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1. Pedagogyis the holistic science of education. the word is derived from a Greekword Paidos and ago, which means "to lead the child"

2. The word "education" is derived from the Latin ducti ( !reeding, a !ringing

u, a rearing"# from d$c (educate, train%#

3. &n formal education, a curriculumis the set of courses, and their content, offeredat a school or universit'.

4. curriculum came from the Latin word for race course, referring to the course ofdeeds and eeriences through which children grow to !ecome mature adult

5. Epistemologyis the !ranch of hilosoh' that studies knowledge.)eals with

6. *hat is knowledge+

7. ow is knowledge ac-uired+

8. ontologyis the stud' or concern a!out what kinds of things eist what entitiesthere are in the universe. &t derives from the Greek onto (!eing# and logia (writtenor soken discourse#. &t is a !ranch of metah'sics , the stud' of first rincilesor the essence of things.

9. axiologyis /he stud' of the nature of values and value 0udgments.

10.Perennialists !elieve that one should teach the things that one deems to !e of

everlasting ertinence to all eole ever'where

11.Educational essentialismis an educational hilosoh' whose adherents!elieve that children should learn the traditional !asic su!0ects thoroughl' andrigorousl'

12.Progressivists!elieve that individualit', rogress, and change are fundamentalto one1s education. 2elieving that eole learn !est from what the' consider mostrelevant to their lives, rogressivists center their curricula on the needs,eeriences, interests, and a!ilities of students

13.Philosophy of educationcan refer to either the academic field of aliedhilosoh' or to one of an' educational hilosohies that romote a secific t'eor vision of education, and3or which eamine the definition, goals and meaning ofeducation.

14. First Educational Conference of Pakistan held in arachi fro! 27 "o# to 1 $ec 1947

15. Education %inister durin& first educational conference 'as %r. Fa(lul )eh!an

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16. First Educational conference decided to *ro!ote +'o nation theor,- rdu /an&ua&e

and to estalish an nter ni#ersit, oard

17. en.,u han &o#ern!ent estalish a 11 !e!ers national educational co!!ission

on 30 $ec 1958

18. .% hareef 'as Chair!ain of this co!!ission. +his co!!ission started its 'ork fro

an 1959. %r.harif 'as a ecretar, of education19. harif Co!!ission *resented his re*ort to President in u& 1959 consistin& of 346

*a&es

20. ccordin& to harif Co!!ission re*ort chool educational ,ear 'as consist of 40

'eeks 'ith 2 !onth su!!er- 10da,s 'inter and 14 da,s s*rin& #acations

21. ni#ersit, Educational ear consists of 36 'eeks

22. "oor han )e*ort 'as another "ational Education Polic, , ah,a o#t in 1970.

23. ni#ersit, rants Co!!ission 'as estalished accordin& to this *olic,.

24. ulifar hutto announce a "ational Education Polic, on 29 %arch 1972.

25. ccordin& to "ational Education Polic, on 29 %arch 1972- all *ri#ate institutions

'ere nationali(ed on 1 octoer 1972.

26. First Peo*les :*en ni#ersit, estalished in sla!aad ccordin& to "ational

Education Polic, on 29 %arch 1972.

27. "ational )esearch Fello'shi* 'as estalished ccordin& to "ational Education

Polic, on 29 %arch 1972

28. "C 'as estalished ccordin& to "ational Education Polic, on 29 %arch 1972.

29. ia l ;a o#t issued "ational Education Polic, 1978

30. sla!iat-Pak tudies-raic 'ere !ad co!*ulsor, su

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7. cientific ociet, in 1866 estalished , ir. ,ed h!ad han

8. $ar=ul=$eoand estalished , %olana >asi! "anota#i in 30 %a, 1866 in Chahta

%osue.

9. %olna %. %eh!!od 'as first its teacher.

10. Follo'in& are *re inde*endence educational re*orts and co!!issions

11. Charles rants +reatise issued in 1792. Charles 'as a ritish Parlia!ent !e!er.

12. /ord %into? o#ernor eneral of ucontinent@ )e*ort issued in 1811

13. /ord %acaula, )e*ort 1835

14. 'ood dis*atch re*ort 1854. Charles 'ood 'as *resident of oard of control

15. ;unter Co!!ission 1882. Aillia! hunter 'as a !inister of /ord )i**en #icero, council

16. ndian ni#ersities Co!ission 1902

17. adler Co!ission 1919. %ichal adler 'as BC of /eads uni#ersit,

18. ;arto& Co!!ittee re*ort 1929

19. ;o' can i &et success in head!aster ea!

20. Education is deri#ed fro! a latin 'ord Deducere

Educere !eans D

to dra' out

Education is the creation of a sound !ind in a sound od, is the sa,in& of D

ristotle

+he est definition of education is that it is D

&ro'th resultin& fro! e*eriences

Education accodin& to

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+he asic source of educational o

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;o!e

nfor!al education is D

ncidental

For!al education has 'ell defined D

Curriculu!

Education is life itself not a preparation for life according to ?

Progressivism

According to which philosophy permanence is more real than change ?

Perennialism

Perennialism is an educational philosophy of ?

Old values

The objective of education comes from ?

Philosophy

The application of philosophy in education may be ?

election of objectives

Philosophy and education are two sides of a coin according to ?

!oss

An important "uestion of philosophy is ?#hat is universe

To see$ truth and reality is the subject of ?

Philosophy

Every system of education is based on ?

%deology of nation

#ord philosophy is derived from ?

Phila and ophia

E&pected life outcomes from education are referred as ?

Aims

'eing the science of wisdom philosophy aims at ?

earch for reality

The (rst head of the )eoband was ?

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*aulana *. +a"ub ,anautwi

The )eoband academy was totally ?

,on government

hich is not the mode of -A%uestion mode

/0. E&ample of psychomotor domain is that student

Performs an e&periment

/3. Ability to develop a life style based upon the preferred value system is

-haracteri1ing

//. E&ample of cognitive domain is

)escribe a topic

/2. At the highest level of hierarchy is

Evaluation

/. tudent can design a laboratory according to certain speci(cation in

which category of objective?

ynthesis

/4. The number of domains in ta&onomies of educational objective is

Three

/5. The highest level of cognitive domain is

Evaluation

/6. The process of determing the value or worth of anything is

Evaluation

27. Educational objectives have been divide into

Three domains

28. Ta&onomy of educational objectives was presented in

862

20. The classi(cation of cognitive domain was presented by

'enjamin . 'loom

23. -ognitive domain have

i& subgroups

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2/. The lowest level of learning in cognitive domain is

9nowledge

22. The highest level of learning in cognitive domain is

Evaluation

2. The right se"uence of subgroups cognitive domain is

9nowledge: -omprehension: application: analysis: ynthesis Evaluation

24. 9nowing; memori1ing and recalling is concerned with

9nowledge

25. To grasp the meaning of the material is

-omprehension

26. To use previous learned material in new situation is

Application

7. To brea$ down material into component parts to $now its organi1ational

structure is

Analysis

The )eoband movement used curriculum revision as ?

A. *otive

The

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8544

cienti(c society was established by ?

ir syed Ahmad 9han

*.A.O colleghe was elevated to Aligarh university in ?8607

The major impact of the Aligarh movement was ?

Political training

The major objective of Aligarh movement was to promote ?

cienti(c loo$

>amia *illia %slamia was established on ?

8637

>amia *illia %slamia was established by ?

*oulana *. Ali johar

%n >amia *illlia: the medium of instruction was ?

amia *illia could not became popular among *uslims due to its oppostionto ?

Two nation theory

>amia *illia emphasi1ed on ?

A. !eligious education

'. cience education

-. 'oth a and b

Anjman =imayat e %slam was established in ?

ahore

Anjman =imayat e %slam was established on ?

8554

The founder of Anjman =amayat e %slam was ?

-aliph =amid ud )in

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,adva tul ulema was established on ?

856/

#hich is not the element of educational process?

*otivation

The sum of curricular and co@curricular activities is?

-urriculum

Pedagogy is concerned with ?

Teaching *ethods

To determine the value or worth of anything is?

Teaching *ethods

The literal meaning of philosophy is ?ove of wisdom

A&iology in philosophy deals with ?

alues

Epistemology deals with ?

9nowledge

Ontology deals with ?

!eality

Ontology is also called as ?

*etaphysics

*etaphysics deals with the nature of ?

!eality

Eclecticism means borrowing beliefs from ?

)iBerent philosophies

CEverlasting realityD is focused in ?

Perennialism

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Progressivism

C!eforms are necessary in all wal$s of lifeD is focused in ?

!econstructionism

tudy of great boo$s is at the core of ?Essentialism

#ho is not among major e&ponent of perennialism ?

>ohn dewey

chool should be run on democratic lines is held by ?

Progressivism

According to which e&perimental $nowledge is real ?

Progressivism

Ethic and aesthetics are components of ?

A&iology

Progressivist teacher put more emphasis on ?

Practical education

The curriculum will be child centered if teacher is ?

Progressivist

earning should be directly related to the interest of the child according to ?Progressivism

Essentialists would get their aim of education from ?

Traditions

Essentialist philosophy of education is ?

-ontent and teacher centered

+he "ational Education Polic, ?"EP@ 2009 ?the Polic,@ co!es in a series of education *oliciesdatin& ack to the #er, ince*tion of the countr, in 1947. +he re#ie' *rocess for the "ational

Education Polic, 1998=2010 'as initiated in 2005 and the first docu!ent- the Ahite Pa*er 'as

finalised in %arch 2007. +he Ahite Pa*er eca!e the asis for de#elo*!ent of the Polic,docu!ent.

1. /ife kills=ased Education ?/E@ shall e *ro!oted.

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2. rades G and G shall not e *art of the colle&e le#el and shall e !er&ed into the

school le#el for!in& *art of eistin& secondar, schools

3. s,ste! for rankin& of *ri!ar, and secondar, educational institutions across the countr,shall e introduced

4. +o create an order for ecellence in the countr,- a "ational %erit Pro&ra!!e shall e

introduced to a'ard ri&ht students

5. ll children- o,s and &irls- shall e rou&ht inside school , the ,ear 2015.

6. :fficial a&e for *ri!ar, education shall e 6 to 10 ,ears. +he official a&e &rou* for netle#els of education shall also chan&e accordin&l,.

7. o#ern!ent shall !ake efforts to *ro#ide the necessar, financial resources to achie#e the

EF &oals.

8. o#ern!ent shall estalish at least one *na har residential school in each *ro#ince

to *ro#ide free hi&h ualit, education facilities to *oor students.

9. E#er, child- on ad!ission in rade - shall e allotted a uniue $ that 'ill continue to

re!ain 'ith the child throu&hout his or her acade!ic career.

10. /iterac, rate shall e increased u* to 86H , 2015

11. Pro#inces and district &o#ern!ents shall allocate a !ini!u! of 3H of education ud&et

for literac, and non for!al asic education ?"FE@.

12. "EF *ro&ra!!es- currentl, in *ractice u* to &rade 5 shall e e*anded u* to &rade 10-

'here reuired.

13. ?14 to 17 ,ears@. *ecial educational sti*ends shall e introduced to rehailitate child

laourers.

14. achelors de&ree- 'ith a .Ed.- shall e the reuire!ent for teachin& at the ele!entar,le#el. %asters le#el for the secondar, and hi&her secondar,- 'ith a .Ed.- shall e

ensured , 2018. P+C and C+ shall e finished

15. $i*lo!a in Education ?$.Ed@ !a, e used as an inter!ediate ualification till .Edteachers are a#ailale uni#ersall,.

16. +eacher trainin& arran&e!ents- accreditation and certification *rocedures shall e

standardised and institutionalised.

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17. n ser#ice teachers trainin& in !athe!atics shall e &i#en 'ith due attention to

de#elo*in& conce*tual understandin&- *rocedural kno'led&e- *role! sol#in& and

*ractical reasonin& skills.

18. n ser#ice teacher trainin& in science shall e ased on real life situations- use of science

kits and *ro#ision of science kits to all *ri!ar, and !iddle schools.

19. +eacher allocation *lans- like'ise- shall e ased on schools needs and ualifications of

teachers. :#er the course of net t'o ,ears- o#ern!ents shall de#elo* a rationalisedand need=ased school allocation of teachers- 'hich should e re#ie'ed and !odified

annuall,.

20. Pro#incial and rea d!inistrations shall de#elo* effecti#e accountailit, !echanis!

includin& E% data on teacher de*lo,!ent- to control asenteeis! and !ulti*le

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DPI$irector of Pulic nstructionsNEMIS"ational Education %ana&e!ent nfor!ation ,ste!ECE Earl, Childhood EducationNEP

"ational Education Polic,EDO

Eecuti#e $istrict :fficerNEPR

"ational Education Polic, )e#ie'EFA

Education for llNER

"et Enrol!ent )atioEMIS

Educational %ana&e!ent and

nfor!ation ,ste!NFBE"on For!al asic EducationEOY

End of earNFE"on= For!al Education

FATAFederall, d!inistered +rial

reasNQF"ational >ualifications Fra!e'orkFMIS

Financial %ana&e!ent nfor!ation

,ste!NWFP"orth Aest Frontier Pro#inceFTI

Fast +rack nitiati#eOECD:r&ani(ation for Econo!ic Coo*eration

and $e#elo*!entGCI

loal Co!*etiti#e ndeP&P

Polic, and Plannin& ?Ain&@GDP

ross $o!estic ProductPEACE

Pro#incial Education ssess!ent CentreGER

ross Enrol!ent )atioPEC

PakistanEn&ineerin& CouncilGMR

loal %onitorin& )e*ort

Ph. D.$octor of Philoso*h,GoP o#ern!ent of PakistanPISA

Pro&ra!!e for nternational tudent

ssess!entGPIender Parit, ndePM&DC

Pakistan%edical and $ental CouncilHDI

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;u!an $e#elo*!ent ndePMIS

Personnel %ana&e!ent nfor!ation

,ste!HDR;u!an $e#elo*!ent )e*ortPPPPulic Pri#ate Partnershi*sHEC

;i&her Education Co!!issionPTA

Parent +eachers ssociationHIVA

ID!

;u!an !!unodeficienc,

BirusJcuired !!une

$eficienc, ,ndro!ePTR

Pu*il=+eacher )atioHRD

;u!an )esource $e#elo*!ent )I$ )esearch and $e#elo*!entICT

sla!aad Ca*ital +erritor,SIPchool!*ro#e!ent PlanICT!

nfor!ation Co!!unication+echnolo&iesSMCchool%ana&e!ent Co!!itteeIEDnstitute for Educational

$e#elo*!ent ?@STEPS tudents- +eachers- Educationists- Parents

and ociet,IPEMC

nter=Pro#incial Education%inistersK Conference

TIMSS+rends in nternational %athe!atics andcience tud,"GO!

/ocal o#ern!ent :rdinancesTVE+echnical I Bocational Education"SBE

/ife kills=ased EducationUN nited "ationsMDA

%id=$ecade assess!entUNDPnited "ations $e#elo*!ent Pro&ra!MDG!

%illenniu! $e#elo*!ent oals

UNESCOnited "ations Educational- cientific andCultural :r&ani(ationMoE

%inistr, of EducationUPE

ni#ersal Pri!ar, EducationMoSW

&SE

%inistr, of ocial Aelfare and*ecial Education

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USAID

nited tates &enc, for nternationa/ $EBE/:P

he charter Act of East %ndia -ompany was renewed in ?

8533

East %ndia -ompany could not implement charter Act for ?87 yearsord *acaulay;'entic$ !esolution was passed in?8532

#hich is not the characteristic of ord *acaulay !eport ?!evival of eastern $nowledge

According to ord *acaulay one purpose of education was ?To produce cler$s

-harles wood )ispatch was presented in ?852/

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3. uthoritarian !odel is !ore suitale for

. Confidence. !*ro#e!ent

C. chie#e!ent$. $isci*line

ns'er is L $

4. +eacher salaries and allo'ances collecti#el, are 'ritten in

. Cash )e&ister

. cuaintance )ollC. Contin&ent )e&ister

ns'er is L

5. +o !oti#ate the other to achie#e certain &oals is. Plannin&

. /eadin&

C. Controllin&

$. :r&ani(in&ns'er is L

6. *ro&ra!!e of acti#ities 'hich is desi&ned to attain educational ends is

. /earnin&. Curriculu!

C. nstruction

$. ,llains'er is L

7. u*erannuation retire!ent a&e in Pakistan is

. 60 ears. 65 earsC. 75 ears

$. 80 ears

ns'er is L

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8. Pension is &i#en if the retire!ent is after ser#ice of

. 25 ,ears

. 30 ,earsC. 45 ,ears

$. 50 ,ears

ns'er is L

9. Person 'ho *ossesses ualities of leadershi* is

. /eader

. %ana&erC. d!inistrator

$. :fficer

ns'er is L

10. +he *rocess of !akin&

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13. .$.P is an are#iation of

. nnual de#elo*!ent *ro&ra!!e

. nnual dut, *ro&ra!!eC. nnual di#ision of *erfor!ance

$. nnual deatin& *ro&ra!!e

ns'er is L

14. +he *o'er is concentrated in the hands of one or fe' *eo*le in

. Control

. Co!!andC. $ecentrali(ation

$. Centrali(ation

ns'er is L$

15. Aht is central to ad!inistration. :r&ani(ation

. Co!!unication

C. $ecision !akin&$. Coordination

ns'er is LC

16. n P:$)- ) stands for. )e*ortin&. )es*onse re*l,

C. )e*resentin&

$. $irectin&ns'er is L

17. .".E is an are#iation of

. chedule of ne' e*erience

. chedule of ne' entr,C. chedule of ne' e*enditure

$. ,ste! of ne' entr,

ns'er is L

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18. +he le#el of school add!instration can est e

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23. +he conce*t of ins*ection 'as first introduced in

. Pakistan

. ndiaC. En&land

$. China

ns'er is L C

24. ud&etin& is an esti!ation of

. nco!e and in#est!ent

. n#est!entC. nco!e and e*enditure

$. ll of the ao#e

ns'er is L C

25. +he authori(ed *erson of staff *erfor!ance is. +eacher

. ;ead teacher

C. tudent$. Clerk

ns'er is L

26. nfor!al education is Da. ust schoolin&

. +ine ound

c. /ife lon&d. Pre*lanned

ns'er is L c

27. Ahat is the !ost i!*ortant ele!ent of non for!al education D

a. +eacher. tudent

c. %edia

d. choolns'er is L c

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28. Ahich one is not the source of for!al education D

a. chool

. %useu!c. /irar,

d. ;o!e

ns'er is L d

29. nfor!al education is D

a. Planned

. ncidentalc. ,ste!atic

d. rran&ed

ns'er is L

30. For!al education has 'ell defined Da. Curriculu!

. ,ste!

c. %ethodd. **roach

ns'er is L a

31. Ahich is not the ele!ent of educational *rocessDa. i!s. Curriculu!

c. E#aluation

d. %oti#ationns'er is L d

32. +he su! of curricular and co=curricular acti#ities isD

a. i!

. Curriculu!c. Peda&o&,

d. u!!ati#e e#aluation

ns'er is L

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33. Peda&o&, is concerned 'ith D

a. i!s

. Contentc. +eachin& %ethods

d. E#aluation

ns'er is L c+o deter!ine the #alue or 'orth of an,thin& isD

a. i!

. Contentc. +eachin& %ethods

d. E#aluation

ns'er is L c

34. n education *rocess 'hich one is e#aluated D

a. i!. Content

c. %ethodsd. ll of the ao#e

ns'er is L d

35. +he literal !eanin& of *hiloso*h, is Da. /o#e of kno'led&e

. /o#e of truth

c. /o#e of #aluesd. /o#e of 'isdo!ns'er is L d

36. iolo&, in *hiloso*h, deals 'ith D

a. no'led&e. )ealit,

c. Balues

d. Culture

ns'er is L c

37. E*iste!olo&, deals 'ith D

a. no'led&e

. )ealit,c. Balues

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d. Culture

ns'er is L a

38. :ntolo&, deals 'ith Da. no'led&e

. )ealit,

c. Baluesd. Culture

ns'er is L

:ntolo&, is also called as Da. %eta*h,sics

. iolo&,

c. :ntolo&,

d. %or*holo&,

ns'er is L a

39. %eta*h,sics deals 'ith the nature of D

a. Balues. no'led&e

c. ni#erse

d. )ealit,ns'er is L d

40. Eclecticis! !eans orro'in& eliefs fro! D

a. :ne *hiloso*h,

. +'o *hiloso*hiesc. +hree *hiloso*h,

d. $ifferent *hiloso*hies

ns'er is L d

41. E#erlastin& realit, is focused in Da. Perennialis!

. Essentialis!

c. Pro&ressi#is!d. )econstructionis!

ns'er is L a

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42. seful culture and skill is e!*hasi(ed in D

a. Perennialis!

. Essentialis!c. Pro&ressi#is!

d. )econstructionis!

ns'er is L

43. /ife is coutinuous chan&in& *rocess is the est D

a. Perennialis!

. Essentialis!c. Pro&ressi#is!

d. )econstructionis!

ns'er is L c

)efor!s are necessar, in all 'alks of life is focused in D

a. Perennialis!. Essentialis!

c. Pro&ressi#is!d. )econstructionis!

ns'er is L d

44. tud, of &reat ooks is at the core of Da. Perennialis!

. Essentialis!

c. Pro&ressi#is!d. )econstructionis!ns'er is L

45. Aho is not a!on& !a

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d. )econstructionis!

ns'er is L c

47. 47. +he nu!er of do!ains in taono!ies of educational ouestions

20. The classi(cation of cognitive domain was presented byaF 'enjamin . 'loombF $innercF 9rathwholdF impsonAnswer is G a

23. -ognitive domain haveaF Three subgroupsbF Hour subgroupscF Hive subgroupsdF i& subgroupsAnswer is G d2/. The lowest level of learning in cognitive domain isaF -omprehension

http://ajmalforum.blogspot.com/2015/11/spsc-fpsc-bpsc-headmaster-sample-model-mcqs-past-papers-important-questions.htmlhttp://ajmalforum.blogspot.com/2015/11/spsc-fpsc-bpsc-headmaster-sample-model-mcqs-past-papers-important-questions.html

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bF ApplicationcF 9nowledgedF ynthesisAnswer is G c22. The highest level of learning in cognitive domain isaF Evaluation

bF ynthesiscF analysisdF ApplicationAnswer is G a2. The right se"uence of subgroups cognitive domain isaF 9nowledge: -omprehension: Application: ynthesis: analysis: EvaluationbF 9nowledge: -omprehension: application: Evaluation: analysis: ynthesiscF 9nowledge: -omprehension: Evaluation: application: Analysis: yntesisdF 9nowledge: -omprehension: application: analysis: ynthesis EvaluationAnswer is G d24. 9nowing; memori1ing and recalling is concerned withaF -pmprehension

bF ApplicationcF 9nowledgedF EvaluationAnswer is G c25. To grasp the meaning of the material isaF -omprehensionbF ApplicatincF 9nowledgedF ynthysisAnswer is G a26. To use previous learned material in new situation isaF -omprehension

bF ApplicationcF 9nowledgedF analysisAnswer is G b7. To brea$ down material into component parts to $now its organi1ationalstructure isaF -omprehensionbF applicationcF AnalysisdF ynthesisAnswer is G c8. To put ideas together to form a new whole isaF EvaluationbF ynthesiscF AnalysisdF ApplicationAnswer is G b0. To $now the worth or value of material isaF AnalysisbF Application

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cF 9nowledgedF EvaluationAnswer is G d3. The intellectual s$ills are reIected byaF -ognitive )omainbF aBective domain

cF PsychomotordF ,one of aboveAnswer is G a/. Attitudes: values and interests are reIected byaF -ognitive )omainbF ABective )omaincF Psychomotor )omaindF ,one of aboveAnswer is G b2. #hich domain is concerned with physical and motor s$ills?aF -ognitive )omainbF ABective )omain

cF Psychomotor domaindF ,one of aboveAnswer is G c. The focus of cognitive domain isaF Physical and *otor s$illsbF %ntellectual $illscF Attitudes and %nterestsdF ,one of aboveAnswer is G b4. The aBective domain was classi(ed byaF 'enjamin . 'loombF impson

cF 9rathwholdF 'urnerAnswer is Gc5. ABective domain is divided intoaF four subgroupsbF Hive subgroupscF i& subgroupsdF seven subgroupsAnswer is G b6. The lowest level of learning in aBective domain isaF !espondingbF aluingcF AttendingdF Organi1ationAnswer is G c47. #hich is placed at the highest level of learning in aBective domainaF AttendingbF !espondingcF Organi1ationdF -haracteri1ation

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Answer is G d48. !ight order of sub@ groups of aBective domain isaF Attending: !esponding: aluing: characteri1ation: Organi1ationbF attending: !esponding: -haracteri1ation: aluing: Organi1ationcF Attending: aluing: !esponding: Organi1ation: -haracteri1ationdF Attending: !esponding: aluing: Organi1ation: -haracteri1ation

Answer is G d40. #illingness to attend to particular phenomenon isaF Attending; !eceivingbF !espondingcF aluingdF Organi1ationAnswer is G a43. #hich sub@ group of aBective domain focuses on active participation inaFAttending; !eceivingbF !espondingcF aluingdF Organi1ation

Answer is G b4/. 'ringing together diBerent values into a comsistent value system isaF Attending; !eceivingbF !espondingcF aluingdF Organi1ationAnswer is G d42. ABective domain focuses on adoption of a value system as a part of life style inaF !espondingbF aluingcF Organi1ationdF -haracteri1ation

Answer is G d4. Psychomotor domain was classi(ed by impson inaF 860bF 8640cF 8650dF 8660Answer is G b44. ABective domain was divided into subgroups by 9rathwhol inaF 862/bF 86/cF 864/dF 865/Answer is G b45. Psychomotor domain was divided by impson inaF Hour subgroupsbF Hive subgroupscF i& subgroupsdF even subgroupsAnswer is G d46. The -haracteristic of behavioral objective is

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aF Observable and %mmeasurablebF ,on@ observablecF Observable and measurabledF ,one of aboveAnswer is G c57. The right se"uence of sub@groups of psychomotor domain is

aF Perception: et: Juided response: *echanism: -omple& overt response:adaptation: OriginationbF Perception: -omple& over response: et: Juided: response: *echanism:adaptation: Organi1ationcF et: Origination: Juided response: *echanism -omple& overt response:Adaptation: perceptiondF Juided response: *echanism: perception: et: Adaptation: Organi1ation:-omple& overt responseAnswer is G a58. Objective related to aBective domain isaF tudent can paint a picturebF tudent can draw a graph

cF tudent values honestydF tudent can write a letterAnswer is G c50. 'ring together scienti(c ideas to form a uni"ue idea isaF ApplicationbF analysiscF ynthesisdF EvaluationAnswer is G c53. #hich is vast in scopeaF Teaching tacticbF Teaching Techni"ue

cF Teaching trategydF Teaching *ethodAnswer is G c5/. tudents (nd;e&plore the in formations themselves inaF lecture methodbF )iscovery methodcF 'othdF noneAnswer is G b52. Teacher performs practically and e&plains inaF ecture methodbF discovery methodcF demonstration methoddF Problem solving methodAnswer is G c5. !ole of student is active inaF )iscover methodbF Problem solved methodcF %n"uiry methoddF All above

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Answer is G d54. *icro teacher is aaF Teacher methodbF Teaching training techni"uecF *otivational techni"uedF none of above

Answer is G b55. #hat is the tie of presentation in *icro teaching?aF 8@2 minbF 2@87 mincF 87@82 mindF 82@07 minAnswer is G b56. #hat is the ,o of students in micro teaching?aF 8@2bF 2@87cF 87@82dF 82@07

Answer is G b67. *icro teaching started inaF 8627bF 867cF 8647dF 8657Answer is G b68 *icro teaching focuses on the competency overaF *ethodbF $illscF -ontentsdF ,one of above

Answer is G b60. #hich is more suitable in teaching of science?aF ecture methodbF demonstration methodcF )iscussion methoddF Project methodAnswer is G d63. #hich one is e&ception?aF 'oo$sbF *aga1inecF )iagramsdF T.Answer is G d6/. #hich is not included in print media?aF 'oo$sbF *aga1inecF )iagramsdF T.Answer is G d

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62. =ow many senses a person uses while observing (lm?aF 8bF 0cF 3dF /Answer is G b

6. =ow much $nowledge is gained through the sense of seeing?aF 42KbF 83KcF KdF 3KAnswer is G a64. =ow much $nowledge is gained through the sense of listening?aF42KbF 83KcF KdF 3KAnswer is G b

65. =ow much $nowledge is gained through the sense of touch?aF42KbF 83KcF KdF 3KAnswer is G c66. =ow much $nowledge is gained through the sense of smell?aF 42KbF 83KcFKdF 3KAnswer is G d

877. =ow much $nowledge is gained through the sense of taste?aF42KbF 83KcF KdF 3KAnswer is G d