UGC NET Paper 2 Education Mock Test - 5 - UGC NET MCQ

Key Points

• Robert Stake’s Responsive Evaluation Model is a process-oriented model focusing on curriculum development and implementation.
• It is based explicitly on the assumption that the concerns of the stakeholders - those for whom the evaluation is done - should be paramount in determining the evaluation issues.
• The model emphasizes collaboration among stakeholders and evaluators and is designed to be flexible enough to accommodate a wide range of educational programs and contexts.
• The responsive evaluation model involves continuous monitoring and evaluation of the curriculum, focusing
• on collecting and analyzing data from multiple sources, including students, teachers, administrators, parents, and other stakeholders. This model also places a strong emphasis on involving stakeholders in the evaluation process, including soliciting their feedback and input and using that feedback to inform decisions about curriculum improvements.
• One of the key features of the responsive evaluation model is its emphasis on flexibility and adaptability. This model recognizes that educational programs are complex and dynamic and that effective evaluation requires ongoing adjustment and modification to meet the changing needs of participants. As a result, the responsive evaluation model is designed to be responsive to changing circumstances and incorporate stakeholder feedback into ongoing program improvements.
• The model has been used in various educational settings, including elementary and secondary schools, colleges and universities, and adult education programs.

​​Hence Robert Stake's model regarding curriculum evaluation is called. Responsive Evaluation Model

Introduction: Knowles’ theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.

Key PointsPrinciples of Andragogy:

• Adults need to be involved in the planning and evaluation of their instruction.
• Experience (including mistakes) provides the basis for learning activities.
• Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
• Adult learning is problem-centered rather than content-oriented.

Hence, all of the given statements are true about the principle of andragogy.

Important PointsThe concept of andragogy:

• Andragogy makes the following assumptions about the design of learning:
  • Adults need to know why they need to learn something
  • Adults need to learn experientially,
  • Adults approach learning as problem-solving, and 
  • Adults learn best when the topic is of immediate value.
• In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught.
• Strategies such as case studies, role-playing, simulations, and self-evaluation are most useful.
• Instructors adopt the role of facilitator or resource rather than lecturer or grader.
• Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for “soft skill” domains such as management development).

Many writers have argued that education is one of the causes of social change in society, but another school of thought is of the opinion, that educational change tends to follow other social changes, rather than initiate them.

• Ottaway said that "education follows social change" as he observed that education is the process of preparing people to fit into this complex social structure and to play particular social roles as members of more than one institutional group.
• society is the whole range of social relationships of people living in a certain geographical territory and in every society, whether developing or developed there is an education system.
• children are potentially the society of the future, which still belongs to the non-social community, and education in this respect can be regarded as a socialization of the young.

Hence, it could be concluded that Ottaway said that "education follows social change".

Curriculum design plays a crucial role in shaping educational experiences. Various approaches guide the development of curricula, each emphasizing different aspects of the teaching and learning process. Let's assess the provided options to identify the one that is not a type of curriculum design.

Key Points

• Subject-centered: This design focuses on the content and knowledge specific to a particular subject, such as mathematics, literature, or science.
• Problem-centered: This design uses real-world problems or scenarios as the starting point for learning, encouraging students to analyze, research, and propose solutions.
• Learner-centered: This design prioritizes the individual needs, interests, and learning styles of students, tailoring the curriculum to provide them with meaningful and engaging learning experiences.

Hint

• Teacher-centered is not a type of curriculum design. While teachers play a crucial role in implementing any curriculum, the focus of curriculum design lies on how learning is structured and delivered, not solely on the teacher's perspective.

Therefore, "Teacher-Centered" doesn't align with the core principles of curriculum design, which emphasize student learning and engagement instead of solely focusing on the teacher's preferences or methods.

Key Points 
The behavioristic model of teacher education:

• The behavioristic model of teacher education is a model of teacher training based on behaviourism principles. This psychological theory emphasizes observable behaviours and the role of reinforcement in learning.
• According to the behavioristic model of teacher education, teachers can be trained to modify their behaviour through specific techniques and strategies. This model emphasizes the importance of developing specific skills and behaviours necessary for effective teachings, such as classroom management, lesson planning, instructional delivery, and assessment.
• The behavioristic model of teacher education strongly emphasises practice and feedback in skill development. Teachers are encouraged to engage in repeated practice and to receive feedback from peers and mentors to refine their skills and improve their teaching effectiveness.
• The behavioristic model of teacher education is often contrasted with more humanistic models of teacher training, which emphasize the importance of individualized and self-directed learning and the development of values and attitudes as well as skills and behaviours. While the behavioristic model is criticized for overly focused on observable behaviours and neglecting the importance of values and attitudes in teaching, it is still widely used in many teacher education programs today.

Therefore it is clear that In the behaviouristic model of teacher education, more stress is given on. Skill development.

• Maslow's Hierarchy of Needs is a motivational theory in psychology that describes the stages of growth in humans. According to this theory, human needs can be divided into five categories, arranged in a hierarchical order. The five categories of needs, from the lowest to the highest, are:
  • Physiological Needs: This is the most basic need in Maslow's hierarchy, which includes the need for food, water, shelter, sleep, and other biological necessities. These needs are essential for survival, and they must be satisfied before moving on to the next level of needs.
  • Safety Needs: After fulfilling the physiological needs, the next level of needs is safety needs, which includes the need for a safe and secure environment, freedom from danger and threats, and protection from harm. These needs are essential for the survival and well-being of an individual.
  • Love and Belonging Needs: Once the physiological and safety needs are met, the next level of needs is love and belonging needs, which include the need for social interaction, love, and affection. These needs are important for forming relationships with others, feeling a sense of belonging, and establishing social support systems.
  • Esteem Needs: The fourth level of needs is esteem needs, which includes the need for self-respect, recognition, and status. Esteem needs can be categorized into two types: internal esteem needs (self-esteem, confidence, competence, achievement, and independence) and external esteem needs (status, recognition, and attention).
  • Self-Actualization Needs: The highest level of needs in Maslow's hierarchy is self-actualization needs, which includes the need for personal growth, self-realization, and the fulfillment of one's potential. These needs are the most complex and difficult to satisfy, and they can only be achieved when all the lower needs are met.
• Maslow's Hierarchy of Needs proposes that human needs can be arranged in a hierarchical order, with the basic physiological needs at the bottom and the highest self-actualization needs at the top. According to this theory, an individual must fulfill the lower needs before moving on to the higher needs. The satisfaction of each level of needs is critical for the overall well-being and development of an individual.

The correct answer is Both A and R are true and R is the correct explanation of A

Important Points

Assertion: A researcher has to observe codal formalities at all stages without scope and leeway for offending moral and ethical norms.

Explanation: 

1. There are a number of ethical principles that should be taken into account when performing research. At the core, these ethical principles stress the need to
   • do good (known as beneficence) and
   • do no harm (known as non-malfeasance).
2. In practice, these ethical principles mean that a researcher needs to follow certain codal formalities such as 
   • obtain informed consent from potential research participants;
   • minimize the risk of harm to participants;
   • protect their anonymity and confidentiality;
   • avoid using deceptive practices; and
   • give participants the right to withdraw from your research. 

Thus, the assertion is correct.

Reason: In respect of data collection, data analysis, and interpretation there is, however, a considerable scope of being ethically vulnerable.

Explanation: 

1. Bias is any trend or deviation from the truth in data collection, data analysis, interpretation, and publication which can cause false conclusions. Bias can occur either intentionally or unintentionally. Intention to introduce bias into someone’s research is immoral. 
2. The quality of data collected depends on the ability of the interviewer and the seriousness of respondents. Due to time and physical limitations, there is usually a limit on the number of respondents. 
3. The correctness and accuracy of data analysis and interpretation also depend upon the authenticity of the data collected.
4. Thus, in respect of data collection, data analysis, and interpretation there is, however, a considerable scope of being ethically vulnerable. The reason is correct.

Thus, option 2 is the correct answer.

Both A and R are true and R is the correct explanation of A.

Key Points

Levels of Teaching:

Memory Level of Teaching:

• The memory level of teaching is the most basic level where the teacher focuses on providing knowledge, and the learners' focus is on memorizing the pre-learnt information and recalling it in the desired situation.
• The main objective of this level is to facilitate rote memorization of facts and concepts. John F. Herbart is the exponent of the memory level of teaching.
• Herbart has divided the level into five steps, known as Herbart's Five Formula Steps. These steps are Preparation, Statement of Aim, Presentation, Comparison, Generalizations, and Application. The main social system members at this level are the pupil and teacher.

Understanding Level of Teaching:

• The understanding level of teaching involves presenting the instructions in more detailedly and helping the students form generalizations and principles. The teacher provides more opportunities for the students to develop their intellectual and reasoning abilities. H.C. Morrison is the exponent of this level.
• This level aims to help learners master the content taught so that a desired change can be seen in their personality.
• This level is divided into five steps - Exploration, Presentation, Assimilation, Organization, and Recitation. Both objective and subjective items are used in the test at this level, and both the teacher and learner have an active role in the social system.

Reflective Level of Teaching:

• A reflective level of teaching provides a teaching–learning environment which is more critical, open and experiential. It is the most advanced level of the teaching-learning method, which encourages more discussions, and sharing of thoughts and promotes creative and original thinking.
• The main exponents of this level are Biggie and Hunt. The main objectives of this level are to develop the problem-solving abilities, constructive and critical thinking skills, and original and innovative thinking power of the learners.
• This level has four steps - Presenting the problem to the learners, formulation of the hypothesis, collection of the data by the learners that is required to test the hypothesis, and based on the analysis of the data, results are derived by the learners who are original ideas of the learners.
• At this level, the learners play a major role in the social system, and the subjective viewpoint of the learners should be evaluated. The learners' critical thinking skills and creative competencies should also be evaluated.

Therefore the correct answer is the Reflective level of teaching.

Key Points

• NCF 2005 is the guiding document for the school curriculum in India, which drew inspiration from Tagore's educational philosophy and emphasizes experiential learning, creativity, and holistic education.
• It focuses on developing students' analytical and critical thinking abilities and promoting a spirit of inquiry and experimentation.

The correct answer is option 3, National Curriculum Framework (NCF) 2005.

Socratic questioning is a form of disciplined questioning that can be used to pursue thought in many directions and for many purposes, including: to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions.

1. Here are the six types of questions Socrates posed:
2. Clarifying concepts. 
3. Probing assumptions. 
4. Probing rationale, reasons and evidence. 
5. Questioning viewpoints and perspectives. 
6. Probing implications and consequences. 
7. Questioning the question.

According to existentialism, “I believed it was the course the individual goes through in order to catch up with himself, and the person who will not go through this course is not much helped by being born in the most enlightened age”. This means that one will not be oneself by incorporating cultural values and norms.

The idea of teaching the whole child in the ''philosophy of pragmatism in education'' means teaching students to be good citizens.

According to Advaita Vedanta, liberation can be achieved while living, and is called Jivanmukti. The Atman-knowledge, that is the knowledge of true Self and its relationship to Brahman is central to this liberation in Advaita thought.

National Education Policy-

"National Education Policy is an ambitious and futuristic policy that ensures opportunities for children to hone their talents by fixing the lacunae in the education system".

• National Education Policy 10+2 system is to be replaced by a four-stage 5+3+3+4 structure.
• NEP 2020 is the third education in the history of independent India after the policy of 1968 and the second policy of  1986.
• The main goal of the school education regulatory system is to improve educational outcomes so that children can learn to implement the acquired knowledge and skills in their practical life.
• National Education Policy emphasis on a skill like analysis, critical thinking, and vocational subjects will diversify their learning.
• Students will be given increased flexibility and choice of subjects to study.​ 

Important Points

• A common National Professional Standards for Teachers will be developed by National Council for Teacher Education by 2022, in consultation with NCERT, SCERTs, teachers, and expert organizations from across levels and regions.
• A new and comprehensive National Curriculum Framework for Teacher Education, NCFTE 2021, will be formulated by the NCTE in consultation with NCERT.
• By 2030, the minimum degree qualification for teaching will be a four-year integrated B.Ed. degree. Stringent action will be taken against substandard standalone teacher education Institutions.
• The policy not only aims to transform education but also to improve the skills of those facilitating that education, that is, teachers.
• The policy seeks to institute a large number of merit-based scholarships across the country for studying quality four-year integrated B.Ed programs.
• Teacher eligibility tests (TETs) will be strengthened to inculcate better test material and the scores of the same will be taken into account for recruitment purposes.
• To ensure an adequate number of teachers across subjects - particularly in subjects such as art, physical education, vocational education, and languages - teachers could be recruited to a school or school complex and the sharing of teachers across schools could be considered in accordance with the grouping-of-schools adopted by State/UT governments.
• Teacher education will be moved into multidisciplinary universities, and by the same year, the minimum degree qualification for teaching will be a four-year integrated B.Ed.
• Teachers will also be offered local, regional, state, national, and international workshops as well as online teacher development modules so that they are able to improve their skills and knowledge and will be expected to participate in at least 50 hours of such continuing professional development opportunities in a year.

Hence, we conclude that the promotion or transfer of teachers will not be a step taken for the recruitment and deployment of teachers.

​Instrumental learning is based on responses by the organism to determine whether learning occurs whereas classical condition is not contingent on the organisms’ response.

• Both instrumental learning and classical conditioning can vary in the length of time for associations and learning to occur based on schedules of reinforcement and rate of pairings.
• As we have seen, classical conditioning allows an animal to learn about the relationship between events in the environment and so anticipate what will happen next based on stimuli currently present.
• If there are grey clouds in the sky, then it will probably rain; if the light is presented, then the food may well follow.
• Instrumental learning is the process by which an animal learns about the relationship between its behavior and the consequences of that behavior. And it serves a complementary but equally important function in allowing the animal to control (at least partially) the occurrence of environmental events – in other words, to bring about a desired event or to avoid an aversive event by responding in a particular way.
• Instrumentally trained responses are not entirely elicited by identifiable stimuli. Instead, they are controlled by their consequences, becoming more likely when they produce a positive result and less likely when they lead to an aversive outcome.

Hence, we can conclude that all of the above statements apply to instrumental learning.

The triangle of evaluation in education refers to the three main perspectives involved in the evaluation process: students, teachers, and parents. Each perspective provides unique insights and feedback on the effectiveness of teaching and learning.

Key Points 

The triangle of evaluation in education consists of the following three components:

• Teachers' experiences: This includes the teacher's perspective on their teaching practices, the learning environment, and student progress.
• Parents' experiences: This includes the parents' perspective on their child's learning, the school environment, and their involvement in their child's education.
• Learning experiences: This includes the students' perspective on their learning, the teaching methods used, and the classroom environment.

Therefore, the triangle of evaluation in education is a comprehensive approach that considers the perspectives of teachers, parents, and students. 

• The University, initially known as Andhra Pradesh Open University, was set up on 26th August 1982 through an Act of the A.P. State Legislature (APOU Act 1982). Subsequently, the University was renamed as Dr. B.R.Ambedkar Open University on 26 October, 1991 by the Government of Andhra Pradesh.
• The establishment of this University, the first of its kind in India, heralded an era of affirmative action on the part of the Government of Andhra Pradesh to provide opportunities of higher education to all sections of society to meet the changing individual and social needs.
• All the programmes offered by the University are recognised by the University Grants Commission, New Delhi. The motto of the University is "EDUCATION FOR ALL"

Additional Information

• Indira Gandhi National Open University, known as IGNOU, is a public distance learning university located in Delhi, India. Named after the former Prime Minister of India Indira Gandhi, the university was established in 1985 with a budget of ₹20 million, after the Parliament of India passed the Indira Gandhi National Open University Act, 1985.
• Dr. Babasaheb Ambedkar Open University is a public institution of higher learning in Ahmedabad, Gujarat, India. It provides a variety of certificate courses, Diploma and degree programs through distance education mode, and other flexible mediums for its students.
• YCMOU is a self-financed university that reports to the Maharashtra government's Ministry of Higher & Technical Education and is accredited by the UGC, New Delhi, by Section 12(B)

Thus the correct answer is option 2.

The correct answer is option 2.

In News - 

• An MoU has been signed between the National Council of Educational Research and Training (NCERT) and the Indian Sign Language Research and Training Centre (ISLRTC) to make textbooks and other educational material available for deaf children in Sign language.

Key Points

• As part of this MoU, educational print materials including NCERT Textbooks, Teachers Handbook, and other Supplementary materials and resources of Class I-XII of all subjects of both Hindi and English Medium will be converted into Indian Sign Language in Digital format.
• The signing of this MoU is seen as a historic step as the availability of NCERT textbooks in Indian Sign Language will ensure that Deaf children can also now access educational resources in Indian Sign Language.
• This will also ensure the educational standardization of Indian Sign Language as mandated in the New Education Policy, 2020.

Additional Information

• Indian Sign Language Research and Training Centre (ISLRTC) - 
  • It is a Society under the Department of Empowerment of Persons with Disabilities, the Ministry of Social Justice and Empowerment.
• National Council of Educational Research and Training (NCERT) - 
  • It is an autonomous organization of the Government of India which was established in 1961 as a literary, scientific, and charitable Society under the Societies Registration Act.

The given definition reflects Mahatma Gandhi's philosophy and vision of education. Gandhi believed in a holistic approach to education that goes beyond mere academic knowledge and includes the development of the entire individual body, mind, and spirit.

Key Points

•  Gandhi emphasizes the idea that education should not be limited to the acquisition of knowledge in a specific subject or field. Instead, it should involve drawing out the best qualities and potential from every aspect of an individual.
• Gandhi's definition emphasizes that education is a lifelong process that applies to both children and adults. It implies that the educational journey continues throughout one's life, promoting continuous growth and development.
• Gandhi's holistic view of education encompasses the physical, intellectual, and spiritual dimensions of an individual. It suggests that education should address physical well-being, intellectual growth, and the development of a strong moral and spiritual character.

Thus, Mahatma Gandhi has given this definition of education.

Sarva Shiksha Abhiyaan (SSA): Launched in 2001, SSA is a flagship program of the Indian government with the primary objective of universalizing elementary education (from Grades 1 to 8).

Key Points

• It aims to provide access to quality primary education for all children in the country, focusing on areas like:
  • Increased enrolment and retention rates.
  • Improved infrastructure and learning environment in schools.
  • Trained and qualified teachers.
  • Bridge the gender and social disparities in education.

Therefore, due to its specific goals and nationwide implementation, Sarva Shiksha Abhiyaan (SSA) stands out as the most relevant answer.

Hint

• Secondary Service Area (SSA): This term isn't a specific government program related to education. It might refer to a geographical division within a larger program, but it doesn't have a defined national focus on primary education.
• Sub Service Area: Similar to SSA, this terminology doesn't represent a well-known government program in the context of primary education in India.
• Safe School Act: This act focuses on ensuring the safety and security of children in schools, not specifically on improving the quality of primary education.

One of the underlying goals of any teacher is in total participation of students. Engagement is the key to real learning. When kids feel comfortable, they commit more to the curriculum, the project, or the task at hand.

Below are strategies to consider using to make your classroom participation more effective.

• Fostering an ethos of participation:
  •  In order to facilitate a conversation where connections are made, students need to view their participation as a contribution to a shared experience.
  •  Asking students to respond to a peer’s response helps to facilitate a conversation.
  • As well, positively reinforcing such contributions builds this sense of collectivism.
• Teaching student’s skills needed to participate:
  • Students may not yet have the skills required to participate effectively.
  • A discussion about characteristics of effective participation can reveal undeveloped areas in your students.
• Devising activities that elicit participation:
  • Discussion-based activities such as case-study analyses, role playing, and jigsaws encourage students to talk with one another and with the instructor.
  • With one-on-one exchanges, teachers can adopt a deep questioning approach, probing students about the reasoning behind their responses, sometimes doing so repeatedly to achieve greater depth.
• Considering teachers position in the room:
  •  Moving away from the front of the classroom can sometimes promote better participation.
  • If students perceive that all comments must be channeled through the teacher, the teacher becomes a gatekeeper for participation and it becomes harder to promote a sense collective responsibility. Teachers must try moving to the side or even the back of the room and see how students respond. 
• Asking students to assess their own participation:
  • This strategy begins with having students set one or more goals for their participation at the start of the term.
  • At least once during the term, the teacher should ask students to assess their own participation.
  • Giving students a sense of responsibility for their participation can be very motivating.
• Ensuring that everyone's contributions are audible:
  • In a large classroom, it might be difficult for a student making a verbal contribution to be heard by a classmate on the other side of the room.
  • Frequently, students will need to be encouraged to speak loudly and clearly.
  • Try reminding them that they should be addressing their comments not to the teacher, but to the classmate who is sitting farthest away. 

Thus, for promoting effective classroom participation strategies like introducing discussion-based activities such as case-study analyses, role playing, and jigsaws, asking students to assess themselves and asking students to respond to a peer’s response and reinforcing such contributions should be adopted. Hence, option 4 is correct.

Confusion Points

Diversifying teaching methods to meet the curriculum demands:

• Curriculum refers to the subjects comprising a course of study in a school or college.
• A teacher may use different teaching methods that can be both Teacher-Centered Teaching Methods or Learner-Centered Teaching Methods.
• A Teacher-Centered Teaching Method like lecturing, demonstration, assignments and homework does not involve students participation.
• Learner-Centered Teaching Methods like project works, discussions and group studies enhance student participation.
• Hence, diversifying teaching methods does not always enhance students participation. It is the method adopted that will determine the students participation.

Cognitive development means how children think, explore and figure things out. It is the development of knowledge, skills, problem solving and dispositions, which help children to think about and understand the world around them.

Consistency theories are characterized by the assumption that humans strive for a balanced state of → cognitions and behaviors. If a set of cognitions or of cognitions and behaviors are contradictory in some manner to the person experiencing them, a state of imbalance, i.e., “dissonance,” occurs.

Brainstorming method is one of the training methods and the only method which attempts at developing creative ability through uninhibited expression in a formal setting.

Brainstorming

According to Osborn

Brainstorming is “a conference technique by which a group attempts to find a solution for a specific problem by amassing all the ideas spontaneously by its members”

Basic rules of Brainstorming

Osborn (1967) defined four basic rules of brainstorming.

The four rules are:

Criticism is ruled out. This includes self criticism as well as criticism of other. Judgment of ideas should be deferred until a later stage. The premise is that even a seemingly foolish idea can spark off better ones.

‘Freewheeling’ is welcomed. The wilder the ideas the better. Wild and exaggerated ideas should be encouraged as these may in turn spark off more valid ideas.

Quantity is wanted. The more ideas the better as this will increase the capture of a good idea and the chance of sparking off new ideas in others

Combination and improvement of ideas are sought. The aim is to elaborate on and expand the suggestions and ideas of others using the ideas of others as inspiration for your own.

Brain storming method is one of the training methods.

It is the only method which attempts at eliciting the creative responses from the participants.

The components of the method are: the theme the trainer the recorder and the participants.

The method has two sessions viz. green session and red session.

Advantage:

Generation of creative ideas through free discussion meticulous screening of all ideas presented and arriving at genuinely useful solutions to the problems or issues.

Disadvantages:

It does not make the participants free to come out!

With ideas it does not prepare the participants with references for the session

It does not take care of all categories of instructional objectives as per Bloom’s taxonomy.

Example

Students can learn more effectively with brainstorming because it gives the chance for improvement in the processes of lateral analytical and critical thinking. Brainstorming increase the ambition for learning in students by concentration ideas that resolve around certain topics.

The alternative name of the "table of specification" is a) Test Blueprint.

A table of specification serves as a guide for test construction, aligning assessment with learning objectives, and is often referred to as a test blueprint.

Howard Gardneris the proponent of the Theory of Multiple Intelligence.

Student misbehavior can be referred to as the actions and inactions of students that distract the learning continuum in the classroom. Most often these behaviors are negative attitudes such as students' failure to participate in activities disrespect excessive sociability partial or negated participation etc.