National Curriculum Framework 2005 CTET MCQ

National Curriculum Framework 2005 CTET MCQ. We covered all the National Curriculum Framework 2005 CTET MCQ i.e. ( ncf mcq ) in this post which belongs to child development and pedagogy of CTET.

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01 Monika, a maths teacher, asks radhika a question. On not getting any answer from radhika, she quickly moves on and asks mohan another question. She rewards her question after realising that mohan is struggling to find the answer. This tendency of monika reflects that she is

1. slightly nervous about her question
2. supporting gender stereotyping of roles by favouring mohan
3. trying not to put radhika in an embarrassing situation
4. well aware of the fact that radhika is not capable of answering questions

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02 Safety need refers to the protection of the organism from his enemies of the environment. These enemies may be

1. his fellow being
2. heat, cold or rain
3. all of the above
4. none of the above

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03 To make assessment a ‘useful and interesting’ process, one should be careful about

1. making comparisons between different students
2. labelling students as intelligent or average learners
3. using a variety of ways to collect information about the student’s learning across the scholastic and co-scholastic boundaries
4. using technical language to give feedback

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04 In trial and error theory

1. success (learning) is obtained by chance
2. right responses are selected from among so many responses after repeated trials
3. the organism reaches to the point of success slowly
4. all of the above

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05 A few students of your class are exceptionally bright. You will teach them

1. along with rest of the class
2. by using enriched curriculum
3. along with higher classes
4. only when they want

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06 A teacher, after preparing a question paper, checks whether the questions test specific testing objectives. He is concerned primarily about the questions paper’s

1. content coverage
2. typology of questions
3. reliability
4. validity

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07 The term ‘curriculum’ in the field of education refers to

1. methods of teaching and the content to be taught
2. overall programme of the school which students experience on a day-today basis
3. evaluation process
4. text-material to be used in the class

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08 Young learners should be encouraged to interact with peers in the classroom so that

1. the teacher can control the classroom better
2. they can learn answers to questions from each other
3. the syllabus can be covered quickly
4. they learn social skills in the course of study

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09 According to NCF 2005, errors are important because they

1. are an important tool in classifying students into groups of ‘passed’ and ‘failed’
2. provide a way to the teachers to scold the children
3. provide an insight into the child’s thinking and help to identify solutions
4. provide space for removing some children from the class

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10 Assessment is purposeful if

1. it serves as a feedback for the students as well as the teachers
2. it is done only once at the end of the year
3. comparative evaluations are made to differentiate between the students acheivements
4. it induces fear and stress among the students

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11 According to NCF, 2005, the role of a teacher has to be

1. dictatorial
2. permissive
3. facilitative
4. authoritative

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12 What is the aim of integrating child-centred learning with the curriculum?

1. strengthens student motivation
2. promotes discovery/active learning
3. responsibility for one’s own learning
4. all of the above

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13 Which one of the following is not the tool for formative assessment in scholastic domain?

1. oral questions
2. multiple choice questions
3. projects
4. assignments

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14 School based assessment

1. make students and teachers non-serious and casual
2. dilutes the accountability of boards of education
3. hinders achieving universal national standards
4. helps all students learn more through diagnosis

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15 Who gave this definition? ” Problem based learning as a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge basis and skills by placing students in the active role of problem solver confronted with its structured problem that mirrors real-word problems “.

1. finkle and torp
2. savery
3. duffy
4. howard barrows

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