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CTET Solved Questions of Previous year Papers Set 3

CTET Solved Questions of Previous year Papers set 3

Solved questions of Previous year papers of CTET of CTET of years 2011, 2012, 2013, 2014, 2015, 2016, 2018 is available here. CTET paper is conducted by CBSE. With these Questions, candidates can easily learn about the level of questions. This set of questions contains 30 questions of Child Development. Candidates preparing for CTET exams are advised to solve other previous year papers of CTET besides these Questions. Link to practice other questions of previous year paper of CTET is given at the end of this article. They are useful to understand exam pattern, and also to practice for upcoming Central Teacher Eligibility Test. Candidates can try to attempt these as sample papers also to build speed, accuracy and become familiar with answering questions asked from CTET syllabus.

Instructions for Candidates (as given in Paper 1 of CTET 2011)

1. CTET Paper 1 has five Parts, I, II, III, IV and V, consisting of 150 Objective Type Questions, each carrying 1 mark:

Part I: Child Development and Pedagogy (Q. 1 to Q. 30)

Part II: Mathematics (Q. 31 to Q. 60)

Part III: Environmental Studies (Q. 61 to Q. 90)

Part IV: Language I – (English/Hindi) (Q. 91 to Q. 120)

Part V: Language II – (English/Hindi) (Q.121 to Q.150)

2. Part IV contains 30 questions for Language I and Part V contains 30 questions for Language II. In this test booklet, only questions pertaining to English and Hindi language have been given. In case the language/s you have opted for as Language I and/or Language II is a language other than English or Hindi, please ask for a Test Booklet that contains questions on that language. The languages being answered must tally with the languages opted for in your Application Form.

3. Candidates are required to attempt questions in Part V (Language II) in a language other than the one chosen as Language I (in Part IV) from the list of languages.

SET 3 Child Development Questions for Practice

1 Developmental perspective of teaching demands teachers to

(1)  be   strict   disciplinarians   as   children  experiment quite frequently

(2) adapt instructional strategies based on the knowledge of developmental factors

(3) treat children in different developmental stages in an equitable manner

(4) provide  learning  that  results  in  the development of only the cognitive domain

ANS : (2) adapt instructional strategies based on the knowledge of developmental factors

2 Learners cannot learn unless

(1) they are taught according to the needs of social aims of education

(2) they know that the material being taught will be tested in the near future

(3) they are prepared to learn

(4) they are asked about their learning in schools by their parents at home on a daily basis

ANS : (3) they are prepared to learn

3 Theory of social learning emphasises on which of the following factors ?

(1) Nature

(2) Nurture

(3) Adaptation

(4) Emendation

ANS : (2) Nurture

4 Psychosocial theory emphasises on which of the following ?

(1) Stimuli and Response 

(2) Phallic and Latency stages

(3) Industry versus Inferiority stage

(4) Operant Conditioning

ANS : (3) Industry versus Inferiority stage

5 The   fact   that   children   require   culturally relevant knowledge and skills is attributed to

(1) Charles Darwin

(2) B.F. Skinner

(3) Urie Bronfenbrenner

(4) Lev Vygotsky

ANS : (4) Lev Vygotsky

6 As a teacher you firmly believe in ‘saying no to ragging and bullying’ and put up posters and  form committees   in   schools. The young adolescents who join you with strong beliefs, are at which of the following stages ?

(1) The conventional level

(2) The pre-conventional level

(3)  The post-conventional level

(4) Social order maintaining level

ANS : (3)  The post-conventional level

7 Progressive education is associated with which of the following statements?

(1) Teachers are the  originators of information and authority.

(2) Knowledge is generated through direct experience and collaboration.

(3)  Learning proceeds in a straight way with factual gathering and skill mastery.

(4)   Examination is norm-referenced and external.

ANS : (2) Knowledge is generated through direct experience and collaboration

8 In context of ‘theory of multiple intelligences’, which one of the following  intelligences  is required for an airforce pilot ?

(1) Interpersonal

(2) Linguistic

(3) Kinesthetic

(4) Intrapersonal

ANS : (3) Kinesthetic

9 The factor  `g’  in the Spearman definition of intelligence stands for

(1) genetic intelligence

(2) generative intelligence

(3) general intelligence

(4) global intelligence

ANS : (3) general intelligence

10. Retrieving hidden objects is an evidence that infants have begun to master which of the following cognitive functions ?

(1) Intentional behaviour

(2) Object-permanence

(3) Problem-solving

(4) Experimentation

ANS : (2) Object-permanence

11. Which one of the following may be the criteria of gender parity in a society?

(1)  Comparison  of  number  of male  and female teachers in school

(2) Equal number of distinctions achieved by boys and girls in Class 12

(3) Comparison of number of boys and girls who survive up to Class 12 

(4) Whether the girl students are allowed to participate   in   competitions  organised outside the school 

ANS : (3) Comparison of number of boys and girls who survive up to Class 12 

12. The knowledge of Individual Differences helps teachers in

(1) understanding  the  futility  of working hard with backward students as they can never be at par with the class 

(2)  accepting and attributing the failur students to their individual differences 

(3)  making their presentation style uniform to benefit all students equally 

(4) assessing  the individual needs of all students and teaching them accordingly

ANS : (4) assessing  the individual needs of all students and teaching them accordingly

13. Assessment for learning

(1) fosters motivation

(2)    is done for the purpose of segregation an ranking

(3) emphasises  the  overall importance of grades

(4) is an exclusive and a per se assessment activity

ANS : (1) fosters motivation

14. School Based Assessments

(1) focus on earn techniques rather than outcomes

(2) offer less  control to the  students  over what will be assessed

(3) improve   learning   by   providing   a constructive feedback

(4) encourage teaching to the test as they nvolve frequent testing

ANS : (3) improve   learning   by   providing   a constructive feedback

15. Students in a class are asked to assemble various artefacts of their work in a notebook, to demonstrate what they can do for their society. What kind of activity is this ?

(1) Essay type assessment

(2) Anecdotal records

(3) Problem solving assessment

(4) Portfolio assessment

ANS : (4) Portfolio assessment

16. By placing students in the least restricted school environment, the school

(1) equalises  the  educational  opportunities for girls and disadvantaged groups

(2) normalises  the  lives  of children  from deprived groups who were increasing the linkage of school with the parents and communities of these children

(3)  gets disadvantaged children’s involvement in activities such as science fairs and quizzes

(4) sensitises other children not to bully or to put the disadvantaged children down

ANS : (4) sensitises other children not to bully or to put the disadvantaged children down

17. Reducing the  time allotted to complete an assignment to make it coincide with time of attention and increasing this time in a phased manner will be best suited to deal with which of the following disorders ?

(1) Disruptive behaviour disorder

(2) Dysphasia

(3) Sensory integration disorder

(4) Attention deficit hyperactivity disorder

ANS : (4) Attention deficit hyperactivity disorder

18. Which of the following approaches suggests an interaction of the child with the people around him and with social institutions to deal with disruptive behaviour disorder?

(1) Psychodynamic

(2) Ecological

(3) Biological

(4) Behavioural

ANS : (2) Ecological

19. Renzulli is known for his definition of giftedness.

(1) four-tiered

(2) four-level

(3) three-circle

(4) three-sided

ANS : (3) three-circle

20. For gifted students,

(1) it is safe to consider aptitude as a skill

(2) there is no need to monitor progress

(3) the teacher should adapt as the student changes

(4) the  teacher  should  initiate  and  lead problem solving

ANS : (3) the teacher should adapt as the student changes

21. Which of the following is the most appropriate method to monitor the progress of children with learning disabilities ?

(1) Case-study

(2) Anecdotal records

(3) Behaviour-rating scale

(4) Structured behavioural observation

ANS : (4) Structured behavioural observation

22. The best  way  to increase the chances  of learning disabled students to lead a full and productive life, is by

(1) focussing on weaknesses of such students

(2) maintaining a high expectation from such student

(3) teaching a variety of skills and strategies that can be applied across a range of contexts

(4) encouraging these children to define their own goals

ANS : (3) teaching a variety of skills and strategies that can be applied across a range of contexts

23. According to Socio-cultural theory of Vygotsky

(1) culture and language play a crucial role in development

(2) the child thinks in different domains and does not take a complete perspective

(3) children  think  in  abstract  terms  if presented abstract material at a lower age

(4) self-directed speech is the lowest stage of the scaffold

ANS : (1) culture and language play a crucial role in development

24. To explain, predict, and/or control phenomena are the goals of

(1) Traditional reasoning

(2) Inductive reasoning

(3) Deductive reasoning

(4) The scientific method

ANS : (4) The scientific method

25. A   Class   VII  student makes errors in Mathematics. As a teacher you would

(1) provide the student the correct answer

(2) allow the student to use calculator

(3) ask the student to use alternative method or redo it to find out errors on his/her own

(4) show the student where the errors were made and ask the student to redo it

ANS : (3) ask the student to use alternative method or redo it to find out errors on his/her own

26. Emotional intelligence may be associated with which  domain of theory of   Multiple Intelligence ?

(1) Intrapersonal and interpersonal intelligences

(2) Naturalist intelligence

(3) Visual-spatial intelligence

(4) Existential intelligence

ANS : (1) Intrapersonal and interpersonal intelligences

27. Which of the following facts has been least discussed in the psychology of emotion?

(1) Emotion is a subjective feeling and varies from person to person

(2) Emotions  may  not  only  occur  within individual students, but also within the entire class

(3) Emotions   are   a   complex   pattern   of arousal and cognitive interpretation

(4) Emotional process involves physiological as well as psychological reactions

ANS : (2) Emotions  may  not  only  occur  within individual students, but also within the entire class

28. Rajesh is struggling to solve a problem of Mathematics completely.   The   inner  force compelling him to search for a way to solve it
completely, is known as

(1) Motive

(2) Personality trait

(3) Emotion

(4) Perception

ANS : (1) Motive

29. Which of the following is properly sequenced in the context of motivation cycle ?

(1) Arousal,   Drive,   Need,   Achievement,Goal-directed   behaviour,   Reduction  of arousal

(2) Drive,   Need,   Arousal,   Goal-directed behaviour,  Achievement,  Reduction  of arousal

(3) Need,   Goal-directed  behaviour,  Drive, Arousal,   Achievement,   Reduction   of arousal

(4) Need,   Drive,   Arousal,   Goal-directed behaviour,  Achievement,  Reduction  of arousal

ANS : (4) Need,   Drive,   Arousal,   Goal-directed behaviour,  Achievement,  Reduction  of arousal

30. Which of the following is a process in the social   observational   learning   theory   of Bandura ?

(1) Reflection

(2) Retention

(3)  Repetition

(4) Recapitulation

ANS : (2) Retention

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