MP SET flashcards

33 cards. Read the term and the definition here. The deck at the top of this page is optional.

Levels of Teaching

Three levels are memory level, understanding level and reflective level. Reflective is the highest, promoting critical thinking and problem solving rather than mere recall.

Bloom's Revised Taxonomy Order

Six cognitive objectives in ascending order: Remember, Understand, Apply, Analyze, Evaluate, Create. The top three are higher-order thinking skills tested in teaching aptitude questions.

Piaget's Formal Operational Stage

Begins around age eleven. The learner handles abstract propositions, hypothetical reasoning and systematic problem solving without needing concrete objects, marking the final cognitive stage.

Vygotsky's Zone of Proximal Development

The gap between what a learner can do alone and what they can do with guidance. Scaffolding and peer collaboration target this zone to accelerate learning.

Kohlberg's Pre-conventional Level

First of three moral levels, covering stages one and two. Behaviour is judged by punishment avoidance and personal reward, not by social rules or internal principles.

Reliability Versus Validity

Reliability is consistency of measurement across occasions and items; validity is measuring the intended construct. A test may be reliable but invalid, never valid but unreliable.

Null Hypothesis

A statement of no difference or no relationship between variables. It is the default tested statistically and is either rejected or retained, never accepted as proven.

Probability Sampling Types

Four standard probability methods: simple random, systematic, stratified and cluster sampling. Each gives every population element a known nonzero chance of selection.

ADDIE Model Sequence

Five instructional design phases in order: Analysis, Design, Development, Implementation, Evaluation. Questions often ask which phase produces objectives or which evaluates effectiveness.

Gagne's Nine Events

Instructional sequence: gain attention, inform objectives, recall prior learning, present content, provide guidance, elicit performance, give feedback, assess performance, enhance retention and transfer.

Shannon-Weaver Communication Model

Linear model with source, encoder, channel, noise, decoder and receiver. Noise distorts the signal; feedback converts it into a more interactive classroom model.

Formative Versus Summative Evaluation

Formative evaluation is ongoing, diagnostic and feedback-oriented during instruction. Summative evaluation occurs at the end to certify achievement or grade overall performance.

Criterion Versus Norm Referenced

Criterion-referenced tests judge performance against fixed standards. Norm-referenced tests rank a learner relative to the group, using percentile or standard scores.

Research Hypothesis Types

A directional hypothesis predicts the direction of a relationship; a non-directional hypothesis predicts only that a relationship exists. Both are alternatives to the null hypothesis.

Types of Variables

Independent variable is manipulated; dependent variable is measured; intervening variable mediates unobserved; extraneous variable introduces error if uncontrolled; confounding varies with the independent variable.

Types of Validity

Content validity covers syllabus representativeness; construct validity covers theoretical fit; criterion validity covers correlation with an external standard; face validity is superficial plausibility.

Syllogism Validity Rule

A categorical syllogism is valid only if the middle term is distributed at least once and no term is distributed in the conclusion but undistributed in a premise.

Deductive Versus Inductive Reasoning

Deduction moves from general premises to a certain conclusion. Induction moves from specific observations to a probable generalization, forming the basis of hypothesis generation.

S-R Versus Cognitive Learning

Stimulus-response theories (Pavlov, Skinner, Thorndike) explain learning through conditioning and reinforcement. Cognitive theories (Kohler, Tolman, Bruner) emphasise insight, memory and mental structure.

Individual Differences

Variation among learners in intelligence, aptitude, personality and learning style. Teachers differentiate instruction because identical methods produce unequal outcomes across learners.

Intelligence Quotient Formula

IQ equals mental age divided by chronological age, multiplied by one hundred. It expresses relative intellectual development in classical ratio IQ testing.

Inclusive Education

Placement of students with disabilities in mainstream classrooms with required support services. It assumes curriculum adaptation rather than segregation as the default model.

Information and Communication Technology

Use of digital tools such as learning management systems, multimedia and online resources in instruction. It supports blended and flipped classroom models.

People and Environment

Covers ecosystems, biodiversity, climate change, pollution and conservation. Frequent items ask about greenhouse gases, ozone depletion causes and renewable versus non-renewable resources.

Higher Education System in India

Regulatory bodies include UGC, AICTE, NCTE and NMC. Landmark policies are the 1986 Education Policy, 1992 revision and the National Education Policy 2020.

Teaching Aids Classification

Projected aids include slides and film; non-projected include charts and models; audio aids include radio and recordings; activity aids include field trips and demonstrations.

Criterion of a Good Research Problem

It must be researchable, feasible, significant, ethical and clearly scoped. Vague or unmeasurable problems cannot yield testable hypotheses or defensible conclusions.

Steps of Research Process

Sequence: identify problem, review literature, formulate hypothesis, design study, collect data, analyse data, interpret results, report findings. Questions often ask the first or final step.

Standard Deviation Meaning

The square root of variance, expressing average dispersion of scores around the mean in the original units. Larger values indicate more heterogeneous group performance.

Normal Distribution Properties

Bell-shaped and symmetric about the mean. Approximately 68% of scores lie within one standard deviation, 95% within two and 99.7% within three.

Types of Test Items

Objective items include multiple choice, matching, true-false and completion, scored without judgement. Essay items are subjective, assessing organisation and higher-order expression.

Assertion-Reason Decision Rule

Check the assertion independently, then the reason independently, then whether the reason explains the assertion. Only the last step distinguishes the two correct-marking options.

Classroom Communication Barriers

Barriers are physical (noise, distance), semantic (jargon, ambiguity), psychological (prejudice, anxiety) and organisational (hierarchy, overload). Each needs a different remedy.