inter item consistence or
consistency of responses to all items.
5) Inter rater reliability: Used to assess the degree to which different observers give consistent
estimates of the same phenomena.
Concept of Validity:
❑ Validity is the extent to which a test measures what it claims/purpose and suppose to
measure. (representation of accuracy, truthfulness and reality).
Types of Validity/Process to check validity

1) Face Validity: Face validity is simply whether the test appears (at face value) to measure what
it claims to. For example, a test to measure “Skill in addition” should contain only items on
addition.

2) Content validity: The extent to which the items of a test are true representative of the whole
content. It is also called as Rational Validity or Logical Validity or Curricular Validity or Internal
Validity or Intrinsic Validity.

3) Predictive Validity: Predictive Validity the extent to which test predicts the future
performance of students. It is also known as “Criterion related Validity”, ‘Empirical validity’ or
‘Statistical validity’.

4) Concurrent validity: Concurrent validity refers to the extent to which the test scores
correspond to already established or accepted performance, known as criterion. The test is
validated against some concurrently available or existed information.

5) Construct Validity : Construct Validity the extent is which the test may be said to measure a
theoretical construct or psychological variable.

Relationship between reliability and Validity.

A valid test is always reliable

Every reliable test is not necessarily valid
Reliability is a prerequisite for validity
A test to be valid has to be reliable
Maximum reliability found in case of homogeneous items
3) Grading
❑ Grading system is the process by which educators evaluate the performance of the pupils in
exams on the standard particular scales which is based on the points entirely and consist of the
grades like A-F or range like 1-10; generally, letters and numbers are used to describe the
grades of the scholars.
❑ When students level of performance are classified into a few classificatory units using letter
grade system of assessment is called grading system.
The grading system was invented by the William Farish, a teacher in the Cambridge
University, England in 1972.
A grading system in education is a system that is used to assess the educational
performance of a child which is entirely based upon points alone.
It identifies students performance level with a wide range
It involves the use of set of specialized symbols whose meaning ought to be objectively
defined in terms of specific criteria.

Types of Grading

Absolute Grading
The grading system in which grades are awarded to students on the basis of established
standards of performance decided already by the institute. Simply, it means grades are
given as per the cutoff levels decided even prior to the start of the process of allocating the
grades.
Let’s understand with an example, under an absolute grading system, numbers ranging
from 90 to 100 come under A grade, B grade is given to numbers between 80 to 89, C
grade to 70 to 79, D grade for numbers between 60-69, and an F grade to points below 59.
For example, a commonly followed absolute grading would be:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 0-59
Relative Grading
The system of assessment in which students’ grades are determined by comparing them
against their peers of the class. Teachers of some universities and colleges use this relative
grading system to evaluate students’ performance.
In relative grading, students’ scores fluctuate which is dependent on how they performed
compared to others students in their class.
For example, a commonly followed relative grading would be:
A = Top 10% of students
B = Next 25% of students
C = Middle 30% of students
D = Next 25% of students
F = Bottom 10% of students

4) GPA, SGPA and CGPA

GPA

❑ GPA stands for the Grade Point Average.

❑ It is a method to find out the student’s average grade in a specific time period i.e. in one
semester/six months.
❑ It is calculated by dividing the total points earned by the total credit attempted where total
points find out by multiplying the grade value to the credit attended and total credit
attempted is the sum of all the credits attempted.
SGPA:
❑ Semester Grade Point Average or SGPA is a score bestowed to the students based on their
course work or subject performance at the end of each semester.
❑ This 10-point scale system is calculated as the weighted average of all the grade points
students have achieved throughout their semester.
CGPA

❑ CGPA stands for the Cumulative Grade Point Average.

❑ It is a method to find out the overall performance of the candidate throughout the year.
❑ It is calculated by adding up the grades of all subjects and divided it by the total number
of the subjects.
5) Recommendations of NCF-2005 on Assessment
1) Assessment: Integral part of the learning process and benefits both learner and teacher by
giving credible feedback.
2) Purpose is to enhance quality of teaching and learning.
3) Assessment is to be continuous and internal/school based.
4) Exam. Reform: Shift form content based testing to problem solving and competency based
assessment.
5) Open ended questions to be asked
6) Exam of shorter duration
7) Flexible time limit
8) Guidance and counseling be made part of school
6) Characteristics of a Good Test
1. VALIDITY
Validity refers to the appropriateness of the interpretation made from the test scores and other
evaluation results with regard to a particular use.
The term validity, when applied to a set of test scores, refers to the consistency (accuracy) with
which the scores measure a particular cognitive ability of interest.
Validity refers to the extent to which a test or other measuring instrument fulfils the purpose for
which it is used.
Validity refers to the appropriateness of the test results but not to the instrument itself.
Validity does not exist on an all or none basis but it is a matter of degree.
2. RELIABILITY
Reliability refers to the consistency of measurement that is, how consistent test scores and other
evaluation results are from one measurement to other.
The term reliability means the consistency with which a set of test scores meausre whatever they
do measure.
It is consistency of a test with which it measures whatever it supposed to be measure
Test Reliability is usually thought as the degree to which the test is free from compensation errors.
3. OBJECTIVITY
Objectivity of a measuring instrument means the degree to which different persons scoring the
answer scripts arrives at the same result.
Objectivity in testing is "the extent to which the instrument is free from personal error (personal
bias), that is subjectivity on the part of the scorer".
Gronlund and Linn states "Objectivity of a test refers to the degree to which equally competent
scorers obtain the same results".
 There are two aspects of objectivity which should be kept in mind while constructing a test.

(i) Objectivity in scoring

(ii) Objectivity in interpretation of test items by the testee.
Objectivity of Scoring
Objectivity of scoring means same person or different person scoring the test at any time arrives at the
same result without any chance error.
Objectivity of Test Items
By item objectivity we mean that the item must call for a definite single answer. Well construct test items
should lead themselves to one and only one interpretation by students who know the material involved. It
means the test items should be free from ambiguity.
4. USABILITY
The test must have practical value from time to time, economy and administration point of view.
So while constructing or selecting a test the following practical aspects must be taken into account.
(i) Ease of Administration: It means the tets should be easy to administer so that the general class-room
teachers can use it.
(ii) Time required for administration: Appropriate time limit to take the test should be provided. If in
order to provide ample time to take the test we shall make the test shorter then the reliability of the test
will be reduced.
(iii) Ease of interpretation and Application: Another important aspect of test score are interpretation of
test scores and application of test results. If the results are misinterpreted it is harmful. On the other hand
if it is not applied, then it is useless.
(iv) Cost of Testing: A test should be economical from preparation, administration and scoring point of
view.
7) Norm Reference and Criterion Reference evaluation
Parameters Norm Norm referenced Evaluation Criterion referenced
Evaluation
Time of use At the end of a term, naturally During the progress of
school board examination instruction, like conduct of
class examination
Similarities with other tests It supports summative It supports formative and
evaluation. Standardized tests diagnostic evaluation. Teacher-
are suitably used. made tests are usually used.
Purpose • To know the relative position • To know individual
rank of the students in a well performance in a well defined
 defined known population or learning task.
group. • No comparison is possible
• Comparison of a student is with other students, only
possible with other students or standard of a student can be
groups. defined in relation to a learning
task i.e. called criterion.
Relative or Absolute • A norm-referenced test is • A criterion-referenced test is
used to ascertain an used to ascertain an
individual's status with respect individual's status with respect
to the performance of other to a defined achievement
individuals on that test. domain.
Instructional Objectives No instructional objectives are • Specific instructional
fixed objectives are developed,
Course objectives are given which may defined as a
importance standard.

8) Performance Evaluation
Performance evaluation is part of the performance management process.
It is an evaluation of the activities and performance of the individual employee based upon
organizational goals and objectives.
The purpose of the evaluation is to align individual performance with organizational goals and
objectives
9) Anecdotal Record
An anecdotal record is a form of documentation that is used in educational settings to record and
track the progress of a student's learning and development.
It involves writing down observations and notes about a student's behaviors, actions, and
interactions in a naturalistic setting.
An anecdotal record should be brief, concise, the objective report of an incident exactly happened.
It gives an accurate description of events and a factual report with enough detail.
Using anecdotal records is one way for teachers to collect information about a child's development
and learning experience.
A detailed descriptive narrative recorded after a specific behavior or interaction occurs.
10) Aptitude tests
Aptitude tests offer an objective and standardized method of evaluating candidates' abilities.
Aptitude testing is designed to assess competency or to predict what a person is able to learn or do
given the right education and instruction.
It represents a person's level of competency to perform a certain type of task.
E.g. Teaching aptitude test, Research aptitude test

11) Holistic Assessment:

Holistic assessment is a comprehensive approach to evaluation.
It takes into account the cognitive, emotional, and communication skills of learners and trainees.
Its primary purpose is to get a complete understanding of the learner’s strengths, weaknesses, and
interests.
Holistic assessment is person-centred rather than score-centred.
In holistic assessment, educators assess students using a variety of methods, such as portfolios,
projects, presentations, and observations.
B1: Assessment and Evaluation in Constructivist Perspective
Constructive Perspectives:
Constructivism means student construct their knowledge by connecting present knowledge with
existing or previous knowledge
Humans are meaning makers in their lives and essentially construct their own realities.
Students have ownership of their own learning.
Learners are actively involved.
Learning is an active process
Learning is contextual and social
Free environment
A theory that views learning as a process in which the learner constructs knowledge based
on their past experiences.
The teacher only acts as a facilitator who encourages students to explore within a given
framework.
Interactive and discussion based learning
The students may collaborate with others to organize their ideas and learn from each other
to construct their own knowledge
Constructivism focuses on knowledge construction, not knowledge reproduction.
Constructivism utilizes interactive teaching strategies to create meaningful contexts that
help students construct knowledge based on their own experiences.
Constructivism can help engage and motivate the students by making them take a more
active role in the learning process.

Concept of Test, Measurement, Assessment and Evaluation

Test: Test refers to a tool, technique or a method that is intended to measure students knowledge
or their ability to complete a particular task.
E.g- Achievement test, Proficiency test
Measurement: Measurement is the quantitative description or the process of assigning
numbers to individuals or their characteristics according to specific rules.
E.g. Ram secured 60 marks, Hari’s weight is 55 kg
Campbell: “The assignment of numerals to objects or events according to certain rules is
called measurement.”
 Tylor : “Assignment of numerals according to rules.”
Nunnally: “Measurement consists of rules for assigning numbers to objects in such a way
as to represent quantities of attributes.”
Norman E. Gronlund: Measurement results are some score or numerical value and
quantitative descriptions of the pupils")
Remmen, Rummel and Gage: "Measurement is the effort to describe objects
quantitatively. Measurement is concerned with the question of how much"
Stanly and Hopkins: Hopkins : "We consider the construction, administration and
scoring of tests as the measurement process.”

Assessment: Assessment is a process to check the readiness, learning progress and skill
acquisition through regular feedback.
E.g. Quiz, observation, rating, checklist
N.E.Gronlund and R.L.Linn: “Assessment is a term that includes a lot of procedures
used to gain informations related to student learning and formation of some value
judgements about learning progress.”
Evaluation: Evaluation is a process of value judgment or a process of determine to what
extend the educational objectives are being realized.
Eg. Achievement Test.
C.V. Good: “Evaluation is the process of ascertaining or judging the value or amount of
something by use of a standard of appraisal, includes judgement in terms of internal
evidence and external criteria.”
James M. Bradfield: “Evaluation is the assignment of symbols to phenomenon, in order
to characterize the worth or value of a phenomenon, usually with reference to some social,
cultural or scientific standards.”
Bloom: “Evaluation as a tool in the educational practice for ascertaining whether
alternative procedures were equality effective or not in achieving a set of educational
ends.”
Hanna: “The process of gathering ans interpreted evidence changes in the behaviour of all
students as they progress through school is called evaluation.”
Wesly: “Evaluation indicates all kinds of efforts and all kind of means to ascertain the
quality, value and effectiveness of desired outcomes. It is a compound of objectives
evidence and subjective observation.”
 Thorndike and Hagen: “The term evaluation is closely related to measurement. It is in
some respect, more inclusive including informal and initiative judgments of pupils'
progress. Evaluation is describing something in terms of selected attributes and judging the
degree of acceptability or suitability of that which as been described.”
N.E.Gronlund and R.L. Linn: “Evaluation is a systematic process of collecting analysing
and interpreting information to determine the extent to which pupils are achieving
instructional objectives

Assessment and Evaluation in Constructive perspective:

1) Constructivist approach to assessment is a formative rather than a summative.
2) Assessment is a ongoing process
3) Assessment should reflect not only the present level of development of learner but also the
level of potential development
4) Constructivist perspective has shifted from assessment of learning to assessment for
learning.
5) Multiple assessment procedures are used to develop learner’s profile through authentic,
contextualized assessment tools.
6) Assessment is feedback and improvement oriented
7) Students are actively involved in monitoring and assessing their learning
8) Assessment for learning is viewed as spiral and part of the learning process itself in
which learners play a central role in evaluating their own progress.
E.g. Concept map, Rubrics, Portfolio, Peer assessment
B2: Continuous and Comprehensive Evaluation
Continuous and Comprehensive Evaluation:
Continuous and Comprehensive Evaluation is a regular assessment process by covering all the
domains of learning i.e. cognitive, affective and psychomotor domains of student
multidimensional development.
Continuous and Comprehensive Evaluation is a process of assessment, mandated by the
Right to Education Act, of India in 2009.
Before RTE act the NPE 1986 and POA 1992 also suggested for the implementation of
CCE
❑ CCE is the combination of two aspects such as Continuous Evaluation + Comprehensive
Evaluation.

Continuous Evaluation: It is the continual and periodicity of evaluation.

1) Continual aspect also includes the evaluation of learners during the instructional process.
2) Periodicity means evaluation of performance of learners should be done frequently at the
end of every unit or term.

Comprehensive Evaluation: It includes all the dimensions of ones development by assessing

various learning outcomes like knowing, understanding, applying, analyzing, evaluating and
creating through variety tools and techniques. It includes both

1) Scholastic aspects.
2) Co-scholastic aspects.

Features of CCE
1) Continuous and periodicity of evaluation
2) All round development of learner
3) CCE helps in minimizing the stress on children.
4) Make assessment comprehensive & regular.
5) CCE encourages and motivates students to be positive in their attitudes.
6) It also encourages continuous interaction with parents with regard to their children’s
progress and performance.
7) It is progressive and improvement oriented in nature.
Objectives of Continuous and Comprehensive Evaluation:
1) It makes the process of teaching and learning a learner-centred activity.
2) To make the assessment process an essential part of the teaching-learning process.
3) To make a fair judgment and take timely decisions for learner’s growth, learning
process, learning pace, and learning environment.
4) To provide scope for learners for self-assessment.
5) To use the evaluation process for improving students’ achievement through detection and
correction.
6) To reduce stress and anxiety, this often builds up among the young students during and
after the examination.
7) To promotes a learner friendly environment, thereby optimizes student learning

B3: Formative, Summative and Diagnostic Assessment

Formative Assessment:
Formative assessment is a technique to monitor student learning by providing ongoing
feedback that can be used by instructors to improve their teaching and by students to improve
their learning.
Examples: Unit tests (Acquired Knowledge Tests), Monthly tests, Periodical Tests, Teacher's
observation.
1) Chief aim of formative evaluation is to provide feedback and take remedial measures.
2) Formative evaluation is carried on during the teaching learning process.
3) Results are instantly available to the learners.
4) Discovers the immediate learning difficulties of the learners.
5) It generally uses teacher made tests.
6) Monitor how well the instructional objectives are being met.
7) To catch the deficiency for proper intervention

Summative assessment:
Summative assessment comes at the end of a course of instruction to determine the extent to
which the instructional goals have been achieved or not.

1) Summative evaluation is making final judgments about student achievement and

instructional effectiveness.
 2) To certify students mastery

3) To determine the effectiveness of instruction

4) It forms a terminal point that sums up the performance or learning level of achievement.

5) It is product oriented

6) It focuses on learning outcomes

E.g. Questionnaire, Surveys, Interviews, Observations, Testing, Projects

Diagnostic assessment:
Diagnostic assessment tries to find out learning problems, their causes and plan for remedial
action.

1) Diagnostic assessment is allows a teacher to determine students' strengths, weaknesses,

knowledge, and skills prior to instruction.

2) It is primarily used to diagnose student difficulties and to guide lesson and curriculum
planning.

3) Formative assessment acts as an first aid treatment at the time diagnostic assessment is an
intensive treatment
 E-Content by Shiksha Shastra YouTube

RHT & SSB TGT PEDAGOGY EBOOK

An initiative by SHIKSHA SHASTRA
Channel Link: https://www.youtube.com/@shikshashastra3661/about

ATL Unit-2: Assessment and Learning

B1: Assessment for learning, Assessment of learning and Assessment as

learning
Assessment for Learning
Assessment for learning is formative in nature to monitor student learning by providing
regular feedback throughout the learning process.
1) Help faculties recognize where students are struggling and address problems
immediately
2) Creating differentiated teaching strategies and learning opportunities for helping individual
students move forward in their learning
3) Help to identify student’s strength, weaknesses and targets.
4) Feedback and improvement oriented
5) Assessment for learning occurs throughout the learning process
6) Teacher role is to modify instruction and involves them in assessment
Assessment of Learning
Assessment of learning is summative in nature which comes at the end of a course of instruction
to determine the quality of learning.
1) To check the instructional effectiveness.
2) To certify students mastery and competency
3) It is product oriented
4) It focuses on learning outcomes
5) Students are not directly involved in assessment process
6) Teacher assess students learning
7) It occurs at the end of learning
Assessment as Learning
Assessment as learning is the use of ongoing self assessment by students in order to monitor
their own learning.
1) Assessment as learning occurs when students are their own assessors.
 2) Students monitor their own learning, ask questions and use a range of strategies to
decide what they know and can do, and how to use assessment information for new
learning.
3) Encourages students to take responsibility for their own learning
4) Requires students to ask questions about their learning
5) Involves teachers and students creating learning goals to encourage growth and
development
6) Encourages peer assessment, self-assessment and reflection.
B2: Subject based Learning in Constructivist Perspective
Subject Based Learning
Subject based learning revolves around a particular subject matter or discipline, such as
mathematics, literature or biology.
Subject-based learning approach the emphasis is not on rote learning but the central objective is
student mastery of content knowledge.
1) This type of learning tends to focus on the subject, rather than the student.
2) In a subject based approach to learning, each content area contains its own set of skills and
concepts for mastering that content.
3) For example, in science, students learn about the scientific method and science-related
vocabulary. This knowledge is then used when students conduct experiments and
investigations.
4) Subject-based learning is a conservative and most obvious way to organize the curriculum
through a subject-centered approach.
Constructivist Perspectives:
Constructivism believes that learning occurs as learners are actively involved in a process of
meaning and knowledge construction by connecting present knowledge with existing or previous
knowledge
Subject Based Learning in Constructivist Perspective
1) Humans are meaning makers in their lives and essentially construct their own realities.
2) Democratic environment
3) Learning is an active process and Learners are actively involved.
4) Learning is contextual and social
5) Free environment
6) Teacher as a facilitator or guide
 7) Subject specific experts
8) Contextualized and multiple recourses
9) Formative assessment techniques
B3: Assessment tools and techniques-Projects, Assignments, Observation,
Teacher made test
Assessment tools and techniques
Assessment tools are techniques used to measure a student's academic abilities, skills, and/or
fluency in a given subject or to measure one's progress toward academic proficiency in a specific
subject area.
❑ In educational, assessment tools help instructors evaluate students' knowledge and
make informed decisions that improve their learning experience.
❑ Assessment tools help participants measure their progress towards specific outcomes
and modify their behavior to meet those goals
Project-based assessments

❑ Project-based assessments are an alternative to tests that allow students to engage with
their learning in more concrete ways.

❑ Instead of merely studying theory, a hands-on project asks students to apply what they've
learned to an in-depth exploration of a topic.

Features of Project Based Assessment

1) Goal oriented or purposive
2) promotes learning by doing.
3) provides a real and direct experience.
4) Encourages spontaneity. The students feel free to express themselves.
5) It helps to develop practical skills.
6) Project technique is democratic in nature. All the participants have equal rights, duties
and responsibilities
7) It gives an opportunity to correlate the subject matter to real life situations
Assignment
An assignment is a piece of (academic) work or task. It provides opportunity for students to
learn, practice and demonstrate they have achieved the learning goals.
❑ It provides the evidence to the teacher that the students have achieved the goals.
❑ Assignments can be in the form of written, practical, art or fieldwork or even online.
 ❑ Purpose is to ensure that students understand the subject matter thoroughly
❑ Best way to judge the ability and understanding of an individual towards a subject
matter.
Purpose of Assignment
1) To provide opportunities for students to work and practice independently.
2) To develop self-reliance & initiative.
3) To provide opportunities for students to utilize leisure time profitably.
4) To provide remedial measures for backward students.
Observation
Observation is way of gathering data by watching behaviour, events, or noting physical
characteristics in their natural settings.
❑ Observation is a technique that involves systematically selecting, watching, listening,
reading, touching, and recording behavior and characteristics of living beings, objects,
or phenomena.
Types of Observation:
1) Structured Observation: Careful definition of the units to be observed, the style of
recording the observation, standardized conditions of observation.
2) Unstructured Observation: When the observation is not planned or designed previously.
3) Participant Observation: If the observer directly observe the situation making himself a
member of the group.
4) Non-Participant Observation: If the observer is not a part of the group and he observes
the situation from outside.
5) Uncontrolled Observation: If the observation is carried on in a natural setting without
making any change in the situation.
6) Controlled Observation: If the observation situation is designed according to the
experimental procedure and it is definite and pre-planned
Advantages of Observation
1. Very direct method for collecting data or information – best for the study of human
behavior.
2. Data collected is very accurate in nature and also very reliable.
3. Problem of depending on respondents is decreased.
4. By using good and modern gadgets – observations can be made continuously and also for a
larger duration of time period.
 5. By observation, one can identify a problem by making an in depth analysis of the
problems.
Disadvantages of Observation
1. Problems of the past cannot be studied by means of observation.
2. Observations like the controlled observations require some especial instruments or tools for
effective working, which are very much costly.
3. Attitudes cannot be studied with the help of observations.
Teacher-made tests
Teacher-made tests are normally prepared and administered for testing classroom achievement of
students, evaluating the method of teaching adopted by the teacher and other curricular
programmes of the school.
Characteristics:
1) The test is prepared by the concerned teacher to use it for prognosis and diagnosis purpose.
2) It is prepared keeping the local needs in mind.3
3) It only follows first two steps of test construction i.e. planning the test and preparing the
tests.
4) These tests do not have norms.
Uses of Teacher-Made Tests:
1) To assess how far specified instructional objectives have been achieved.
2) To know the efficacy of learning experiences.
3) To diagnose students learning difficulties and to suggest necessary remedial measures.
4) To help him in formulating new strategies for teaching and learning.
B4: Self Assessment and Peer-assessment
Self Assessment
Self-assessment provides students with an opportunity to self-evaluate, or make judgments
about their learning process and products of learning.
❑ Self Assessment is an assessment which allows students to assess their own performance.

❑ It can be extremely valuable in helping students develop self-reflection, critique and

judgment and ultimately, students learn how to be responsible for their own learning.

❑ Self assessments are more often used as part of a formative assessment process, rather
than a summative one.
 ❑ Self-assessment makes you sure and confident about your capabilities. It eliminates or
reduces work related fear and uncertainty.

❑ Self-assessment provides direction for training. Once you know what your strengths and
weaknesses are, you can choose the right tutor or training that best fits your career needs.

Advantages of Self Assessment

1) Encourages students to critically reflect their own learning progress and performance
2) Encourages students to be more responsible for their own learning
3) Helps students develop their judgmental skills
4) There is no peer pressure when students evaluate themselves
5) Helps students become autonomous learners
6) Helps students be more aware of their weakness and strength
Disadvantages of Self Assessment
1) Self assessment can be subjective because students may not be sincere and may even over-
evaluate their own performance
2) Time consuming for students
3) Students may not be familiar with the assessment criteria

Peer Assessment
Peer Assessment is an assessment which allows students to assess each other's performance. It
can be extremely valuable in helping students to learn from each other by listening, analyzing
and problem solving.
1) It is usually done by colleagues who are a part of the same team.
2) Enable students to learn to assess and give others constructive feedback to develop
lifelong assessment skills.
3) Enhance students' learning through knowledge diffusion and exchange of ideas.
4) Students taking responsibility for assessing the work of their peers against set
assessment criteria
Advantages of Peer Assessment
❑ Encourages students to critically reflect each others' work
❑ Encourages students to be involved in the assessment process
❑ Helps students develop their judgmental skills when they assess the work of other group
members
 ❑ More feedback can be generated by students compared to one or two teachers
❑ Reduces the time and workload of marking for teachers
❑ Maintains the fairness of assessment because everyone has the chance to assess each
other
❑ Students learn how to criticize, evaluate and apply other generic skills during the process
Disadvantages of Peer Assessment
❑ Peer pressure and friendship can influence the reliability of grades given by students
❑ Students may have a tendency to give everyone the same mark (for example, there may be
collusion in return for good grades)
❑ Students may cheat in collaboration for group assignments
❑ Fairness may not be maintained because extroverted students can be usually be marked
higher and quieter students got marked down
B5: Portfolio and Rubrics
Portfolio
A portfolio is a collection of student work that can exhibit a student's efforts, progress, and
achievements in various areas of the curriculum.
A portfolio is a collection of student work that demonstrates progress and growth.
A portfolio is a collection of materials assembled by students to demonstrate achievement.
The materials will vary with the age of the student and the curriculum, but might include
Completed assignments with feedback from tutors and others
Copies of learning contracts
Notes or drawings
Extracts from diaries, journals, logs
Laboratory or project reports
Charts, posters, maps, diagrams
Designs, paintings, photographs, art works and artifacts
Descriptions/ analyses of work placements
Certificates and statements of progress and achievement
Self assessments
Features
❑ It is a collection of significant performance of student.
❑ Monitor student progress and assess student achievement
 ❑ To show sample of the students best work
❑ Gives profile to learners
Types of Portfolio
1) Showcase portfolios : Showcase portfolios are designed to display a learner's best quality
of work(end of the instructional process)
2) Documentation Portfolio: Documentation Portfolio is to highlight the development and
improvement of student learning during a given period of time. (during)
3) Working Portfolio: Collection of day to work of student to reflect the progress of students
in a particular area of learning
Structure of Portfolio
Simosko and Cook (1996) suggest one possible structure for the portfolio, comprising five
components:
1) Cover (including their name and other relevant student details)
2) A table of contents
3) A narrative statement/ personal report/ curriculum vitae or other device that links the
students’ experience to the learning outcomes for which credits of the achievement of
performance are claimed, and including information on the context in which the evidence
has been produced
4) A system for cross referencing different individual pieces of evidence to the standards,
criteria or learning outcomes
5) The evidence itself clearly labeled

Advantages:
1) It can monitor the learning progress of a student over a given period.
2) It can show the student's best work.
3) It can compare the student's best work from the past to present.
4) It can provide documentary evidences of learning to teachers, parents and stakeholders.
5) It can foster teacher-student/parent-child collaboration in the teaching learning process.
Disadvantages:
1) Reliability is questionable
2) Scoring is very difficult
3) It is time consuming to make a portfolio.
4) It may create resistance on the part of the students.
E-Portfolio:
An ePortfolio is an electronic format for learners to record their work, their achievements,
and their goals, to reflect on their learning, and to share and be supported in this.
ePortfolio lets students organize, document, and display their most significant learning
experiences in one digital space.
An electronic portfolio is a collection of electronic evidence assembled and managed by a
user, usually but not only on the Web. Such electronic evidence may include input text,
electronic files, images, multimedia, blog entries, and hyperlinks.
E.g. Mahara

Rubrics
A rubric is a scoring tool or assessment tool to assess the performance based on certain criteria.
A rubric is an assessment tool that consists of defining the criteria that are evaluated within a task
or skill and the levels of achievement or fulfillment of these criteria.
❑ A rubric is a “guide” that states what is expected in an assignment or project, and helps to
evaluate (or grade) a student’s performance.
❑ A rubric is an assessment tool used to measure students’ work.
❑ A rubric is a working guide for students and teachers, usually handed out before the
assignment begins in order to get students to think about what is expected of their work.
❑ A rubric helps parents understand why a certain grade is given to their child’s work.
❑ Assessment or scoring tool
❑ Used for both self evaluation and external evaluation
❑ To assess the performance or quality of work
❑ Based on certain criteria or standard
❑ It can be used for marking assignments, class participation, or overall grades
❑ Rubrics are sometimes called "criteria sheets", "grading schemes", or "scoring guides“
E.g. Debate competition
Criteria: Speak clearly, eye contact, audible, content
Assess by using scales of 1,2,3,4 or meet, partially meet, does not meet
Types of Rubrics:
1. Holistic rubrics( Single grading scale)
❑ Holistic assessment means making an overall assessment, considering all criteria
simultaneously.
❑ A holistic rubric consists of a single scale with all criteria to be included in the evaluation
being considered together
2. Analytical rubrics( Multi component grading scale)
❑ Allows assessing participants' achievements based on multiple criteria using a single
rubric.
❑ Describe each evaluation criteria separately
Steps
1) Select a performance/assignment to be assessed.
2) Define the assessment criteria
3) Write criteria descriptions.
4) Define the possible evaluation levels
5) Describe each one of the performance levels.
6) Review how well your rubric works before you apply it.

Advantages:
1) Rubrics encourage learners to develop critical thinking about their own scores and work.
2) Rubrics can also help in producing more insightful learners by developing the
metacognition.
3) It helps teachers to make better decisions due to its focus on "criterion-referenced rather
than norm- referenced" scoring.
4) Rubrics make the learning goal clearer to learners enabling increased fair treatment for
learners.
5) It decreases the chances of student preference by teachers
Disadvantages:
1) Rubric scale has various different options due to which it may be a bit difficult to use it.
2) The language of rubrics is not as clear as it is supposed to be.
 3) The lower scale may use negative terms to describe student performance which may
discourage the learners.
4) Each level should also be more measurable and observable.
5) There's a need for more detailed specification
Rubistar:
Rubistar is a simple online rubric generator where students and teachers can either choose
from pre-made rubrics or design their own.
RubiStar is a free, Web-based tool designed to help teachers quickly and easily develop
quality rubrics. It is also a tool that can be used to teach others about rubrics.
 E-Content by Shiksha Shastra YouTube

RHT & SSB TGT PEDAGOGY EBOOK

An initiative by SHIKSHA SHASTRA
Channel Link: https://www.youtube.com/@shikshashastra3661/about

ATL Unit-3: Test Construction

B1: Steps and Principles of Test Construction

Test tool is first to be carefully planned, secondly items are to be prepared, then the test is to be
tried out and lastly it must be evaluated from different angles before it is used.
1) Planning the Test
2) Preparing the Test
3) Try Out the Test
4) Evaluating the Test.
1) Planning the Test:
Who, what content, what type of test item, language of the test are the parts.
1) Determining the Objectives of Testing: May have the objective to measure the entry
performance, the progress during the teaching learning process or to decide the mastery
level achieved by the learners.
2) Preparing test specification/table of specification/Blueprint: Table of specification or
Blue Print is a three dimensional chart showing list of instructional objectives, content
areas and types of items in its dimensions.
▪ Determining the weightage to different instructional objectives.
▪ Determining the weightage to different content areas.
▪ Determining the item types to be included.
▪ Preparation of the three way table.
2) Preparing the Test
1. Preparing test items.
▪ The items must be appropriate for the learning outcome to be measured.
▪ Test items should measure all types of instructional objectives and the whole content area.
▪ The test items should be free from ambiguity.
▪ The test items should be of appropriate difficulty level.
▪ The test items must be free from technical errors and irrelevant clues
 ▪ Test items should be free from racial, ethnic and sexual biasness.
2. Preparing instruction for the test.
▪ Direction about the purpose of testing.
▪ Instruction about the time allowed for answering.
▪ Instruction about recording the answer.
3. Preparing the scoring key: Need to provide the procedure for scoring the answer scripts
3) Try out the Test:
Helps us to identify defective and ambiguous items, to determine difficulty level of the items and
to determine the discriminating power of the items.
1) Administration of the test: Administration refers to administering the prepared test on a
sample of pupils
2) Scoring the test: Score the answer scripts following a scoring key
4. Evaluating the Test:
To determine the quality of the test and the quality of the responses.
1) Item Analysis: Determine the quality of items based on item difficulty and
discriminating power
2) Determining Validity of the Test: validity refers to the degree to which the test
actually measures what it claims to measure
3) Determining Reliability of the Test: Consistency of result/dependable
4) Determining the Usability of the Test: It implies that how far a test is usable from
administration, scoring, time and economy point of view.
B2: Development of Blueprint
Meaning of Blueprint
Blueprint refers to a map or specification of assessment to ensure that all aspects of the
curriculum and educational domains are covered by the assessment programmes.
A test blueprint describes the key elements of a test, including the content to be covered,
the amount of emphasis allocated to each content area, and other important features.
Features of Blueprint
❑ Ensure that there are no questions that are out of syllabus.
❑ Table of specification or Blue Print is a three dimensional chart showing list of
instructional objectives, content areas and types of items in its dimensions.
❑ Assessment blueprint is an essential step for enhancing validity of assessment
 ❑ Blueprinting acts as a valid tool to align objectives with assessment, helps in distribution of
appropriate weightage and questions across the topics.
❑ source of evidence to support its content validity
Steps of Blue print preparation:
(i) Determining the weightage to different instructional objectives: it must be planned how
much weightage to be given to different instructional objectives like knowledge,
understanding, application and skill in equal proportion.
E.g. Weightage given to instructional objectives in test of 100 marks

Objectives Weightage in % No of questions

(Marks)

Knowledge 20% 20
Understanding 30% 30
Application 50% 40

ii) Determining the weightage to different content areas: It indicates the area in which the
students are expected to show their performance.
Weightage of a topic:
Total number of items/marks\Total number of page in the book* Number of page in the topic
iii) Determining the item types to be included: items can be divided into two type i.e. Objective
type item and essay type item. Items should be according to the learning outcomes to be
measured.

iv) Preparation of the three way table: It is the last step blue print. Three aspects of chart
include instructional objectives, content and types of items.
B3: Preparing Test Items and Types of Test items
Test Items: "An item is a single task or question that usually cannot be broken down into any
smaller unit.
Preparing test items: Preparing the test item is the second step in the test construction process.
1) The items must be appropriate for the learning outcome to be measured.
2) Test items should measure all types of instructional objectives and the whole content area.
3) The test items should be free from ambiguity.
4) The test items should be of appropriate difficulty level.
5) The test items must be free from technical errors and irrelevant clues
6) Test items should be free from racial, ethnic and sexual biasness.

Objective Type test: An objective type test item is a tool which is free form all subjective
elements. There can only be one right or objective answer to an objective question.

❑ Objective type tests can measure a wide range of instructional objectives.

❑ It is highly reliable.

❑ Objective type tests can be standardized.

❑ It requires less time in administering and scoring.

Types of Objective Type test

a. Supply or completion types: There are two types of the supply type items. they are:

1. Short Answer: In this form, students are required to supply an answer which is very
brief, generally a word or two in the form of a word, phrase, number or symbol.

Here, items are called ‘free response’ or ‘recall type items’

E.g. What is the name of the inventor of aeroplane?

2. Completion: In this form, students are required to fill a blank by supplying the answer.

❑ It is also known as fill in the blank type item.

E.g. First battle of Panipat was fought in ....................

Education as a tri-polar process concept given by…………….

b. Recognition type or Selection type test

1. True false : It is known as alternate response type

In this type a statement is provided to the students and they are required to indicate their choice
as to whether the given statement is true or false, correct or incorrect, right or wrong,
according to given instructions.

❑ Measure the logical analysis

❑ Understanding of cause effect relationship.

❑ Ability to distinguish

E.g. Shaktikant Das is the Governor of RBI. T/F

e.g. Put tick mark (4) in the box at the end of the statement, if it is true, otherwise put a x, if it is
false.

Q. December 6 is celebrated as Maitri Diwas between Indian and Bangladesh.

2. Matching type: The matching type item consists of two lists and students are required to
correlate correctly one or more entries from one list with one or more entries from the other.

Identify the relationship between a set of similar items.

E.g. Column A (Physical quantity) Column B (Unit)

1. Mass a. Ampere

2. Length b. Ohm

3. Current c. Kilogram

4. Potential Difference d. Mete

5. Resistance e. Litre

f. Candela

g. Vol

3. Multiple Choice Type Items

Items can measure a variety of learning outcomes, from simple recall of facts to Bloom's highest
taxonomic level of cognitive skills-evaluation.

❑ Multiple choice type test was first developed by E.L. Thomdike, but Frederick J. Kelly
was the first to use multiple choice items for assessment in 1915.

❑ Items are highly structured

❑ Scores are more reliable than essay type items and short answer type items.

❑ The statement in a multiple choice type item is known as Stem of the item. The suggested
solutions are called as 'alternatives' or 'choices' or 'options’. The correct alternative is
called as the 'answer' and the other alternatives are known as ‘distractors’

E.g. The Temple city of India is

A. Jaipur

B. Delhi

C. Bhubaneswar

D. Banaras
Essay Type Test:

Essay type tests are those tests in which the examinee is asked to discuss, enumerate, compare,
state, evaluate, analyse, summarise or criticise.

❑ In essay type tests pupils are free to select, relate and present ideas in their own words.

❑ Demands subjective judgment

❑ Chances of biasness of the teacher during scoring

Types of Essay Type Test:

1) Restricted Response type: Limits both the content and response. Less freedom to answer.
Examples:
Discuss any five features of Basic Education.
Differentiate between objective and Essay type tests in about 100 words.
2) Extended Response type: Allows pupils to select any factual information that they think is
pertinent, to organise the answer in accordance with their judgement. Free to answer.
E.g. "Today India needs an idealistic system of education". Do you agree with this
statement ? Justify your view point.
 E-Content by Shiksha Shastra YouTube

RHT TGT , SSB TGT AND OSSTET

ENGLISH PEDAGOGY
An initiative by SHIKSHA SHASTRA
Channel Link: https://www.youtube.com/@shikshashastra3661/about

English Pedagogy

a) Importance of Teaching English/learning English in the present

context
b) Objectives of Teaching English/learning English with reference
to Language Skills & Sub-skills
c) Strategies of Teaching/learning English with special reference
to NCF 2005
d) Stages of planning for a Text (pre-reading, while reading and
post-reading)
e) Assessment of language skills, Tools and Techniques with
reference to Continuous and Comprehensive Assessment

What is language?/Meaning of Language

A source or method of communication.
A medium of conveying our ideas to one another.
‘Language’ is derived from the Latin word ‘Lingue’ which means ‘produced with
the tongue’.
Language means a thing which is produced with the tongue.
About English
English as a Global Language
English as a Second Language (L2)
English as an associate official language
English as a Link language
English as a court Language
 Lord Macaulay (1835) desired to produce through English education “a class of
persons Indian in blood and colour but English in taste, in opinion, in morals and in
intellect’’.
English was adopted as the Associate Official language by an Act of parliament in
1963 and assurances have been given that it will continue to be lingua-franca as long
as the non-Hindi speaking people want it.
Nature of Language/English Language
It is Receptive: It has maintained its open door policy. It has adopted and
accepted thousands of words from European, Asian, African, Indian,
Japanese, Chinese and other languages.
It is Heterogeneous
It is Systematic
It is Unique
It is Dynamic
It is Productive
Language is Arbitrary
Language is an acquired and inborn
Language is vocal or oral
Language is Idiolect
Importance of Teaching English/learning English in the present context

International Importance.
Educational Importance
Cultural Importance
Participating in exchanging cultural and sports events
Learning English facilitates to travel and study in other countries
Making it easier to communicate with other countries people
Internet language
Library language
Vocational and trade
Importance for information and news
Official importance
Objectives of Teaching English/learning English with reference to
Language Skills & Sub-skills

Ability to Understand English/Listening

1) Ability to draw meaning from what is heard.
2) Ability to respond in action as a reaction to hearing
Ability to Read English
3) Ability to read simple prose, poetry, story, articles with comprehension.
4) Ability to read a simple sentence with understanding
Ability to Speak English

5) Ability to pronounce with right intonation and stress.

6) Ability to respond to speech as a reaction to hearing.

Ability to Write English

7) Ability to use appropriate vocabulary in the right place.

8) Ability to build sentences without grammatical error

Objectives of teaching English at Elementary level

To enable the students;
1) To listen English with proper understanding
2) To speak English correctly i.e. producing sounds with proper stress and intonation.
3) To transform the silent written / printed language in to living speech.
4) To enrich vocabulary through telling, re- telling, reading aloud.
5) To read with ease
6) To follow the instructions given in the target language.
7) To recite the small poems.
8) To classify the words, nouns, action words (verb) , describing words adjectives,
linkers (conjunctions ) etc.
9) To write words simple meaningful sentences correctly.
Strategies of Teaching/learning English with special reference to NCF 2005

About NCF 2005

National Curriculum Framework ( NCF) is a guideline or framework on different
aspects of education.
It came in 1975, 1988, 2000, 2005, NCFTE 2009 and NCFSE 2023.
National Steering Committee ( 31 Mem.) and 21 National Focus Group and finally
passed in CABE on 7th Sept. 2005.
Guiding principles of NCF 2005
1) Connecting knowledge to life outside school
2) Learning is shifted away from rote method
3) Overall development of child NOT textbook centric
4) Exam system more flexible and integrated with classroom, life, and
5) Nurturing democratic values
English Language with special reference to NCF 2005

1) English as a Global Language in a multilingual country

2) English as a Second Language (Two fold aims)
3) Attainment of a basic proficiency.
4) Development of language into an instrument for abstract thought and knowledge
acquisition.
5) English needs to find its place along with other Indian languages in different states.
6) Input-rich communicational environments are a prerequisite for language
learning, whether first or second.
7) All teachers who teach English should have basic proficiency in English.
8) An integrated approach to the teaching of different skills of language.
9) A student may be allowed to "pass without English" if an alternative route for
English certification (and therefore instruction) can be provided outside the regular
school curriculum
Strategies of Teaching/learning English

Grammar Translation Method:

Detailed analysis of its grammar rules, followed by application of this knowledge through
the task of translating sentences.
1) Also called the Classical Method
2) It is the oldest method where teacher translate every word, phrase and sentence of
English into mother tongue for the easy comprehension by the students.
3) Grammar is the soul of language
4) Rote learning is encouraged
5) The textbook is the only teaching-learning material
6) Based on ‘Appercetive Theory’.
Direct Method:
If a language is taught directly where immediate association between experience and
expression in words, phrase and meaning is possible, then there are all possibilities for
learning the language.
1) Teaching is done in the target language. Mother tongue/native language of the
learners is neglected
2) L2 is learnt just like learner’s L1
3) Also called the Natural Method or the Reformed Method
4) Establish a direct bond between word/phrase/idiom and meaning.
5) More emphasis on listening and speaking.
6) Vocabulary is used directly.

Structural approach
It is called structural approach because the main emphasis is laid on the mastery of
structures or pattern of sentences and phrases. E.g Grammatical sequence, Grouping-
Phonetic grouping, Lexical
1) Also known as ‘New Approach’ or ‘Aural-Oral Approach’.
2) Learners have to fix up habits of the English language patterns;
Situational Approach
The situational approach ensures that the language taught is practical or in real situation.
1) Meaning, context and situation are very important to teach a language
2) Meanings of the words are presented in linguistic and cultural context;
3) Language learning is habit-formation;
Bilingual Method
C.J. Dodson (1967) was the proponent of the bilingual method.
1) From the beginning, the sandwich Technique is used to convey the meaning
bilingually. The mother tongue is used for bilingual pattern drills.
2) Meaning of new words, phrases, idioms, sentences and grammatical rules is
conveyed through L1 in the initial stage of the lesson;
3) Pattern practice is given only in English; and L1 is used only by the teacher to
explain vocabulary and phrases.
4) The bilingual method follows three stages (presentation, practice, and production)
while teaching English.
Deductive Method: In this method, the teacher explains the rule first and then gives
examples

Inductive Method: In this method, the teacher provides examples first, and then,
formulates rules based on the examples given.

Multilingual Education (MLE): It refers to "first-language-first" education. Learners

must study in their mother tongue first and learn other languages later, during schooling.

Cooperative Language Learning (CLL): Cooperative learning ensures maximum

learning with the activities involving pair works and group works
Stages of planning for a Text (pre-reading, while reading and post-
reading)

Pre-reading
1) All the things a reader does before reading in order to engage with the text and
increase capacity to understand it.
2) It aims to activate students background knowledge, provide language preparation,
motivate students want to read the text.
3) Providing the necessary background
4) Understanding the purpose of reading
5) Building a knowledge base

While-reading
1) It is the actual reading stage, begins to read the written text with understanding
meaning.
2) It aimed to help students to understand specific content and main ideas of the
text, promote active engagement with the text rather than passive reading.
3) Interact with the text by providing directions and questions.
4) Understand the text structure and the logical organization of text.
5) Clarify and comprehend the text context.
6) Understanding the gist of meaning
Post-reading
1) Post-reading strategies give learners a way to summarize, reflect, and question what
they have just read.
2) Try to create new knowledge by combining what you knew with what you learned
3) Finding out if students understood the main idea
4) Answering questions about the content they just read.
5) To extend the reading experience.
6) To lead the students to deeper analysis of the text.
7) Participate in discussion
Extensive Reading:
Extensive reading is for the sake of pleasure and it is usually a long and exhaustive text of
reading, such as novel reading, story reading, etc.
Intensive Reading:
Intensive reading is a reading activity for gaining detailed and specific knowledge about a
particular subject, such as reading a text book for getting an answer, reading the newspaper
for editorials, etc.
Skimming:
Skimming is a style of reading in which the reader just takes a glance (overview) at the text
available to him/her.
1) It is also called as casual and reading without a particular objective.
2) For example, reading newspapers, magazines, novel/fiction reading,etc.
Scanning:
Scanning is a style of reading in which the reader looks for some particular piece of
information out of large texts.
1) It is also called as serious and focused reading.
2) For example, reading newspaper or magazine for getting certain information useful
for the reader. Reading the book for getting answers to particular question or
research paper and article reading can be considered as scanning
Assessment of language skills
Language skill - listening, speaking, reading and writing:
Language skill refers to the ability to use a language properly. Language skills are
communication skills that help you convey your ideas with clarity and precision. It needs to
be integrated.

Listening skill
❑ Listening is the ability to accurately receive and interpret messages in the communication
process.
❑ It involves receiving sound, understanding the message conveyed in the sounds you hear,
evaluating the message, and responding to it.
1) Intensive listening: In this listening activity, in order to get specific information, a listener
fully concentrates to receive the text/materials. For example, classroom listening activity
by the learners for examination purpose;
2) Extensive Listening: It is a listening activity which is casually performed by the listeners
with a low level of concentration, motivation and without specific objectives. For example,
routine classroom listening activity, listening in the day to day communication, simple chat
while walking.
3) Critical Listening: It is intensive listening along with judging the listening materials with
a positive and negative aspect of listening materials.
Activities to assess Listening Skills
1) Discriminative Listening Tasks
2) Comprehension Listening Tasks
3) Intensive Listening Tasks
4) Responsive Listening Tasks
5) Selective Listening Tasks
 6) Extensive Listening Tasks

Speaking Skills
❑ The action of conveying information or expressing one's thoughts and feelings in spoken
language.
❑ It is the skills which allow us to communicate effectively
❑ Storytelling, Role play, Speech and conversation, Simulation, Pictures, Debate, Discussion
etc.,
Activities to assess speaking skills
1) Intensive Speaking Task
2) Responsive Speaking Task
3) Interactive Speaking Task
4) Extensive Speaking Task
5) Imitative Speaking Task
6) Discussion activities
7) Role play activities
8) Debate
9) Story telling

Reading Skills:

Reading skills are abilities that pertain to a person's capacity to read, comprehend, interpret and
decode written language and texts.

Skimming: Skimming is a style of reading in which the reader just takes a glance (overview) at
the text available to him/her.

❑ It is also called as casual and reading without a particular objective.

Scanning: Scanning is a style of reading in which the reader looks for some particular piece of
information out of large texts.

❑ It is also called as serious and focused reading.

Extensive Reading: Extensive reading is for the sake of pleasure and it is usually a long and
exhaustive text of reading, such as novel reading, story reading, etc.
Intensive Reading: Intensive reading is a reading activity for gaining detailed and specific
knowledge about a particular subject, such as reading a text book for getting an answer, reading
the newspaper for editorials, etc.

Referencing/Study Skills: Referencing skill mostly consists of the use of dictionary skill,
thesaurus skill and use of encyclopaedia while reading and its comprehension.

Loud Reading: Loud reading is also known as ‘oral reading’. Effective device for quick testing
of reading comprehension and for improving pronunciation

Silent reading: In silent reading, learners usually read a passage while abstaining from making
sound, whispering, murmuring or even moving lips while reading. Useful at the advanced/higher
levels of learning a language.

Writing Skills:

❑ Writing skills refer to the ability to convey one's thoughts, feelings, information, ideas,
or any message through a well-constructed text.

❑ The ability to write correctly and communicatively in a language, and be able to edit it.

Note Taking: Note taking is a writing activity based on listening or reading stages. It is brief and
pointed in nature which helps the writer to jot down important items for future use. (Authors)

Note Making: Note making is another important activity in the process of writing. It requires the
writer to revise the points taken during note-taking with the help of other related resources.(Own )

Formal Writing: Formal writing i s performed for structured and professional purposes. Writing
letters to the authority for official purposes is considered as formal letter writing. E.g. A letter to
the Principal, Vice Chancellor

Informal Writing: Informal writing is performed as writing for casual purposes. It can be
considered as a written form of spoken conversation language. For example: letters written to
parents and friend.

Creative Thinking-Writing: Writing a piece of paper with divergent ideas which include
imagination, fantasy, creativity, etc. is considered as creative thinking or writing.
Critical Writing: Critical writing is considered as higher order activity because it demands
creative writing regarding bias-free, negative, positive and neutral ideas related to a particular
topic/subject .

Tools and Techniques with reference to Continuous and Comprehensive Assessment:

For this particular bullet refer Assessing the Learner/Performance section.
 E-Content by Shiksha Shastra YouTube

03 Mar 2022_Batch1_TGT
Ans: A)Science
Formative CBZ

1) Which of the following statements is TRUE?

4) AOL stands for
A) People learn at different rates
A) Assessment for learning
B) People learn at only one level
B) Assessment as Learning
C) People learn at only moderate rates
C) Assessment of learners
D) People learn at same rates
D) Assessment of learning
Ans: A) People learn at different rates
Ans: D) Assessment of learning
Description:
5) The method of finding through experience is
▪ People learn in different ways and A) Demonstrative method
at different paces and rates.
B) Lecture-cum-Demonstration method
▪ Everyone learns differently.
▪ There are diversified Learning styles. C) Problem solving method
▪ There exists Individual Difference D) Heuristic/Discovery method

2) The four types of learning styles: Visual, Ans: D) Heuristic/Discovery method

Auditory, Reading/Writing Preference, and Description:

Kinesthetic are referred to as; ▪ Henry Edward Armstrong who

A) WARK introduced this method for teaching

B) VARC ▪ A heuristic method of teaching is an

C) WARC instructional approach that emphasizes

D) VARK the use of problem-solving and

Ans: D) VARK discovery-based learning as well as

Description: experience-based learning to facilitate

student learning.
▪ VARK model of learning was developed
▪ Heuristic basically means any method or
by Neil Fleming in 1987
process that helps in problem-solving,
▪ Four main types of learners: visual,
self learning, and discovery.
auditory, reading/writing, and
6) Which of the following evaluations is
kinaesthetic.
conducted before teaching learning transactions
3) In the Constructivist approach, assessment is
are initiated?
A) Formative
A) Formative Evaluation
B) Summative
B) Placement Evaluation
C) Prognostic
C) Summative Evaluation
D) Diagnostic
D) Normative Evaluation
Ans- B) Placement Evaluation
Placement Evaluation: B) Formative assessment provides feedback
Placement evaluation also referred to as during the instructional process
pre-assessment or initial assessment, is C) These assessments typically are either graded
conducted prior to instruction or by teachers or students
intervention. D) Observations during in-class activities are not
It is design to place the right person in the a part of formative assessments
right place. Ans: B) Formative assessment provides feedback
to measure the entry behavior or previous during the instructional process
knowledge 11) Self Assessment is an integral part of
A) Assessment for learner
7) Carl Rogers believed in B) Assessment as learning
A) concept of human relations C) Assessment for learning
B) Concept of self awareness D) Assessment as learner
C) Concept of self learning Ans: C) Assessment for learning
D) Concept of delegation As per the official answer key the right answer is
Ans: A) concept of human relations option C. But, here assessment as learning is also
8) TLMs make learning correct.
A) Practical and fun for children 12) A person's amount of learning mainly
B) Boring and exhaustive depends on
A) maturation
C) Challenging and complex
B) repetition
D) Similar and distracting C) readiness
Ans: A) Practical and fun for children D) motivation
Ans: D) motivation
9) Demonstration method works on the principle
13) Match the concepts in Column I with those
1) Child centeredness
mentioned in Column II.
2) Activity centeredness
3) Lecture centered
A) Only 3
B) 1 and 2
C) 1, 2 and 3
D) Only 1
A) 1b 2a 3c
Ans: B) 1 and 2
B) 3a 1c 2b
10) Which of the following is TRUE in case of
C) 1a 2b 3c
formative assessments?
D) 1c 2a 3b
A) Formative assessment can never measure
Ans: D) 1c 2a 3b
students or teachers progress
14) Which of the following statements about
assessment for learning is correct?
A) Teacher focuses on the overall thinking
process and conceptual understanding of
learners.
B) Teacher focuses on comparison with peer
responses only.
C) Teacher focuses on comparison with standard
responses only.
D) Teacher focuses on comparison with ideal
responses only.
Ans: A) Teacher focuses on the overall
thinking process and conceptual
understanding of learners.
15) Carl Rogers has described concepts of
A) Heredity approach
B) experimental approach
C) humanistic approach
D) Avoidance approach
Ans: C) humanistic approach
 03 Mar 2022_Batch2_TGT Science CBZ
1) Peer-to-peer learning encourages 4) The objective of assessment in schools is
A) Individuality A) Assessment of learners
B) Collaboration B) Assessment of learning.
C) Competition C) Assessment for learning.
D) Jealousy D) Assessment for Scores.
Ans: B) Collaboration Ans: B) Assessment of learning.
A collaborative learning approach involves
pupils working together on activities or 5) which of the following is a solution designed
learning tasks in a group to ensure that to help teachers in meeting with new challenges
everyone participates. and developing learners’ abilities and
Collaborative learning theory is rooted performance?
in Lev Vygotsky's idea, Zone of Proximal A) A smart class
Development B) A teacher-centred class
2) When learning is concerned with perception, it C) A small class
is known as D) A research class
A) verbal learning Ans: A) A smart class
B) sensory learning An electronically enhanced Classroom.
C) concept learning Use computers, multimedia and network
D) discrimination learning technologies.
Ans: B) sensory learning Also called Digital or new media
3) Constructing a table of topics, level of the classrooms.
question and marks allotted in test construction is Interactive teachings along with the use
A) Test conceptualization of different types of visual equipment.
B) Schematic test 6) An assessment used to exhibit a collection of
C) Blue-print learner work highlighting their achievement in a
D) Master Plan specific area is
Ans: C) Blue-print A) Performance Assessment
The blueprint is a three-dimensional chart B) Portfolio Assessment
that shows the placement of each question C) Informal Assessment
with respect to the objective and the content D) Formal Assessment
area that it tests. Ans: B) Portfolio Assessment
It also indicates the marks carried by each ❑ A portfolio is a collection of records
question. that reflect your accomplishments,
skills, experiences, and attributes.
 ❑ It highlights and showcases samples of ❑ It saves time to cover a wider topic.
some of your best work, along with life ❑ It makes a teacher an active
experiences, values and achievements. participant.
❑ It collects work products that show
❑ The teacher can plan exactly
growth over a specific period of time.
presentation in advance
7) Constructivism is a theory that equates
❑ Many ideas in a short time
learning with creating meaning from
❑ Good for introducing a subject
A) Assumption
Disadvantages of Lecture Method
B) Experience
C) Instruction ❑ It is teacher centered

D) Inheritance ❑ Learners becomes passive recipients

Ans: B) Experience ❑ It encourages one way communication
8) Which of the following is TRUE about ❑ Encourages learners to depend on the
teaching? teacher
A) All teachers have the same style of teaching ❑ Lecture do not cater individual student
B) Every teacher has similar ability for teaching needs
C) All Teachers think of same examples in the
❑ Lack of student participation
classroom
❑ Encourages student passiveness
D) Every teacher teaches according to her
10) Which of the following statements is
personality
TRUE of constructivist approach to
Ans: D) Every teacher teaches according to
assessment?
her personality
A) The process of learning shuts down
9) Which of the following is an advantage
B) Assessment is ongoing process.
with lecture method?
C) Students solve only straight problems
A) Full control over the transaction of the
D) Students stick to the initial information
lesson
Ans: B) Assessment is ongoing process.
B) It as a one-way communication
11) Which of the following statements is
C) Learners are passive listeners
TRUE?
D) Learners have limited opportunity to offer
i) In Assessment as learning the learners have
feedback
their own Goals
Ans: A) Full control over the transaction
ii) The learner himself/ herself initiates the
of the lesson
assessment process
Advantages of Lecture Method
A) Only i is true
❑ The teacher is in total control of the
B) Only ii is true
classroom.
C) Both i & ii are true C) Secondary students
D) Both i & ii are false D) Higher secondary students
Ans: C) Both i & ii are true Ans: B) Pre-school students
12) The Readiness for a child's learning is
determined by
A) Motivation
B) Readiness
C) Fatigue
D) Maturation
Ans: D) Maturation
13) Which of the following statements
regarding intrinsic motivation is TRUE?
A) It does not require any prior learning
B) Reinforce drives an individual’s
behaviour towards a goal
C) Rewards are used to achieve goals
D) Its is more important than extrinsic
motivation
Ans: A) It does not require any prior
learning
14) An assessment that takes place after the
learning has been completed and provides
information and feedback that sums up the
teaching and learning process is a
A) Diagnostic assessment
B) Formative Assessment
C) Summative assessment
D) Prognostic assessment
Ans: C) Summative assessment
15) Attention span of which of the following
group of students is less?
A) Middle school students
B) Pre-school students
 06 Mar 2022_Batch1_TGT Science PCM

1) Since classroom normally means a group the Ans: B) Assessment as Learning

teacher adopts 5) Although ICT and multimedia are very good
A) Learner centered approach resources of learning but teachers use it in a
B) Group centered approach limited way because it is
C) Individual centered approach A) A costly affair
B) Less engaging for children
D) Organization centered approach
C) Leading to reduction in attendance
Ans: B) Group centered approach percentage.
2) Where the size of the classroom is more, the D) Hampering mode of communication
method of teaching is likely to be Ans: A) A costly affair

A) Lecture 6) Which of the following test is used to identify

B) Discussion the learning difficulties of learners?

C) Projects A) Portfolio Test

D) Seminars B) Stressful Test

Ans: A) Lecture C) Diagnostic Test

3) Standardized tests are conducted D) Probable Test

A) To compare and rank test takers in relation to Ans: C) Diagnostic Test

one another 7) All of the following increase the effectiveness

B) To determine local standards of teaching EXCEPT:

C) To measure only emotional disabilities A) A teacher's voice

D) To examine only written ability B) A teacher's gestures

Ans: A) to compare and rank test takers in C) A teacher's anger

relation to one another. D) A teacher's appealing personality

Types of standardized Tests Ans: C) A teacher's anger

1. Norm reference test: Compare an individual 8) In a classroom praise, blames, grades, are

performance with the performance of others. reinforces to

2. Criterion reference test: A criterion- A) Motivate students

referenced test is designed to measure a student's B) Annoy students

academic performance against some standard or C) Control students

criteria. D) Scare students

4) AAL stands for Ans: A) Motivate students

A) Assessment for learning 9) When two or more than two students join

B) Assessment as Learning together to achieve some specific objective in a

C) Assessment of learners class it involves

D) Assessment of learning A) Individual teaching

B) Parental teaching 14) Which of the following statements about
C) Biased teaching assessment is CORRECT?
D) Team teaching A) Assessment is equivalent and limited to
Ans: D) Team teaching evaluation.
10) Who said "A project is a wholehearted B) Assessment is integral component of learning
purposeful activity proceeding in a social C) Assessment is equivalent and limited to
environment"? notebook checking.
A) W.H. Kilpatrick D) Assessment is equivalent and limited to daily
B) John Dewey remarks.
C) Mahathma Gandhi
Ans: B) Assessment is integral component of
D) Swami vivekananda
Ans: A) W.H. Kilpatrick learning
11) Which of the following is TRUE according 15) ‘Child centered-education’ emphasizes on
to constructivist perspective? 1) Reach
A) Learners become passive participants 2) Touch
B) Learners take care of teaching & learning 3) Teach
C) Learners become engaged participants A) Only 1
D) Learners dilute the learning process B) 2 and 3
Ans: C) Learners become engaged C) 1, 2 and 3
participants D) Only 3
12) Piaget suggested that there are four main Ans: C) 1, 2 and 3
stages in the cognitive development of the
children. Out of that
the first Stage, i.e. the sensory motor stage is for
the age group
A) 0-2 years
B) 2-7 years
C) 7-12 years
D) 12 years and above
Ans: A) 0-2 years
13) Which of the following is NOT a feature of
Bruners theory of instruction?
A) Structure of knowledge
B) Predisposition to learn
C) Effective sequencing
D) Neglecting the details
Ans: D) Neglecting the details
 06 Mar 2022_Batch2_TGT Science PCM
1) The instructional method in which groups of C) Learning
learners work together to complete learning D) Developing
assignments is Ans: C) Learning
Known as 6) In which type of evaluation does the teacher
A) Segregated learning evaluate the learner at the beginning of the
B) Individual learning teaching learning process?
C) Cooperative learning A) Portfolio
D) Community learning B) Summative
Ans: C) Cooperative learning C) Formative
2) Which of the following is NOT a group D) Diagnostic
activity that a teacher can conduct in a class? Ans: D) Diagnostic
A) Role play 7) Teaching facilitates
B) Jigsaw puzzle A) Ignorance
C) Discussion B) Learning
D) Reading a library book C) Prejudice
Ans? D) Reading a library book D) Avoidance
3) Exams like Olympiad which are commercially Ans: B) Learning
prepared and have uniform procedures of 8) Zone of Proximal Development is associated
administration and scoring are known as with
A) State test A) Lev Vygotsky
B) Board test B) B F Skinner
C) Program test C) Ivan Pavlov
D) Standardized test D) John Dewey
Ans: D) Standardized test Ans: A) Lev Vygotsky
4) Full form of AFL is
A) Assessment for learning
B) Assessment as Learning
C) Assessment of learners
D) Assessment of learning
Ans: A) Assessment for learning
5) Maturation determines the readiness of the
child for
A) Ageing
B) Reading
9) All of the following are features of team 13) According to Carl Roger's theory of
teaching EXCEPT: Humanistic approach, the self is divided into two

A) It involves a group of teachers categories. They are:

A) The ideal self and the real self
B) Teachers are jointly responsible
B) Maslow's self and Jefferson's self
C) All the teachers have same competencies
C) Individual self and group self
D) It is co-operative form of teaching
D) Behaviorist self and psychoanalytic self
Ans: C) All the teachers have same
Ans: A) The ideal self and the real self
competencies
10) "A collection of students' work reflecting
daily classroom curriculum and teaching is
known as
A) Evidence based assessment
B) Test validation methodology
C) Creative testing process 14) The assessment conducted over a period of

D) Portfolio method time with pre-defined standards is known as

A) Summative Assessment
Ans: D) Portfolio method
B) Formative Assessment
11) Formative Assessment is
C) Normative Assessment
A) Assessment for learning
D) Disruptive Assessment
B) Assessment of learning
C) Assessment as Learning Ans: A) Summative Assessment

D) Assessment of learners 15) The temporary support that parents or

teachers give a child to do a task is
Ans: A) Assessment for learning
A) Span of attention
12) Examine the Following Statements and
B) Zone of Proximal Development
identify the statements that are TRUE:
C) Scaffolding
I) Rogers’s and Maslow’s theories focus on
D) Emotional intelligence
individual choices and don't believe that biology
is deterministic. Ans: B) Zone of Proximal Development

II) The highest need is the need for self-

actualization, which is the achievement of our
fullest potential.
A) Only I is true
B) Only II is true
C) Both I & II are true
D) Neither I nor II is true
Ans: C) Both I & II are true
 07 Mar 2022_Batch1_TGT Science PCM
1) Carl Roger's approach believes that a teacher 2) The word ‘cognition’ is derived from the Latin
must be a word ‘cognoscrere’ which means
A) A facilitator A) To explain
B) An authoritarian B) To lecture
C) An evaluator C) To know
D) A manipulator D) To discuss
Ans: A) A facilitator Ans: C) To know

Description: 3) Which of the following is an advantage of

objective type test?
Carl Rogers view on Teacher
A) Time saving
Teachers should seek to create emotionally
B) Easy to prepare
warm, supportive environments in which
C) More guessing
they worked collaboratively with their
D) Less printing cost
students to achieve mutual goal.
Ans: A) Time saving
Rogers (1959) believes "significant learning
4) Full form of MLL is
may take place if the teacher can accept the
A) Minimum levels of learning
student as he is”
B) Maximum levels of learning
The primary task of the teacher is to permit
C) Maximum life of learning
the student to learn.
D) Minimum age life of learning
Be alive in the classroom.
Ans: A) Minimum levels of learning
Don't close your experiential door because
5) Who gave the definition, "To learn is to
you're in the classroom.
modify behaviour and experience"?
Facilitator's Role
A) Gates
All human beings have a natural propensity to
B) Crow and Crow
learn; the role of the teacher is to facilitate such
C) Skinner
learning. This includes:
D) Munn
Setting a positive climate for learning.
Ans: D) Munn
Clarifying the purpose of the learner(s),
Organizing and making available learning
resources,
Balancing intellectual and emotional
components of learning, and
Sharing feeling and thoughts with learners
but not dominating.
6) Assessment of entry behaviour is done just C) Both learner and teacher centered approach
A) During teaching D) Neither teacher centric nor learner centered
B) Before teaching starts Ans: A) Learner centered approach
C) When teaching starts 10) All of the following are steps in a Project
D) After teaching Method EXCEPT:
Ans: B) Before teaching starts A) Creating a situation
7) Maturation is B) Selection of the problem
A) An artificial process C) Prompting

B) An induced process D) Planning

C) A natural process Ans: C) Prompting

Steps involved in project method
D) A learnt process
1) Providing a situation
Ans: C) A natural process
2) Selecting and purposing of the project
8) Humanistic approach in the learning process
3) Planning of the project
believes
4) Executing the project Evaluating the
A) Both teacher centered and child centered
project
approaches
5) Recording
B) Teacher centered approach
11) In CCE a child is evaluated for
C) Child- centered approach
A) Both Scholastic and Co-scholastic aspects
D) Neither in teacher centered nor child centered
B) Only Scholastic and not Co-scholastic aspect
approach
C) Only Co-Scholastic aspect
Ans: C) Child- centered approach
D) Neither Scholastic nor Co-scholastic aspects
Characteristics of humanistic approach
Ans: A) Both Scholastic and Co-scholastic
Learner-centered
aspects
Emphasize learner development
12) In 5 E Approach of lesson planning, at which
Learning must be student-centered
point do the learners begin to put their
Experiments and discovery must be used
experiences into a
Teaching should be intrinsic
Communicable form?
Teacher is a role model
A) Evaluate
Students should be observant
B) Explain
Teachers should motivate learners
C) Elaborate
Students should explore
D) Explore
Develops natural desire for learning
Ans: B) Explain
9) Problem solving is a
Rodger Bybee. “The 5E Model of
A) Learner centered approach
Instruction includes five phases: Engage,
B) Teacher centric approach
 Explore, Explain, Elaborate, and
Evaluate.
The 5E Model is based on the
constructivist theory to learning, which
suggests that people construct knowledge
and meaning from experiences.
13) Which of the following statements about
Piaget's theory of cognitive development is NOT
true?
A) The sequence of the stages is not the same
across cultures
B) The child has to develop or construct a mental
model of the world.
C) Each stage involves a different type of
intelligence.
D) It suggests that intelligence changes as
children grow.
Ans: A) The sequence of the stages is not the
same across cultures
14) Which of the following is a characteristic
feature of formative evaluation?
A) Evaluation happens at the end of program
B) Evaluation is used prior to program design
C) Evaluation is used indicate only the learning
outcome of the program
D) Evaluation happens simultaneously with
teaching.
Ans: D) Evaluation happens simultaneously
with teaching.
15) The TLMs should always be designed
according
A) To the level of teachers
B) To the level of management
C) To the level of students
D) To the level of school
Ans: C) To the level of students
 07 Mar 2022_Batch2_TGT Science PCM
B) the difficulties in placement
C) The difficulties of management
1) Which of the following statements are TRUE? D) The difficulties in administering the test
1) TLMs capture the attention of learners in a Ans: A) The learning difficulties of learner
classroom 6) Knowing students‘ strengths and weaknesses
2) TLMs bring about a temporary retention of can help a teacher to better plan what to teach
information. and how to teach it. Which of the following
A) Only 1 is TRUE assessments can be used for such planning?
B) Onlt 2 is TRUE A) Summative Assessment
C) Both 1 and 2 are TRUE B) Diagnostic evaluation
D) Neither 1 nor 2 is TRUE C) Placement evaluation
Ans: A) Only 1 is TRUE D) Post Assessment
3) TLMs are tools that can make a learner learn a Ans: B) Diagnostic evaluation
concept with 7) Summative Assessment is
A) Ease A) Assessment of learning
B) Difficulty B) Assessment as learning
C) Boredom C) Assessment of learners
D) Confusion D) Assessment for learning
Ans: A) Ease Ans: A) Assessment of learning
4) Which of the following is a feature of learner 8) The Zone of Proximal Development (ZPD) is
centered approach? a concept proposed by
A) Learners are active participants A) Piaget
B) Teachers engage the students B) Vygotsky
C) Teachers decide on the content C) Piaget and Vgotsky
D) Learners are dependent on teachers D) Bruner
Ans: A) Learners are active participants Ans: B) Vygotsky
5) Which of the following is an objective type of 9) Which of the following statements is a TRUE
test? statement?
A) Writing an essay A) Cognitivists perspective focused on hidden
B) Oral presentation behavior whereas behaviorists concentrated on
C) true-false role of internal cognitive processes in learning
D) Collaborative project B) Behaviorist perspective focused on hidden
Ans: C) true-false behavior whereas cognitivists concentrated on
6) Diagnostic evaluation is specially conducted role of external cognitive processes in learning
to identify and remove C) Cognitivists perspective focused on
A) The learning difficulties of learner observable behavior whereas behaviorists
concentrated on role of internal cognitive B) Framing speech
processes in learning C) External speech
D) Behaviorist perspective focused on D) Community speech
observable behavior whereas cognitivists Ans: A) Private speech
concentrated on role of internal cognitive 14) A toddler attempting to walk is helped by her
processes in learning parent by holding hands providing support is an
Ans: D) Behaviorist perspective focused on example
observable behavior whereas cognitivists for
concentrated on role of internal cognitive A) knowledge adaptation
processes in learning B) knowledge construction
10) In which approach do the learners choose C) zone of proximal development
what they will learn, how they will learn and D) scaffolding
how they will assess their own learning? Ans: D) scaffolding
A) Learner centered approach 15) Which approach stresses on individuality of a
B) Learning centered approach child?
C) Teacher centered approach A) Humanistic and cognitive approaches
D) Teaching centric approach B) Humanistic approach
Ans: A) Learner centered approach C) Behaviorist and cognitive approach
11) Which of the following along with teaching D) Cognitive approach
makes teaching-learning transactions effective? Ans: B) Humanistic approach
A) Competing
B) Punishing
C) Testing
D) Procastinating
Ans: C) Testing
12) The public examinations conducted by the
appropriate school boards are
A) Internal assessment
B) Informal assessment
C) External assessment
D) Equality assessment
Ans: C) External assessment
13) Children speaking to themselves while
solving a word problem in mathematics is termed
as
A) Private speech
 08 Mar 2022_Batch1_TGT Arts

1) Which of the following does NOT form a part B) Johnson Smith

of an inclusive classroom? C) Henry
A) Diverse learners D) Edgar Dale
B) Peer tutoring Ans: D) Edgar Dale
C) Co-operative learning Edgar Dale (April 27, 1900 – March 8,
D) Ethnic discrimination 1985) was a U.S. educationist who
Ans: D) Ethnic discrimination developed the famous Cone of Experience.
2) When students of a class speak different Edgar Dale, an expert in audiovisual
languages we notice education, created a model in his 1946
A) Linguistic Diversity book Audio-Visual Methods in Teaching
B) Socio-Cultural Diversity that he named the Cone of Experience to
C) Economic Diversity discuss various modalities/channels of
D) Gender Diversity imparting information.
Ans: A) Linguistic Diversity Edgar Dale's Cone of Experience is a
3) Summative assessment learning model that suggests that people
A) is an assessment administered at the end of a learn best by doing, followed by observing,
course. then listening, reading, and finally
B) are tests that are conducted at the end of a visualizing.
class The cone is divided into 11 levels, with the
C) involves assessment for learning, of learning most concrete experiences at the bottom
and as learning and the most abstract experiences at the top
D) are assessments that develop good practices
Ans: A) is an assessment administered at the
end of a course.
4) Raju has scored 65 marks in a particular
examination and Rohan has scored 50. Their
individual scores are examples of
A) Measurement
B) Assessment
C) Test
D) Ranks
Ans: A) Measurement
5) The concept of "Cone of Experiences" was
given by
A) Pierre Wayne
6) A procedure intended to establish the quality, indicates that the test
performance or reliability of something, A) Lacks popularity
especially before it is taken into widespread use B) Lacks reliability
is known as C) Lacks introspection
A) research D) Lacks affordability
B) interview Ans: B) Lacks reliability
C) test 11) Which of the following basically focuses on
D) evaluation learners’ achievement against some predefined
Ans: C) test outcomes and standards?
7) A language teacher underlining well-written A) assessment of learning
lines in students' essay is an example for B) assessment for learning
A) negative reinforcement C)assessment as learning
B) punishing the child A) Only C
C) Positive reinforcement B) Only B
D) teacher's lack of concern C) A, B &C
Ans: C) Positive reinforcement D) A&C
8) A caring student-teacher relationship and a Ans: B) Only B
positive classroom climate are clearly important 12) The following definition "Learning is the
for acquisition of habits, knowledge and attitudes. It
A) students' motivation involves new ways of doing things, and it
B) intellectual blocking operates in an individual’s attempt to overcome
C) preventing hard work obstacles or to adjust to new situations”, was
D) increasing violence given by
Ans: A) students' motivation A) Gates & Others
9) Which of the following statements B) Crow & Crow
appropriately defines 'Diversity'? C) Skinner
A) It promotes intolerance among people. D) Henry, P smith
B) It promotes discrimination among people. Ans: B) Crow & Crow
C) It recognizes and accepts the differences 13) Use of computers in teaching learning is
among people known as
D) It promotes inequality among people A) Computer Assisted Learning
Ans: C) It recognizes and accepts the B) Controlled Assimilated Learning
differences among people C) Common Place Teaching
10) In a test, a student scores 95% marks in D) Technology based Training
English but scores 50% next time and 90% the Ans: A) Computer Assisted Learning
third time. This
14) Which of the following tools is NOT a
formative assessment?
A) Observation during in-class activities
B) Pre-tests on content and abilities
C) Homework exercises as review for exams and
class discussions
D) Question and answer sessions, both formal
and informal
Ans: B) Pre-tests on content and abilities
15) The most effective learning occurs when we
use knowledge to perform
A) meaningless tasks
B) meaningful tasks
C) menial tasks
D) minimum tasks
Ans: B) meaningful tasks
 08 Mar 2022_Batch2_TGT Arts

1) Which of the following type of classroom Maxims of teaching

promotes peer acceptance? 1) From simple to complex.
A) Intrusive 2) From known to unknown.
3) From seen to unseen.
B) Inclusive
4) From indefinite to definite.
C) Exclusive 5) From psychological to logical.
D) External 6) From analysis to synthesis.
Ans: B) Inclusive 7) From concrete to abstract
8) Follow nature.
2) Which of the following is not in sync with the
9) From particular to general.
ideologies of an inclusive classroom? 10) Training of senses.
A) Tolerance 11) From whole to part.
12) Encouragement to self study.
B) Empathy
C) Diversity
6) A broader term that refers to all of the
D) Discrimination
methods used to find out what happens as a result
Ans: D) Discrimination
of using a specific intervention or practice is
3) Students are paired to check the accuracy of
A) Assessment
each other's spelling in a dictation test is
B) Measurement
A) Periodic assessment
C) Test
B) Creative assessment
D) Evaluation
C) Involved assessment
Ans: D) Evaluation
D) Peer assessment
7) The desire to engage in an activity as a means
Ans: D) Peer assessment
to an end in sight is an example for
4) Evaluation =
A) Behavioral motivation
A) Measurement + Judgment
B) self-motivation
B) Measurement + Testing
C) Extrinsic motivation
C) Measurement + Evaluation
D) Intrinsic motivation
D) Only measurement
Ans: D) Intrinsic motivation
Ans: A) Measurement + Judgment
8) Carl Rogers is well known in the filed of
5) Content of Maxims of teaching do NOT
A) Humanistic approach of learning
include
B) Development of the whole person
A) Simple to complex
C) New-age Psychology
B) Known to unknown
D) Experimental psychology
C) Application to challenge
Ans: A) Humanistic approach of learning
D) Concrete to abstract
9) What is a recommended strategy to support
Ans: C) Application to challenge
gifted and talented learners in the classroom?
A) Popcorn classroom strategy
B) Group them with other gifted learners
C) Keep them busy
D) Avoid their questions
Ans: B) Group them with other gifted learners
10) Which of the following is NOT a purpose of
assignments?
A) To provide opportunities to students to work
and practice independently
13) The definition "Learning is an Organization
B) To provide opportunities to students to enjoy
of behaviour", was given by
the leisure time
A) Guiltford
C) To develop habits of reading regularly among
B) Thorndike
the students
C) Skinner
D) To provide remedial measures for backward
D) Garret
students.
Ans: D) Garret
Ans: B) To provide opportunities to students
14) Which of the following methods is used to
to enjoy the leisure time
monitor the learning progress?
11) Measurement is a process of quantifying the
A) Formative Evaluation
degree to which someone or something
B) Summative Evaluation
possessed a given trait, i.e., quality,
C) Normative Evaluation
characteristics, or features said
D) Fugitive Evaluation
A) Gay 1991
Ans: A) Formative Evaluation
B) Eble and Frisbie, 1991
15) Montessorian system of education adopts,
C) Tyler, 1963
among several methods, a set of activities that
D) Sattler, 1992
children can engage themselves in. This is an
Ans: A) Gay 1991
example for a learning that is
12) Which of the following is an example of non-
A) Teacher-centric
projected three dimensional TLM?
B) Objective-centric
A) Chart and posters
C) Activity-centric
B) maps and diagrams
D) Learner-centric
C) Globe and specimen
Ans: D) Learner-centric
D) Photograph and cartoon
Ans: C) Globe and specimen
 09 Mar 2022_Batch1_TGT Arts
1) If a child is feeling bored and under stimulated 6) Learning is a search for meaning is a belief in
by class activity then the child is which of the following philosophies?
A) gifted A) Constructivism
B) a retard B) Socialism
C) a delinquent C) Federalism
D) a miscreant D) Humanism
Ans: A) gifted Ans: A) Constructivism
2) Learning takes place only when the learner is 7) In teaching human organ systems, which is
prepared to learn refers to appropriate teaching material for classroom?
A) Law of recreation A) Textbook diagrams
B) Law of readiness B) Black board
C) Law of reflection C) A model of human body
D) Law of reinforcement D) Imaginative diagrams
Ans: B) Law of readiness Ans: C) A model of human body
3) Which of the following is NOT a kind of 8) Learners who have a preference for reading
assignment? and writing learn best through
A) Page-by-page assignment A) maps
B) Tropical assignment B) images
C) Chapter assignment C) touch
D) Unit assignment D) words
Ans: B) Tropical assignment Ans: D) words
4) A constructivist classroom is 9) Inclusive education is based on the ideology
A) Teacher Centered A) change the system to suit the child
B) Parent Centered B) change the child to suit the system
C) Student Centered C) change the system to suit the parent
D) Activities Centered D) change the parent to suit the system
Ans: C) Student Centered Ans: A) change the system to suit the child
5) According to the constructivist theory of 10) A psychologist administers a series of tests to
learning, the 5 Es include all of the following check whether a child exhibits learning
EXCEPT: difficulties. This is an example for
A) Energize A) Instructional assessment
B) Engage B) Development assessment
C) Explore C) Diagnostic assessment
D) Evaluate D) Productivity assessment
Ans: A) Energize Ans: C) Diagnostic assessment
11) Ebel and Frisbie, 1991 said that the purpose This is a reflection of
of the evaluation is to make judgments about A) Vygotsky's constructivism
A) the quality of something. B) Aurobindo's idea of schooling
B) the quantity of something. C) Waldroff system of education
C) the extent of use of something. D) Activity based teaching
D) the impact of using something Ans: A) Vygotsky's constructivism
Ans: A) the quality of something.
12) The definition "Problem solving in scientific
sense means some perplexity in the environment
or some unexpected or different occurrence
which must be explained" was given by
A) Gagne
B) Hampshire college
C) Kulsan and Stone
D) Risk
Ans: C) Kulsan and Stone
13) Grubb has categorized classroom resources
in four categories. They are:
A) cognitive, complex, instruction, simple
B) simple, complex, abstract, compound
C) compound, complete, simple, abstract
D) cohesive, compulsive, compound, complex
Ans: B) simple, complex, abstract, compound
14) In education, assessment is carried out
1) to see what children know & understand
2) for tracking progress
3) complaining to parents
4) planning next steps
A) 1,2&4
B) 1,3&4
C) 1,2,3,&4
D) 3&4
Ans: A) 1,2&4
15) Social interaction, language and the social
context - all play an important role in an
individual's learning.
 09 Mar 2022_Batch2_TGT Arts

1) Socio-cultural perspective of learning was C) Laren

advocated by D) Larsen
A) Vygotsky Ans: B) Lectus
B) Carl Rogers 6) Which of the following is NOT a scale of
C) Bruner measurement?
D) Freud A) Nominal
Ans: A) Vygotsky B) Ordinal
2) Learning depends on C) Feudal
1) maturation D) Interval
2) motivation Ans: C) Feudal
A) Only 1 7) A primary school student from Rajasthan may
B) Both 1 &2 find difficulty in relate to the phenomenon of
C) Only 2 snow-fall. This is due to
D) Neither 1 nor 2 A) Lack of experience
Ans: B) Both 1 &2 B) Absence of context
3) CCE stands for C) Lack of interest
A) Comprehensive Collaborative Evaluation D) Teacher's efficiency
B) Collaborative Continuous Evaluation Ans: B) Absence of context
C) Comprehensive Children's Evaluation 8) Anything that involves students in doing
D) Continuous and Comprehensive Evaluation things and thinking about the things they are
doing is known as
Ans: D) Continuous and Comprehensive
A) active learning
Evaluation B) active teaching
4) Following definition was given by C) active listening
D) active classroom
“Measurement is a process of assigning numbers
Ans: A) active learning
to individuals or their characteristics according to
specific rules.” 9) Inclusion in schools essentially focuses on
A) making special provisions for learners in the
A) Ebel and Frisbie, 1990
V.I.P category
B) Ebel and Frisbie, 1991 B) catering only to the needs of learners with
C) Ebel and Frisbie, 1999 disabilities
D) Ebel and Frisbie, 1980 C) catering to the needs of financially backward
parents in schools
Ans: B) Ebel and Frisbie, 1991 D) fulfilling needs of learners with disabilities, in
5) The word 'Lecture' is derived from which alignment with the entire class
Latin word meaning, 'that which is read'? Ans: D) fulfilling needs of learners with
disabilities, in alignment with the entire class
A) Lattre
B) Lectus
10) Students are asked to find the kind of food Ans: B) There is non availability of specialized
they consume over a week and tabulate the same teachers.
in terms of calories and nutritive value. This is an 14) The predominant objective of assessment in
example for schools is
A) Project A) Assessment of learning
B) Homework B) Segregating students
C) Work sheet C) Identification of disabilities
D) Activity sheet D) Improvement of infrastructure
Ans: A) Project Ans: A) Assessment of learning
11) According to constructivism 15) All of the following are TLMs and AV aids
A) Knowledge cannot be constructed by used in classroom EXCEPT
individual learners A) Video films
B) Knowledge is actively constructed by B) Dictation
individual learners C) PowerPoint slides
C) Knowledge is actively constructed by D) Models
individual teachers Ans: B) Dictation
D) Knowledge cannot be actively constructed in
group learning
Ans: B) Knowledge is actively constructed by
individual learners
12) During the ancient Greek period, the great
philosophers like Plato and Socrates used which
of the following methods extensively for
deliberations?
A) Controlling methods
B) Discussion method
C) Brainstorming activity
D) Planning method
Ans: B) Discussion method
13) In the Learner centered method:
A) Learners are active participants in the process
of learning.
B) There is non availability of specialized
teachers.
C) Learners become independent learners.
D) Teachers function more as a facilitator
 10 Mar 2022_Batch1_TGT Arts

1) What are the tools used by teachers to help 5) Which of the following is NOT a part of
learners to learn a concept easily? Teacher Centered Method?
A) Training and learning materials A) Team-teaching
B) Teaching learning materials B) Problem Solving
C) Teacher learning materials C) Demonstration Method
D) Teacher training materials D) Lecture Method
Ans: B) Teaching learning materials Ans B) Problem Solving
2) When a pin pricks our finger, we withdraw it 6) All of the following are tools and techniques
from the pin. Such behavior does not fall under used in Formative assessment EXCEPT:
the learning A) Questionnaire
category. It is B) Projects
A) reflex action C) Pre- test
B) remedial action D) Quizzes
C) repeated action Ans: C) Pre- test
D) ready action 7) Right from birth itself we learn which of the
Ans: A) reflex action following skills?
3) The relationship between the results of a 1) reaching out
technique of measurement and other indicators of 2) grasping toys
the characteristics that are measured is 3)problem solving
A) Concurrent validity 4) speaking
B) Criterion validity A) 2 and 3
C) Content Validity B) 3 and 4
D) Construct validity C) 1, 2, 3 and 4
Ans: D) Construct validity D) 1, 2 and 4
4) Characteristics of Good Evaluation are Ans: D) 1, 2 and 4
A) Redability ,Reliability, Practicability, 8) Teacher-centered learning
Fairness, Usefulness A) is a modern approach
B) Validity, Reliability, Practicability, Fairness, B) is where teacher is passive
Usefulness C) is a conventional approach
C) Readiness ,Reliability, Practicability, D) is where students are active
Usefulness Ans: C) is a conventional approach
D) Validity, Reliability, Fairness, Usefulness 9) All of the following are features of
Ans: B) Validity, Reliability, Practicability, Humanistic approach to learning EXCEPT:
Fairness, Usefulness
A) It views learning as a process that is
inevitable
B) It believes that individuals can solve problems
by reasoning
C) It is a very old method in learning
Ans: B) 1-c, 2-d, 3-a, 4-b
D) It believes in co-existence
14) Evaluation helps in judging educational
Ans: C) It is a very old method in learning
A) Period
10) Which of the following type of questioning is
B) Consent
likely to involve subjectivity?
C) Age
A) Essay type items
D) Quality
B) Completion items
Ans: D) Quality
C) Matching items
15) An activity that generates a willingness
D) True-false items
amongst learners to participate can be explained
Ans: A) Essay type items
in terms of
11) Assessments are in a meaningful context that
A) motivation
is relevant or has emerging relevance to students
B) success
was stated by
C) disinterest
A) Yager
D) frustration
B) Zahorik
Ans: A) motivation
C) Brooks & Brooks
D) Osborne & Wittrock
Ans: C) Brooks & Brooks
12) Gagne’s instructional events have the
following learning events EXCEPT:
A) Gaining attention
B) Avoiding feedback
C) Informing learners of objectives
D) Stimulating recall of previous knowledge
Ans: B) Avoiding feedback
13) Match the following stages with the
appropriate age:

A) 1-a, 2-c, 3-d, 4-b

B) 1-c, 2-d, 3-a, 4-b
C) 1-d, 2-b, 3-a, 4-c
D) 1-c, 2-a, 3-b, 4-d
 10 Mar 2022_Batch2_TGT Arts

36) The term ‘learning styles’ corresponds to A) Individual Homework

the understanding that every individual learns B) Think-Pair-Share
A) differently C) Role Play
B) similarly D) Jigsaw
C) readily Ans: A) Individual Homework
D) internally 41) Diagnostic evaluation focuses on
Ans: A) differently A) Strengths of the teacher
37) Vygotsky believed that learners could B) misconceptions of the learner
achieve much greater level of learning C) Competitiveness of the subject
through the help of D) Patience of the learner
A) More Knowledgeable Other Ans: B) misconceptions of the learner
B) More Known Other 42) Which of the following is an important
C) More Knowling Other component of group work?
D) More Knowledge Other A) size
Ans: A) More Knowledgeable Other B) problem
38) Formal and informal observation of the C) supervision
students in various activities is an example of D) expense
1)Formative evaluation Ans: A) size
2) Diagnostic evaluation 43) Which of the following is an advantage of
A) Only 2 group learning
B) Only1 A) encourages individuality
C) Both 1 and 2 B) creates confusion
D) Neither 1nor 2 C) reduces participation
Ans: B) Only1 D) encourages collaboration
39) From constructivist perspective what is a Ans: D) encourages collaboration
deciding factor in learning? 44) Which of the following factors hinders
A) Pre- Assessment Scores inclusion practices?
B) Post Assessment Scores A) Sensitization
C) Previous Learning B) Capacity building
D) Previous experience C) Parent involvement
Ans: D) Previous experience D) Segregation
40) As a teacher, there are some common Ans: D) Segregation
group activities that you can carry out in your 45) Which of the following is a feature of a
class. Which of the following is NOT one such standardized test?
activity? A) They are commercially prepared
B) They have no uniform procedures B) Exam centric approach
C) They are scored on the bases of requirement C) Less autonomy and focus on learners
D) They can be used only on a small group D) Provide constructive feedback to improve
Ans: A) They are commercially prepared learning
46) Assessment as Learning occurs when Ans: D) Provide constructive feedback to
A) Learners progress is monitored by peers improve learning
B) Learners progress is monitored by teachers 50) Which of the following is a learner centered
C) Learners personally monitor their own activity?
learning A) A student role plays
D) Learners progress is monitored by parents B) A student listens to a lecture
Ans: C) Learners personally monitor their own C) A student follows instructions of the teacher
learning D) A student copies notes from the board
47) Examine the Following Statements and Ans: A) A student role plays
identify which of the statements is TRUE.
I) Learning is possible only when a certain stage
of maturation is also reached.
II) Exercise and training become fruitful only
when a certain stage of maturation is attained
A) Only I is true
B) Only II is true
C) Both I & II are true
D) Nither I and II are true
Ans: C) Both I & II are true
48) Match the Following names with the theories
they created:

A) 1-a 2-c 3-b

B) 1-b 2-a 3 c
C) 1-c 2-a 3-b
D) 1-c 2-b 3-a
Ans: D) 1-c 2-b 3-a
49) Which of the following should be given
importance in school based evaluations?
A) Teach and test learners frequently
 12 Mar 2022_Batch1_TGT Science CBZ

36) A process of incorporating new objects and C) Both are true

experiences into the existing schema is known as D) Neither of them is true
A) Adaptation Ans: A) Only I is true
B) Assimilation 41) Measurement is defined as a
C) Accommodation A) set of emotions to ascribe values to feelings
D) Equilibrium B) set of rules for assigning numbers to represent
Ans: B) Assimilation objects, traits, attributes and behaviour
37) Equilibration, indicates the balance between C) set of ideologies to quantify emotions
A) assimilation and equilibrium D) set of perspectives defining social norms
B) assimilation and adaptation Ans: B) set of rules for assigning numbers to
C) accommodation and adaptation represent objects, traits, attributes and behaviour
D) assimilation and accommodation 42) To facilitate learning for learners at different
Ans: D) assimilation and accommodation pace a teacher
38) Which of the following is NOT a 1) Must never present a lot of concepts at a time.
characteristic of evaluation? 2) Encourage learners to give examples based on
A) Validity their own experiences
B) Subjectivity A) Only 1
C) Reliability B) Both 1 and 2
D) Usability C) Only 2
Ans: B) Subjectivity D) Neither 1 nor 2
39) Which of the following is an example of Ans: B) Both 1 and 2
Summative Assessment 43) Which of the following statements is TRUE?
A) Pre-tests (on content and abilities) 1) We all learn at the same pace.
B) End-of-term or midterm exams 2) Pace of learning is related to individuality
C) Discussion board responses A) Both 1 and 2
D) Self-assessments B) Neither 1 nor 2
Ans: B) End-of-term or midterm exams C) Only1
40) Examine the following statements and D) Only 2
identify the TRUE statement Ans: D) Only 2
I. Learning is a universal and a continuous 44) Which of the following statements is NOT a
process. teacher centered approach?
II. Learning isn't goal directed. A) Discovering
A) Only I is true B) Tutoring
C) Lecturing
B) Only II is true
D) Demonstarting
Ans: A) Discovering
45) Students are being assessed on their ability to 48) Which of the following is a Learner Centered
read a text accurately within a specified time. Method?
This is an example for A) Team-teaching
A) Total assessment B) Cooperative Learning
B) Critical assessment C) Problem Solving
C) Criterion based assessment D) Discussion Method
D) Knowledge based assessment Ans: C) Problem Solving
Ans: C) Criterion based assessment 49) Who coined the terms summative evaluation
46) Which of the following explains a Blue and formative evaluation?
print? A) Michael Scriven
A) Blue print is a three-dimensional chart giving B) Michael Arnold
the placement of the objectives, content and form C) Ann Harold
of questions D) Michael Schwan
B) Blue print is a two-dimensional chart giving Ans: A) Michael Scriven
the placement of the objectives, content and form 50) A teacher presents a problem and asks
of questions students to suggest ways to solve that. The
C) Blue print is a three-dimensional chart giving teacher is acting as a
the placement of the objectives, content and form A) facilitator
of answers B) dictator
D) Blue print is a two-dimensional chart giving C) controller
the placement of the objectives, content and form D) monitor
of answers Ans : A) facilitator
Ans: A) Blue print is a three-dimensional chart
giving the placement of the objectives, content
and form of questions
47) Match the information given in Column I
with information given in Column II.

A) 1-a, 2-c, 3-b

B) 1-b, 2-c, 3-a
C) 1-b, 2-a, 3-c
D) 1-c, 2-b, 3-a
Ans: A) 1-a, 2-c, 3-b
 RHT TGT ARTS 2023

Q.1 Which of the following teaching method A. It changes behaviour of the learner.
may be categorized as learning-centric approach? B. It always results in a positive impact.
A. Lecture-cum-demonstration C. It is continuous and lifelong process.
B. Online lecture by specialist D. It develops personality of the learner.
C. Power-point presentation Ans: B. It always results in a positive impact.
D. Laboratory experimentation Q.6 Which of the following statement is false
Ans: D. Laboratory experimentation about continuous and comprehensive
Q.2 A test is valid for the purpose for which it is assessment?
used, then: A. It helps learners to monitor their progress
A. It is not necessarily reliable. B. It amounts to an extra work for teachers.
B. It has certain degree of reliability. C. It is conducted by the teacher who teaches.
C. It must have perfect reliability. D. It reduces test-anxiety among learners.
D. It is certainly not reliable. Ans: B. It amounts to an extra work for teachers.
Ans: B. It has certain degree of reliability. Q.7 Which of the following concepts is a
Q.3 Non-directive counseling as proposed by measure of consistency of scores obtained on
Karl Rogers is most effective when the repeated application of the same test under same
counselor: conditions?
A. Is equipped with good communication skills. A. Reliability
B. Can effectively use testing techniques. B. Usability
C. Establishes good rapport with the subject. C. Validity
D. Is properly trained in counseling skills. D. Objectivity
Ans: C. Establishes good rapport with the Ans: A. Reliability
subject. Q.8 Which of the following statements describes
Q.4 A mathematics teacher distributes in his learner-centric teaching-learning process?
class some plane figures of different shapes to A. Teacher dictates notes and students write
help them learn the concept of area. He is down.
following the theory of: B. Teacher directs students to read the book.
A. JS Bruner C. Students discuss the issues among themselves.
B. BF Skinner D. Teacher speaks and students listen passively.
C. Jean Piaget Ans: C. Students discuss the issues among
D. Ivan Pavlov themselves.
Ans: C. Jean Piaget Q.9 For assessing higher mental abilities of
Q.5 Which of the following is NOT a learners, the most appropriate type of test items
characteristic of learning? is:
A. Open-ended type. Q.14 While developing a selection test for
B. Matching type. entrance to a course, which of the following
C. Assertion-reason type. types of validity is considered important?
D. Multiple-choice type. A. Construct validity
Ans: A. Open-ended type. B. Content validity
Q.10 Which of the following statements is NOT C. Predictive validity
correct for standardised tests? D. Concurrent validity
A. Their norms and standards are fixed. Ans: C. Predictive validity
B. Score-interpretation method is in the manual. Q.15 Which of the following approaches to
C. They cannot be used for all populations. teaching is teacher-centred?
D. Test administrator can use them as he likes. A. Project method
Ans: D. Test administrator can use them as he B. Demonstration method
likes. C. Discovery method
Q.11 Which of the following strategies, when D. Discussion method
adopted by the teacher, acts as best motivator for Ans: B. Demonstration method
students? Q.16 Which of the following is NOT an
A. Encouraging competition appropriate strategy for learning through
B. Seeking students' cooperation constructivist approach?
C. Using teaching aids A. Initiation of debate and discussion
D. Conducting frequent tests B. Creation of problem-solving situation
Ans: B. Seeking students' cooperation C. Direct experience with learning situation
Q.12 A collection of learner's work sample on D. Encouraging students to read textbooks
various learning tasks over a long period is Ans: D. Encouraging students to read textbooks
technically called a: Q.17 The law of readiness in the context of
A. Portfolio learning process was given by:
A. Thorndike
B. Report-card
B. Piaget
C. Term-paper C. Pavlov
D. Rubric D. Skinner
Ans: A. Thorndike
Ans: A. Portfolio
Q.18 Which of the following may be used as
Q.13 Which of the following is the highest level
assessment tool for constructivist teaching-
of teaching? learning process?
A. Memory level A. Structured interview
B. Open-ended essay test
B. Understanding level
C. Multiple-choice test
C. Reflective level D. Teacher's observation
D. Interpretation level Ans: B. Open-ended essay test
Ans: C. Reflective level
Q.19 Which of the following is NOT a
characteristic of summative assessment?
A. Helps the teacher to modify teaching
B. Results help in promoting to the next grade.
C. Conducted at the end of teaching work
D. Certification and reporting learning level
Ans: A. Helps the teacher to modify teaching
Q.20 Some teachers ask the students probing
questions during teaching-learning process. This
is called:
A. Summative assessment.
B. Formative assessment.
C. Criterion-referenced assessment.
D. Norm-referenced assessment.
Ans: B. Formative assessment.
 RHT PCM 2023

Q.1 Which of the following statements is NOT Q.5 A competitive test conducted for selection of
true for learning as a process? candidates for a course in technical education is
A. It is effective under high level of motivation. an:
B. It requires personal involvement. A. Assessment as learning
C. It is not related to maturation. B. Assessment for learning
D. It takes place under certain conditions. C. Assessment after learning
Ans: C. It is not related to maturation. D. Assessment of learning
Q.2 Which of the following is NOT a Ans: B. Assessment for learning
characteristic of constructivist approach to Q.6 The main purpose of continuous and
learning? comprehensive evaluation is to assess:
A. It is based on the principle of 'learning by A. Product of learning.
doing'. B. What students learn.
B. Teacher has a dominant role in the whole C. How students learn.
process. D. Progress of learning.
C. New learning is built on old personal Ans: D. Progress of learning.
experiences. Q.6 The main purpose of continuous and
D. Major focus is on learning rather than on comprehensive evaluation is to assess:
teaching. A. Product of learning.
Ans: B. Teacher has a dominant role in the whole B. What students learn.
process. C. How students learn.
Q.3 Teaching is best defined as a process of: D. Progress of learning.
A. Training learners for gainful employment. Ans: D. Progress of learning.
B. Preparing learners to score high marks. Q.7 Which of the following is an advantage of
C. Purposeful teacher-learner Interaction. lecture method of teaching?
D. Flow of information from teacher to learners. A. The thought process of learners is not
Ans: C. Purposeful teacher-learner Interaction. activated.
Q.4 A classroom teacher administered an B. No scope for discussion and debate among
achievement test to a group of students twice, learners
and computed correlation coefficient between the C. It imparts information without ensuring
two sets of scores. The teacher is interested in: understanding.
A. Efficiency of the test. D. Large audience may be served with limited
B. Validity of the test. resources.
C. Reliability of the test. Ans: D. Large audience may be served with
D. Objectivity of the test. limited resources.
Ans: C. Reliability of the test.
Q.8 If different evaluators, who evaluate a
student's performance on a test, agree on the A. Students discuss various points and clarify
score awarded to it, then the test is said to be: issues.
A. Valid B. Teacher asks the learners to follow what he
B. Objective does.
C. Dependable C. Students listen to what teacher says and note
D. Reliable down.
Ans: B. Objective D. Students read books and memorize the
Q.9 If test has a certain degree of reliability, it contents.
means that: Ans: A. Students discuss various points and
A. It must be valid for intended purpose. clarify issues.
B. It is not valid for intended purpose. Q.13 An achievement test is conducted:
C. It has certain degree of validity. A. As and when teacher wishes.
D. It may or may not be valid for intended B. During the process of teaching.
purpose. C. After the teaching work is over.
Ans: D. It may or may not be valid for intended D. Before teaching work begins.
purpose. Ans: C. After the teaching work is over.
Q.10 Which of the following factors play the Q.14 When the work of a person is assessed by
most significant role in influencing learning another member of his own group, the process is
process? known as:
A. Continuous reinforcement by the teacher A. Placement assessment
B. Learner's communication skills B. Peer-assessment
C. Learner's Experience with environment C. Internal assessment
D. Learner's socioeconomic background D. Portfolio assessment
Ans: C. Learner's Experience with environment Ans: B. Peer-assessment
Q.11 The main purpose of teacher-made tests is Q.15 Learning is effective when it is based on:
to: A. Textbook reading.
A. Inform parents of progress of their children. B. Drill exercises.
B. Promote students to next higher grade. C. Teacher's command.
C. Test students' learning ability. D. Previous knowledge.
D. Monitor achievement of educational Ans: D. Previous knowledge.
objectives. Q.16 A systematic and organised collection of
Ans: D. Monitor achievement of educational learners previous work done by him over a
objectives. specified period is known as:
Q.12 Which of the following statements reflects A. Portfolio
constructive pedagogy? B. Transcript
C. Cumulative record
D. Dissertation
Ans: A. Portfolio
Q.17 Which of the following types of
counselling strategy was proposed by Karl
Rogers?
A. Directive counselling
B. Non-directive counselling
C. Individual counselling
D. Group counselling
Ans: B. Non-directive counselling
Q.18 The biggest challenge before a classroom
teacher is to:
A. Ensure pin-drop silence to avoid disturbance.
B. Maintain proper discipline in the classroom.
C. Make learning process enjoyable for students.
D. Display instructional material effectively.
Ans: C. Make learning process enjoyable for
students.
Q.19 Which of the following serves the same
purpose as 'assessment for learning?
A. Placement test
B. Diagnostic test
C. Selection test
D. Aptitude test
Ans: B. Diagnostic test
Q.20 A major characteristic of learner-centric
approach of teaching is that:
A. Participation of learners is not a concern.
B. Teacher is considered as a main source of
knowledge.
C. Major emphasis is on completion of syllabus.
D. Learners are free to construct their own
knowledge.
Ans: D. Learners are free to construct their own
knowledge.
 RHT CBZ 2023

Q.1 According to constructivist approach to Q.5 A test used for forecasting an individual's
teaching-learning, the learner is considered as: potential for future learning in some specific
A. Raw material to be shaped as desired. area, is technically called:
B. Somebody who is not exposed to world A. Diagnostic test
around. B. Achievement test
C. An empty vessel to be filled with information. C. Ability test.
D. An active individual with rich past D. Aptitude test
experiences. Ans: D. Aptitude test
Ans: D. An active individual with rich past Q.6 Which of the following is a disadvantage of
experiences. lecture method of teaching?
Q.2 Which of the following types of validity is A. Teacher can address large group of learners at
relevant for an achievement test? the same time.
A. Predictive validity B. It is economical in terms of man, money, and
B. Concurrent validity material.
C. Content validity C. Its coverage may be further improved by
D. Construct validity using microphone.
Ans: C. Content validity D. It is one-way communication which does not
Q.3 Which of the following characteristics of a activate learners.
learner may help the teacher in designing Ans: D. It is one-way communication which does
effective teaching-learning conditions? not activate learners.
A. Pre-requisite knowledge of the learner Q.7 When assessment is done for the purpose of
B. Learner's family background certification, it is an example of:
C. Good teacher-pupil relationship. A. Summative assessment
D. Location of the school building B. Prognostic assessment.
Ans: A. Pre-requisite knowledge of the learner C. Formative assessment
Q.4 For any test of ability, aptitude, or D. Internal assessment
achievement, which of the following is the most Ans: A. Summative assessment
important characteristic? Q.8 Which of the following types of testing may
A. Validity be categorised as assessment of learning?
B. Reliability A. Ability testing
C. Usability B. Diagnostic testing
D. Objectivity C. Achievement testing
Ans: A. Validity D. Aptitude testing
Ans: C. Achievement testing
Q.9 Which of the following is NOT the purpose D. Promoting competition
of formative assessment? Ans: C. Reinforcing desirable behaviour
A. To motivate learners to work harder. Q.13 The focus of constructivist theory of
B. To monitor learner's ongoing progress in learning is on:
learning. A. Encouraging individual self-study.
C. To provide feedback for improvement of B. Memory based learning.
teaching. C. Interactive and discussion-based learning.
D. To prepare an end-term report card of D. Following teacher's directions in to.
learning. Ans: C. Interactive and discussion-based
Ans: D. To prepare an end-term report card of learning.
learning. Q.14 Learning is a continuous process of:
Q.10 A rubric developed as a part of assessment A. Growth and development.
process acts as a: B. Developing survival skills.
A. Measuring tool. C. Change in behaviour.
B. Seating plan D. Acquiring knowledge.
C. Optical scanner. Ans: C. Change in behaviour.
D. Scoring guide Q.15 The effectiveness of teaching-learning
Ans: D. scoring guide process is assessed in terms of:
Q.11 Which of the following statements A. Extent of ICT used by the teacher.
describes a characteristic of summative B. Amount of subject matter taught.
assessment? C. Scores of students in the examination.
A. It helps the teacher to modify his method of D. Learning outcomes relative to objectives.
teaching. Ans: D. Learning outcomes relative to
B. It informs the learner of how well he is objectives.
learning. Q.16 Which of the following teaching
C. It assesses learning performance at the end of approaches believes that learner can build
the term. knowledge on the foundation of his experiences?
D. It evaluates ongoing learning progress of the A. Curriculum-centric approach.
learner. B. Learner-centric approach
Ans: C. It assesses learning performance at the C. Constructivist approach
end of the term. D. Teacher-centric approach
Q.12 Which of the following teacher behaviour Ans: C. Constructivist approach
is conducive to enhancing learners' motivation? Q.17 While selecting teachers for undergraduate
A. Checking daily homework teaching, previous work of candidates like book,
B. Discouraging truancy paper/articles published, and certificates of other
C. Reinforcing desirable behaviour accomplishments are examined. This is a kind of:
A. Formative assessment.
B. Project work assessment
C. Summative assessment
D. Portfolio assessment.
Ans: D. Portfolio assessment.
Q.18 The first step in the process of development
of an achievement test is to:
A. Prepare a blueprint for the proposed test.
B. List course objectives to be achieved.
C. Decide the number and type of test-items.
D. Construct a content-based pool of test-items.
Ans: B. List course objectives to be achieved.
Q.19 Which of the following statements is true
for relationship between learning and
maturation?
A. Learning-maturation relationship is complex.
B. Learning and maturation are synonymous.
C. Learning is not related to maturation.
D. Learning precedes maturation.
Ans: A. Learning-maturation relationship is
complex.
Q.20 Which of the following techniques of
learning emerged out of humanistic theory of
Karl Rogers?
A. Learning through imitation
B. Learning by conditioning.
C. Learning by self-initiation
D. Learning by discovery
Ans: C. Learning by self-initiation
 Shiksha Shastra Warriors Message

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