Assam SLET / NE-SLET cheat sheet

Bloom's revised taxonomy runs Remember → Understand → Apply → Analyse → Evaluate → Create; Create is the top synthesising level, Evaluate is judging with criteria.

Formative assessment occurs during instruction and supplies corrective feedback; summative assessment occurs at the end of a unit or course and certifies achievement.

Gagné's nine events of instruction begin with gaining attention and end with enhancing retention and transfer, moving through objectives, recall, content, guidance, practice and feedback.

Levels of teaching: memory level (lowest, rote reproduction), understanding level (meaningful insight), reflective level (highest, problem-solving and critical inquiry).

Herbart's five steps are preparation, presentation, comparison and association, generalisation, and application.

Maxims of teaching proceed known → unknown, simple → complex, concrete → abstract, particular → general, and empirical → rational.

Teacher-centred methods (lecture, demonstration) maximise syllabus coverage per unit time; learner-centred methods (discussion, project, discovery) favour retention and higher-order outcomes.

Edgar Dale's Cone of Experience orders learning aids by abstraction, from direct purposeful experience at the base to verbal symbols at the apex.

Standard sequence: problem identification → literature review → hypothesis formulation → research design → sampling → data collection → analysis → interpretation → report writing.

Null hypothesis (H0) asserts no difference or no relationship; the alternative (H1) asserts the expected relationship. Type I error = rejecting a true H0 (probability alpha); Type II error = retaining a false H0 (probability beta).

Parametric tests (t-test, ANOVA, Pearson r) assume normality and interval/ratio data; non-parametric alternatives include chi-square, Mann-Whitney U, Wilcoxon signed-rank and Spearman rho.

Reliability means consistency (test-retest, split-half, KR-20, Cronbach's alpha); validity means the tool measures what it claims (content, construct, criterion-related).

Probability sampling (simple random, systematic, stratified, cluster) supports statistical generalisation; non-probability sampling (purposive, quota, convenience, snowball) does not.

Threats to internal validity: history, maturation, testing effect, instrumentation, selection bias, mortality. External validity concerns generalisability of findings.

Variables: independent (manipulated), dependent (measured), intervening (unobserved mediator), extraneous or confounding (must be controlled).

UGC (Promotion of Academic Integrity) Regulations 2018 treat similarity above 10%, excluding references and quotations, as plagiarism attracting graded penalties.

A passage's main idea is the claim the whole passage supports; an option that is true but covers only one paragraph is a detail option, not the main idea.

Inference items are answered only from what the text logically implies; an option that needs outside facts is wrong even when the statement is factually true.

Author's tone is signalled by adjectives, adverbs and modals; options such as critical, analytical, neutral, laudatory or sarcastic must match that vocabulary.

Negative stems (EXCEPT, NOT, least likely) reverse the logic; identify the odd option out rather than the matching one.

Vocabulary-in-context items are solved by substituting each option into the sentence and keeping the one that preserves the passage's meaning.

Options containing absolutes (always, never, all, none) are usually wrong in inference and tone questions; hedged options (often, may, tends to) are more frequently correct.

Author's purpose options (describe, persuade, compare, criticise, explain) must match the overall rhetorical structure, not a single example.

For very long passages, reading the question stems before the passage reduces scanning time; for short passages, reading the passage first is faster.

Elements of the process: sender, message, encoding, channel, receiver, decoding, feedback, and noise that interferes at any stage.

The 7 Cs of effective communication are clarity, conciseness, concreteness, correctness, coherence, completeness and courtesy.

Barriers are classified as semantic (jargon, ambiguity), physical (noise, distance), psychological (emotion, prejudice), organisational (hierarchy, filtering) and cultural.

Non-verbal components: kinesics (body movement), proxemics (space), haptics (touch), chronemics (time), oculesics (eye contact), paralanguage (pitch, tone, pace).

The Shannon–Weaver model is linear and one-way; Berlo's SMCR model adds source, message, channel and receiver; the transactional model treats sending and receiving as simultaneous.

Types of listening: active, empathetic, critical and appreciative; classic time-use studies allocate roughly 45% of communication time to listening, 30% speaking, 16% reading and 9% writing.

Communication flows downward, upward, horizontal (lateral) and diagonal; the informal grapevine is fast but inaccurate because of distortion along the chain.

Classroom communication improves when feedback is immediate, two-way and multi-channel (verbal plus visual).

Average of n values = sum ÷ n; combined average of two groups = (n1x1 + n2x2) ÷ (n1 + n2).

Successive percentage change: +x% then −x% gives a net change of −x²/100 percent, i.e. a net decrease.

Simple interest = PRT/100; compound interest amount A = P(1 + r/100)^t, so CI = A − P.

Distance = speed × time. Relative speed is the sum for opposite directions and the difference for the same direction; a train crossing a pole takes length ÷ speed.

If a : b = c : d then ad = bc; in a proportion the product of extremes equals the product of means.

Permutations nPr = n!/(n−r)!; combinations nCr = n!/(r!(n−r)!), with nC0 = nCn = 1 and nCr = nC(n−r).

Probability P(A) = favourable outcomes ÷ total outcomes; P(A ∪ B) = P(A) + P(B) − P(A ∩ B); for independent events P(A ∩ B) = P(A)P(B).

Logarithm rules: log(ab) = log a + log b, log(a/b) = log a − log b, log(a^n) = n log a, log_a 1 = 0, log_a a = 1.

Series recognition: constant first difference means arithmetic progression, constant ratio means geometric progression; also check squares, cubes, primes and alternating patterns.

Categorical propositions: A = universal affirmative (All S are P), E = universal negative (No S are P), I = particular affirmative (Some S are P), O = particular negative (Some S are not P).

Syllogism rule: two negative premises yield no conclusion; two particular premises yield no conclusion; the middle term must be distributed at least once.

Square of opposition: A–O and E–I are contradictory pairs (one true, one false); A–E are contraries (not both true); I–O are subcontraries (not both false).

'If A then B' is equivalent only to its contrapositive 'If not B then not A'; the converse 'If B then A' and the inverse 'If not A then not B' are not equivalent.

The negation of 'All A are B' is 'Some A are not B'; the negation of 'Some A are B' is 'No A are B'.

In seating and direction puzzles, left and right reverse when a person faces the opposite direction; drawing a fixed-orientation diagram prevents errors.

Letter coding uses position values A = 1 … Z = 26; common shifts are +1, +2, +3 ascending, or alternating +n/−n patterns.

Named fallacies: ad hominem (attacks the person), ad populum (appeals to popularity), straw man (misrepresents the opponent), false dilemma (only two options), post hoc (assumes causation from sequence), circular argument (conclusion in the premise).

Mean = Σx/n; median = middle value of ordered data (average of the two middle values if n is even); mode = most frequent value. The median is resistant to outliers, the mean is not.

Pie chart: sector angle = (category value ÷ total) × 360°; the category's percentage share = (value ÷ total) × 100.

Percentage increase = ((new − old) ÷ old) × 100; a rise from 20% to 25% is 5 percentage points but a 25% relative increase.

CAGR = (ending value ÷ beginning value)^(1/n) − 1, where n is the number of years between the two values.

Read the axis scale and units before computing, and check whether a bar axis starts at zero, because truncated axes exaggerate differences.

For comparison questions, compare ratios rather than absolute values; approximate first and compute exactly only for the shortlisted option.

Weighted average of combined groups = (n1x1 + n2x2) ÷ (n1 + n2); it lies between the two group averages, closer to the larger group.

Range = maximum − minimum; variance = Σ(x − mean)²/n; standard deviation = √variance.

Computer generations: first vacuum tubes, second transistors, third integrated circuits, fourth microprocessors, fifth artificial intelligence and ULSI.

1 byte = 8 bits; 1 KB = 1024 bytes, 1 MB = 1024 KB, 1 GB = 1024 MB, 1 TB = 1024 GB. RAM is volatile; ROM is non-volatile (PROM, EPROM, EEPROM).

Networks by span: LAN (building or campus), MAN (city), WAN (country or global). Topologies: bus, star, ring, mesh, tree; star fails gracefully, mesh is most fault-tolerant.

IPv4 addresses are 32-bit dotted decimal; IPv6 addresses are 128-bit hexadecimal. DNS maps domain names to IP addresses; HTTP/HTTPS, FTP and SMTP are application-layer protocols.

Email protocols: SMTP sends, POP3 downloads and typically deletes from the server, IMAP synchronises and keeps mail on the server.

Spreadsheet formulas begin with '=' and use functions such as SUM, AVERAGE, COUNT, IF and VLOOKUP; a cell reference such as $A$1 is absolute.

Indian e-learning initiatives: SWAYAM (MOOCs), NPTEL (engineering), e-PG Pathshala (postgraduate), DIKSHA (school), NDLI (digital library); Moodle is a learning management system.

Malware categories: virus (needs a host file), worm (self-replicating over networks), Trojan (disguised as legitimate software), ransomware (encrypts data for payment); phishing is a social-engineering attack.

The Brundtland Report (1987) defined sustainable development as meeting present needs without compromising the ability of future generations to meet theirs.

The eight Millennium Development Goals (2000) were succeeded in 2015 by the 17 Sustainable Development Goals with 169 targets under the 2030 Agenda.

Major greenhouse gases: carbon dioxide, methane, nitrous oxide, water vapour and fluorinated gases; methane has far higher global warming potential per molecule than carbon dioxide.

Ozone depletion is driven by chlorofluorocarbons and halons; the Montreal Protocol (1987) phases them out, while the Kyoto Protocol (1997) and Paris Agreement (2015) address greenhouse gases.

India's biodiversity hotspots are the Western Ghats, the Himalaya, Indo-Burma and Sundaland (Nicobar Islands).

Indian environmental statutes: Wildlife Protection Act 1972, Water Act 1974, Forest Conservation Act 1980, Air Act 1981, Environment Protection Act 1986 (enacted after Bhopal, 1984).

India's National Action Plan on Climate Change (2008) has eight national missions, including Solar, Enhanced Energy Efficiency, Water, Green India and Himalayan Ecosystem.

Ecological pyramids are of number, biomass and energy; energy flow is unidirectional and roughly 10% transfers between trophic levels.

Human Development Index (UNDP) combines life expectancy, education (mean and expected years of schooling) and per capita income; Sen's capability approach underpins it.

UGC was set up in 1953 and became statutory through the UGC Act 1956; other regulators include AICTE, NCTE, NMC, PCI, BCI, DCI and COA.

NAAC accredits higher education institutions with grades from A++ down to C; NBA accredits individual technical programmes; NIRF has ranked institutions since 2016; AISHE is the national higher-education survey.

NEP 2020 replaces 10+2 with a 5+3+3+4 curricular structure, targets a GER of 50% in higher education by 2035, and introduces multiple entry and exit, an Academic Bank of Credits and a four-year undergraduate programme.

NEP 2020 envisages three categories of higher education institutions: research-intensive, teaching-intensive, and autonomous degree-granting colleges.

Landmark committees: Radhakrishnan Commission (1948–49, university education), Mudaliar Commission (1952–53, secondary education), Kothari Commission (1964–66, 10+2+3 structure), National Knowledge Commission (2005).

Institutional types in India: central universities, state universities, deemed universities (UGC Act Section 3), private universities established by state acts, and Institutions of Eminence.

The Ministry of Human Resource Development was renamed the Ministry of Education in 2020; RUSA funds state universities and colleges.

Ancient seats of learning include Takshashila, Nalanda, Vikramashila and Vallabhi; Nalanda was patronised by the Gupta and Pala rulers.

Paper II is subject-specific and set at postgraduate level, while Paper I tests general teaching and research aptitude; the subject syllabus defines the paper's boundaries.

Subject syllabi are normally organised into numbered units, and question counts broadly follow unit weightage, so units with more prescribed content carry more items.

Assertion–Reason items: choose 'both true, R explains A' only when the reason is the cause or basis of the assertion, not merely another true statement.

Match-the-following items are solved by fixing one certain pair and eliminating options, then verifying the remaining pairs.

Chronology and sequence items are best fixed from both ends - identify the earliest and latest entries first, then order the middle.

In numerical subjects, a large share of items tests direct application of standard formulas in one or two steps rather than multi-step derivations.

Terminology is generally retained in English even on vernacular versions of the paper, so standard technical terms should be memorised in English.

Multi-correct-looking options: when two options appear valid, prefer the one that is more precise and complete rather than the broader, vaguer claim.