I85PREP
⌘ K
WB TET Primary study materials
WB TET Primary study resources

WB TET Primary practice questions

One question at a time. Build your WB TET Primary understanding.

First 50 of 200 questions. Each one lists the choices, the correct answer, and an explanation. The checker at the top of this page saves progress in this browser when it is available.

Continue in the practice tool above to load more questions, 50 at a time.

Question 1Child Development and Pedagogy

According to Piaget, a child who can sort buttons by colour and size at the same time, but who still cannot reason about abstract hypothetical statements, is most likely at which stage of cognitive development?

  1. Preoperational
  2. Concrete operational Correct answer.
  3. Formal operational
  4. Sensorimotor

Explanation

Classification on more than one criterion, together with conservation and reversibility, marks the concrete operational stage, which Piaget placed roughly between seven and eleven years. Thought at this stage stays tied to objects and events that can be seen or handled, so purely abstract hypothetical reasoning remains difficult. Formal operational thought, which brings abstract and hypothetical reasoning, appears later.

Question 2Child Development and Pedagogy

A pupil quickly senses when a classmate is upset, settles quarrels among friends and organises group games so that nobody is left out. In Gardner's theory, this pattern of strength is best described as

  1. Intrapersonal intelligence
  2. Linguistic intelligence
  3. Interpersonal intelligence Correct answer.
  4. Naturalistic intelligence

Explanation

Interpersonal intelligence is the capacity to perceive and respond to the moods, intentions and temperaments of other people, which is exactly what this pupil does. Intrapersonal intelligence, by contrast, concerns understanding one's own feelings and motives. Gardner treats these as separate intelligences rather than as expressions of one general ability.

Question 3Child Development and Pedagogy

A Class III child cannot solve a two-step subtraction problem alone but solves it correctly when the teacher asks guiding questions and then withdraws the hints. In Vygotsky's framework, the difference between the two performances defines

  1. the zone of proximal development Correct answer.
  2. Piaget's stage of concrete operations
  3. the child's measured mental age on a standard test
  4. the child's level of aspiration

Explanation

Vygotsky defined the zone of proximal development as the distance between what a learner can do unaided and what the learner can do with support from a more capable person. It is assessed through assisted performance rather than through a test taken alone, which is why the teacher's graded hints reveal it. Teaching is held to be most effective when it is aimed at this zone.

Question 4Child Development and Pedagogy

A pupil argues that a rule should be kept because it protects everyone's safety and was agreed by the whole school community, and that the reason behind the rule matters more than its exact wording. In Kohlberg's scheme this reasoning belongs to

  1. conventional good-boy and good-girl orientation
  2. postconventional social-contract orientation Correct answer.
  3. preconventional punishment-and-obedience orientation
  4. preconventional instrumental exchange orientation

Explanation

Postconventional reasoning judges rules against underlying principles, and the social-contract orientation sees rules as agreements that may be questioned when they stop serving the common good. The pupil's appeal to shared agreement and to the purpose behind the rule fits that orientation. Preconventional and conventional levels stay with consequences, personal exchanges or group approval.

Question 5Child Development and Pedagogy

A newborn first gains control of the neck muscles, later of the trunk and arms, and only afterwards of the legs. In the study of development, this head-to-foot sequence is known as

  1. the proximodistal direction
  2. the direction of differentiation
  3. the direction of canalisation
  4. the cephalocaudal direction Correct answer.

Explanation

Cephalocaudal development, literally head to tail, describes the pattern in which motor control and physical growth proceed from the head downwards. Proximodistal development is the companion principle, running from the centre of the body outwards to the limbs. Both describe typical sequences rather than exact timetables that every child must follow.

Question 6Child Development and Pedagogy

Whenever a class submits its project work on time, the teacher cancels the Friday homework for the whole class, and on-time submission becomes more frequent. In operant conditioning terms, the teacher's action is

  1. negative reinforcement Correct answer.
  2. extinction
  3. positive reinforcement
  4. punishment

Explanation

Reinforcement is any consequence that increases the behaviour it follows, and negative reinforcement works by removing an unpleasant stimulus when that behaviour occurs. Here homework, which the class evidently finds aversive, is taken away and on-time submission increases. Punishment would decrease the behaviour, and extinction would mean no longer responding to it at all.

Question 7Child Development and Pedagogy

A five-year-old says 'I goed to the market' even though no one at home uses that form. This error is best explained by

  1. imitation of adult speech heard at home
  2. reinforcement of correct forms by parents
  3. a lack of exposure to the language
  4. an inborn rule-governed language capacity Correct answer.

Explanation

Overgeneralising a regular past-tense rule to an irregular verb shows the child actively constructing grammar rather than copying what is heard. Chomsky's account explains this with an innate capacity that enables children to extract rules from the speech around them. Imitation and reinforcement cannot account for a form the child has never heard from adults.

Question 8Child Development and Pedagogy

A Class V pupil repeatedly compares her work with classmates' and becomes anxious about being laughed at when an answer is wrong. Following Erikson's stage of industry versus inferiority, the teacher's most supportive action is to

  1. praise the child regardless of the work done
  2. display the best pupil's work as a model each week
  3. assign only tasks the child can already do easily
  4. set achievable tasks and give feedback on effort Correct answer.

Explanation

In Erikson's industry versus inferiority stage, roughly the primary-school years, children need to experience success in tasks they value in order to develop a sense of competence. Achievable but genuinely challenging tasks with specific feedback on effort let the pupil attribute success to her own work. Empty praise or comparisons with a stronger pupil do not build that sense of industry.

Question 9Child Development and Pedagogy

Two teachers discuss a pupil's incorrect answer in mathematics. From a constructivist perspective, the most defensible first response is to

  1. probe the reasoning that produced the answer Correct answer.
  2. mark the answer wrong and move to the next child
  3. send the child for extra drilling after school
  4. supply the correct answer for the child to copy

Explanation

Constructivism treats learners as actively building understanding, so an incorrect answer is evidence of the mental model the child is currently using. Probing the reasoning exposes misconceptions that can then be challenged with examples and questions. Simply marking, telling or drilling leaves the underlying model untouched.

Question 10Child Development and Pedagogy

At the end of each lesson a teacher collects a two-minute slip on which pupils write one thing they understood and one thing still unclear. The main purpose of this practice is to

  1. rank pupils in order of achievement
  2. decide which pupils are eligible for the board examination
  3. supply marks for the terminal report card
  4. adjust the next lesson using evidence of learning Correct answer.

Explanation

A short end-of-lesson check is formative assessment: its purpose is to give the teacher and the pupils immediate evidence about learning while the teaching can still be changed. The responses guide revision, grouping and the pace of the next lesson rather than producing a grade. Summative and ranking uses come later in the cycle, from other evidence.

Question 11Child Development and Pedagogy

An eight-month-old infant lifts a cloth to find a rattle that is partly hidden, but makes no attempt to search once the rattle is completely covered. In Piaget's theory, this behaviour indicates that the infant

  1. has not yet developed the reflex of sucking and grasping
  2. is showing stranger anxiety typical of the sensorimotor stage
  3. has not yet acquired object permanence Correct answer.
  4. is in the concrete operational stage but cannot yet decentre

Explanation

Object permanence is the understanding that an object continues to exist when it is no longer visible, and Piaget placed its gradual achievement towards the end of the sensorimotor period. An infant who searches for a partly visible object but gives up when it is fully hidden is still acting as if the object has ceased to exist. The partial-hiding success shows the search scheme is developing, not that a later stage has begun.

Question 12Child Development and Pedagogy

A three-year-old at a zoo points to a zebra and calls it a 'horse'. After her mother says, 'That is a zebra, look at its stripes', the child later names it correctly. Piaget would describe the child's first naming as

  1. conservation, because she kept the animal's identity unchanged despite its stripes
  2. accommodation, because she revised her existing schema after the correction
  3. equilibration, because she resolved the conflict between what she saw and what she already knew
  4. assimilation, because she fitted the new animal into an existing schema Correct answer.

Explanation

Assimilation occurs when new information is interpreted through a schema the child already possesses, so a striped animal is initially taken into the existing 'horse' category. Only when the mismatch is noticed and the category itself is modified does accommodation occur. The mother's correction creates the disequilibrium that prompts that revision.

Question 13Child Development and Pedagogy

Asked why a pupil should not take a classmate's pencil without asking, a Class II child answers, 'Because the teacher will punish me if I take it.' In Kohlberg's theory of moral development, this reasoning belongs to

  1. the social contract orientation
  2. the punishment and obedience orientation Correct answer.
  3. the universal ethical principles orientation
  4. the interpersonal concordance orientation

Explanation

At the first, preconventional level Kohlberg placed a punishment and obedience orientation, in which the rightness of an act is judged by whether it avoids punishment from a powerful figure. The child does not appeal to the approval of others, to agreed rules or to abstract principles. This is why the teacher's authority, rather than the fairness of the rule, decides the answer.

Question 14Child Development and Pedagogy

A Class I pupil talks aloud to herself while arranging blocks, saying, 'First the big one, then this one.' As she becomes more skilled, the audible speech fades into silent lip movements. Vygotsky's interpretation of this change is that

  1. the speech is a sign of language delay and should be referred for remediation
  2. the speech is mere imitation of the teacher and carries no cognitive function
  3. the private speech is a self-regulating tool that later becomes inner speech Correct answer.
  4. the speech is egocentric and will disappear completely once the child turns seven

Explanation

For Vygotsky, self-directed speech begins as social speech, is taken over by the child to plan and guide action, and is gradually internalised as inner speech. Its disappearance from the audible level is therefore a sign of growing self-regulation, not of egocentrism or deficit. Piaget, by contrast, treated such speech as egocentric and expected it simply to die out.

Question 15Child Development and Pedagogy

A five-year-old in the preparatory class invents a new game each day, assigns roles to friends and insists on her own rules. After repeated ridicule from an adult she stops proposing games and asks permission before starting anything. In Erikson's theory this change reflects

  1. a failure in the trust versus mistrust stage
  2. a failure in the industry versus inferiority stage
  3. a failure in the initiative versus guilt stage Correct answer.
  4. a failure in the identity versus role confusion stage

Explanation

Erikson placed initiative versus guilt in the play age, roughly three to six years, when the child's purposeful planning, inventing and leading are either supported or made a source of guilt. Ridicule at this point teaches the child that self-initiated activity is wrong, producing hesitation and over-asking of permission. Supportive adults let the child try ideas within safe limits so that initiative survives.

Question 16Child Development and Pedagogy

A teacher notices that several pupils have begun using the same courteous phrase she uses whenever she returns a borrowed book, although she never taught the phrase. This change is best explained by

  1. operant shaping through reinforcement of successive approximations
  2. latent learning that occurs without any reinforcement or observation
  3. observational learning through modelling of the teacher's behaviour Correct answer.
  4. classical conditioning through repeated association with a stimulus

Explanation

Bandura's social learning account holds that pupils acquire new behaviours by observing a model and later reproducing them, without the model deliberately teaching or reinforcing the response. The teacher's consistent example supplies the model, and imitation follows. Reinforcement may strengthen the behaviour afterwards but is not needed to explain how the pupils first acquired it.

Question 17Child Development and Pedagogy

Children everywhere acquire the grammar of their mother tongue in a broadly similar order without explicit instruction, and children deprived of language exposure in early childhood rarely reach full grammatical competence later. In pedagogy these observations are most often used to support

  1. an innate language acquisition device that operates within a sensitive period Correct answer.
  2. the view that language learning depends mainly on copying adult utterances
  3. Skinner's view that verbal behaviour is shaped by reinforcement and imitation
  4. the view that grammar must be taught explicitly and formally from Class I

Explanation

Chomsky argued that the speed, uniformity and creativeness of first-language acquisition point to an inborn capacity for grammar, and later work added that this capacity is easiest to activate in early childhood. The poverty of the input, the mistakes children make that they never hear, and the difficulty of later acquisition all fit a sensitive-period explanation. Behaviourist accounts struggle to explain the creativity of child language.

Question 18Child Development and Pedagogy

A teacher reports that a pupil reads a Class III text at sixty words per minute with ninety-five per cent accuracy, judged against the reading competency listed in the syllabus, without comparing the pupil with classmates. This report is an example of

  1. norm-referenced measurement of reading ability
  2. ipsative assessment against the pupil's own earlier performance
  3. criterion-referenced assessment against a defined competency Correct answer.
  4. summative grading carried out on a curve

Explanation

Criterion-referenced assessment interprets a pupil's performance in relation to a specified standard or competency rather than to the performance of other pupils. Because the report names a syllabus competency and a fixed criterion, it tells us what the pupil can do, not where the pupil stands in the group. Norm-referenced reporting, by contrast, would place the score against class or state averages.

Question 19Child Development and Pedagogy

A Class IV pupil speaks fluently, does well in oral mathematics, but persistently reverses letters, reads very slowly and cannot copy words accurately from the blackboard, although vision has been tested and found normal and teaching has been adequate. The most appropriate first step for the teacher is to

  1. arrange a further vision test and postpone all action until it is done
  2. screen for a specific reading disability and give structured phonics support Correct answer.
  3. treat the pupil as careless and assign extra copying as a penalty
  4. move the pupil to a lower class where the reading load is lighter

Explanation

The pattern of normal oral ability, normal vision and persistent difficulty with letter recognition, slow reading and copying is characteristic of a specific learning disability in reading, commonly called dyslexia. Early screening followed by explicit, structured phonics and multisensory support is the recommended response, since such pupils learn to read through different and more intensive routes. Lowering expectations or punishing the pupil compounds the difficulty.

Question 20Child Development and Pedagogy

Two pupils both score well in a science test. One says she studied because she wanted to understand how plants make food; the other says he studied because he wanted to beat his cousin in the test. Research on achievement motivation predicts that, other things being equal, the first pupil is more likely to

  1. persist on difficult tasks and choose challenging work later on Correct answer.
  2. show learned helplessness after a single failure in science
  3. avoid challenging tasks and give up quickly when work becomes hard
  4. depend on external rewards before putting in any effort

Explanation

Studying for understanding reflects a mastery goal and intrinsic interest, and mastery goals are consistently linked with deeper strategy use, persistence after setbacks and a preference for challenging tasks. Studying to beat another pupil reflects a performance goal tied to external comparison, which is more fragile when difficulties appear. The prediction therefore concerns persistence and task choice, not immediate test scores.

Question 21Child Development and Pedagogy

A Class V pupil spends several days building a working model of a water pump, compares it with models made by classmates and asks the teacher to display it in the classroom. In Erikson's theory, the conflict being negotiated at this stage is

  1. identity versus role confusion
  2. autonomy versus shame and doubt
  3. industry versus inferiority Correct answer.
  4. trust versus mistrust

Explanation

Erikson places the primary school years in the industry versus inferiority stage. Children seek to master culturally valued skills and gain recognition from peers and adults; repeated failure or ridicule can foster a sense of inferiority. The other conflicts belong to infancy, early childhood and adolescence respectively.

Question 22Child Development and Pedagogy

During free play, four-year-old Rina and three classmates sit at the same table with building blocks. Each child builds a separate tower, occasionally glancing at the others, but no child shares blocks or joins another's structure. This behaviour illustrates

  1. solitary play
  2. cooperative play
  3. associative play
  4. parallel play Correct answer.

Explanation

Parallel play is marked by children playing side by side with similar materials but without organising a shared activity or exchanging roles. Solitary play involves playing alone without attention to others, associative play involves some interaction without a common goal, and cooperative play involves shared rules and roles.

Question 23Child Development and Pedagogy

On a standardised test, a 10-year-old pupil obtains a mental age of 12 years. Using Stern's original ratio formula, the pupil's IQ is

  1. 125
  2. 100
  3. 83
  4. 120 Correct answer.

Explanation

The ratio IQ is calculated as (mental age divided by chronological age) multiplied by 100. Here (12 divided by 10) multiplied by 100 equals 120. An IQ of 83 would result from reversing the ages, while 100 indicates mental age equal to chronological age.

Question 24Child Development and Pedagogy

A four-year-old is seated in front of a model with a tree on her left and a house on her right. When asked what a doll placed on the opposite side of the model can see, she replies, 'The tree, because it is on my left.' This reply most directly illustrates

  1. egocentric perspective taking Correct answer.
  2. conservation of space
  3. object permanence
  4. reversibility of thought

Explanation

In Piaget's preoperational stage, children often fail to distinguish their own viewpoint from another's, a limitation called egocentrism. The child reports what she sees rather than what the doll would see from its position. Conservation and reversibility are concrete-operational achievements, and object permanence concerns the continued existence of hidden objects.

Question 25Child Development and Pedagogy

A Class IV pupil reads and writes at grade level but consistently confuses place value, cannot recall basic number facts and fails to judge which of two quantities is larger. Sensory, emotional and attendance factors have been ruled out. The most appropriate description is

  1. dyscalculia Correct answer.
  2. dyspraxia
  3. dyslexia
  4. dysgraphia

Explanation

Dyscalculia is a specific learning disability that affects number sense, arithmetic fact retrieval and understanding of place value, while general reading and writing may remain intact. Dyslexia chiefly affects word reading and spelling, dysgraphia affects handwriting and written expression, and dyspraxia affects motor coordination.

Question 26Child Development and Pedagogy

A science teacher asks pupils to 'plan a simple investigation to find out whether seeds need light to germinate, and list the steps and materials you would use.' In Bloom's revised taxonomy, this task is primarily at the level of

  1. applying
  2. remembering
  3. analysing
  4. creating Correct answer.

Explanation

Creating involves putting elements together to form a coherent new product or plan, such as designing an investigation. Remembering requires retrieval of facts, applying requires using a procedure in a familiar situation, and analysing requires breaking material into parts and examining relationships.

Question 27Child Development and Pedagogy

A teacher maintains a checklist of specific competencies for each pupil, such as 'reads a Class II text aloud with at least 90 per cent accuracy' and 'writes a five-sentence paragraph with correct subject-verb agreement'. She marks each competency as achieved or not achieved and does not rank pupils against one another. This assessment is best described as

  1. summative assessment at the end of a term
  2. criterion-referenced assessment Correct answer.
  3. norm-referenced standardised testing
  4. ipsative assessment using earlier work

Explanation

Criterion-referenced assessment compares a pupil's performance with pre-specified learning criteria rather than with the performance of a norm group. The checklist states the criteria and records individual mastery, which is the defining feature. Norm-referenced assessment ranks pupils, ipsative assessment compares a pupil with earlier performance, and summative assessment summarises achievement at the end of a period.

Question 28Child Development and Pedagogy

A group of pupils who already read library books for pleasure is offered a small prize for every book completed. After the prizes are withdrawn, their voluntary reading falls below the earlier level. The most likely explanation is

  1. observational learning of reading habits
  2. negative reinforcement of reading
  3. the overjustification effect Correct answer.
  4. classical conditioning of reading behaviour

Explanation

The overjustification effect occurs when an expected external reward undermines existing intrinsic interest, so the activity is later performed less often once the reward stops. Classical conditioning, negative reinforcement and observational learning do not explain the decline in an already enjoyable activity.

Question 29Child Development and Pedagogy

A child correctly answers conservation-of-number questions using counters but fails conservation-of-liquid questions using the same amount of water in different beakers. Piaget described this uneven application of the same logical operation across different content areas as

  1. horizontal decalage Correct answer.
  2. reversibility of thought
  3. centration on one feature
  4. vertical decalage in stages

Explanation

Horizontal decalage refers to a child's ability to apply a newly acquired operation, such as conservation, to some tasks before others. Vertical decalage refers to the progressive reconstruction of an operation across stages, centration is focusing on one perceptual feature, and reversibility is the operation itself.

Question 30Child Development and Pedagogy

Pupils in a coastal village solve oral word problems about fishing nets, tides and boat loads quickly and accurately, but perform poorly on equivalent textbook problems about tractors and fields. The most appropriate interpretation is that

  1. a lack of motivation for textbook mathematics
  2. a specific mathematics learning disability
  3. situated learning tied to familiar cultural practices Correct answer.
  4. a general intellectual deficit across all school subjects

Explanation

Situated cognition holds that thinking and problem solving are shaped by the cultural practices and contexts in which they occur. The pupils' competence with familiar fishing contexts shows that their difficulty lies in transferring school tasks to unfamiliar settings, not in a general deficit. Intelligence, disability and motivation do not follow from a context-specific difference alone.

Question 31Child Development and Pedagogy

A child who has so far used the word 'bird' only for sparrows sees a pigeon, calls it a 'bird', and, after the teacher points out its different features, changes her 'bird' category so that pigeons are included. In Piaget's theory, this revision of an existing schema is called

  1. assimilation
  2. accommodation Correct answer.
  3. conservation
  4. centration

Explanation

In Piaget's theory, accommodation is the modification of an existing schema to fit new experience. The child's bird category changed once the pigeon's features were pointed out, so the schema was revised rather than merely applied to a new object.

Question 32Child Development and Pedagogy

A Class III pupil from a deprived background reaches school without breakfast and cannot concentrate on the mathematics worksheet. In Maslow's hierarchy, the need that must be satisfied before belonging, esteem or learning needs can motivate this pupil is the

  1. self-actualisation need
  2. need for belonging
  3. physiological need Correct answer.
  4. esteem need

Explanation

Maslow arranged needs in a hierarchy in which physiological needs such as hunger and sleep are prepotent. A pupil who has not eaten is dominated by that deficit, so attention to belonging, esteem or self-actualisation is unlikely until the hunger is addressed.

Question 33Child Development and Pedagogy

In a nursery observation, a two-year-old plays happily while her mother is in the room, is distressed when the mother leaves, and is quickly comforted when the mother returns. In Ainsworth's classification, this pattern indicates

  1. secure attachment Correct answer.
  2. disorganised attachment
  3. insecure-avoidant attachment
  4. insecure-resistant attachment

Explanation

In Ainsworth's strange-situation procedure, securely attached infants use the caregiver as a base for exploration, show distress at separation and are readily soothed on reunion. Quick comfort after the mother's return, together with confident play in her presence, is the defining sign of secure attachment.

Question 34Child Development and Pedagogy

A Class IV pupil cannot solve a two-step word problem alone, but succeeds when the teacher asks guiding questions such as 'What are we asked to find?' and then gradually withdraws these prompts. This approach is best grounded in

  1. Thorndike's law of exercise
  2. Kohlberg's stage of moral reasoning
  3. the zone of proximal development Correct answer.
  4. Piaget's concept of readiness

Explanation

Vygotsky's zone of proximal development is the gap between what a learner can do alone and what the learner can do with skilled assistance. The teacher's guiding questions, followed by gradual withdrawal of support, are scaffolding that works inside this zone.

Question 35Child Development and Pedagogy

Asked why copying in a test is wrong, a Class V pupil replies, 'Because copying is against the rule made for all of us, and if we break it nobody can trust our marks.' This reasoning best fits Kohlberg's

  1. social-order-maintaining orientation Correct answer.
  2. punishment and obedience orientation
  3. good boy–good girl orientation
  4. universal ethical principle orientation

Explanation

At Kohlberg's conventional level, social-order-maintaining (Stage 4) reasoning treats right action as doing one's duty and upholding shared rules because the group's order and trust depend on them. The pupil justifies honesty by the rule's function for everyone, not by fear of punishment or by wanting approval.

Question 36Child Development and Pedagogy

During group work a pupil quickly notices that a quiet classmate is upset, comforts her, and then persuades two arguing friends to settle their quarrel. In Gardner's theory of multiple intelligences, this strength is best classified as

  1. interpersonal intelligence Correct answer.
  2. logical-mathematical intelligence
  3. intrapersonal intelligence
  4. naturalistic intelligence

Explanation

Gardner's interpersonal intelligence is the capacity to perceive and respond to the moods, intentions and feelings of other people. Noticing a classmate's distress and mediating a quarrel between friends are clear indicators of this strength.

Question 37Child Development and Pedagogy

A two-year-old says 'Papa shoe' while pointing at her father's slipper and 'Mummy go' at the door. The main feature of these utterances is that

  1. function words and inflections are omitted Correct answer.
  2. question forms have already been mastered
  3. a single word is overextended to a whole category
  4. subject and object are reversed in order

Explanation

Telegraphic speech is the stage at which children keep the content words of a message but drop articles, prepositions, auxiliaries and inflections, as in 'Papa shoe'. The meaning is clear even though the grammatical morphemes are missing.

Question 38Child Development and Pedagogy

When a teacher dictates six separate instructions for a craft activity, most Class II pupils lose track, but when the same instructions are given as three grouped steps the pupils follow them successfully. The best explanation is that

  1. echoic memory holds sound information for several minutes
  2. Class II pupils cannot process spoken instructions
  3. long-term memory has an unlimited capacity
  4. working memory holds only a few chunks at a time Correct answer.

Explanation

Working memory is limited in capacity, and grouping items into meaningful chunks reduces the number of units that must be held at once. Three grouped steps impose a lighter load than six separate instructions, so the pupils can retain and act on them.

Question 39Child Development and Pedagogy

A teacher finds that a new number-readiness test gives nearly the same scores when the same pupils are retested a week later, but those scores do not predict how well the pupils perform on the school's own number tasks. The most accurate description of the test is that it is

  1. both reliable and valid
  2. neither reliable nor valid
  3. valid but not reliable
  4. reliable but not valid Correct answer.

Explanation

Reliability is the consistency of scores across occasions or forms, while validity is the extent to which a test measures what it is meant to measure. Stable retest scores establish reliability, but poor prediction of the school's number tasks shows that the test lacks validity for that purpose.

Question 40Child Development and Pedagogy

A Class III pupil can arrange ten sticks from shortest to longest and can order beads by size, but when shown seven red beads and three blue beads and asked 'Are there more red beads or more beads?', she answers 'More red beads'. Her difficulty is best explained as a failure of

  1. conservation of number
  2. class inclusion Correct answer.
  3. seriation
  4. transductive reasoning

Explanation

Class inclusion is the understanding that a superordinate class includes its subclasses, so the whole set of beads must outnumber the red beads alone. The pupil can order the sticks, which shows seriation, but she compares the red beads with the whole set as though the two were unrelated classes.

Question 41Language I (first language: Bengali / Hindi / Urdu / Nepali / Santali / Telugu / Oriya / Santhali as offered)

বাংলা বর্ণমালায় স্বরবর্ণের সংখ্যা কত?

  1. ১১ Correct answer.
  2. ৩৯
  3. ৭
  4. ১০

Explanation

বাংলা বর্ণমালায় স্বরবর্ণ ১১টি: অ, আ, ই, ঈ, উ, ঊ, ঋ, এ, ঐ, ও, ঔ। ব্যঞ্জনবর্ণ ৩৯টি। তাই সঠিক উত্তর ১১।

Question 42Language I (first language: Bengali / Hindi / Urdu / Nepali / Santali / Telugu / Oriya / Santhali as offered)

‘পাখি’ শব্দের সমার্থক শব্দ কোনটি?

  1. পশু
  2. সরীসৃপ
  3. মাছ
  4. পক্ষী Correct answer.

Explanation

‘পাখি’ শব্দের সমার্থক শব্দ হলো ‘পক্ষী’, ‘বিহঙ্গ’, ‘খগ’ ইত্যাদি। ‘পশু’, ‘মাছ’ ও ‘সরীসৃপ’ ভিন্ন প্রাণী বোঝায়, তাই এগুলো সমার্থক নয়।

Question 43Language I (first language: Bengali / Hindi / Urdu / Nepali / Santali / Telugu / Oriya / Santhali as offered)

‘উপকার’ শব্দের বিপরীত শব্দ কী?

  1. নিরুপকার
  2. সুকার
  3. প্রতিকার
  4. অপকার Correct answer.

Explanation

‘উপকার’ শব্দের বিপরীত শব্দ ‘অপকার’। ‘প্রতিকার’ অর্থ প্রতিবিধান, ‘সুকার’ কোনো শব্দ নয়, ‘নিরুপকার’ অর্থ উপকারহীন-এগুলো বিপরীতার্থক নয়।

Question 44Language I (first language: Bengali / Hindi / Urdu / Nepali / Santali / Telugu / Oriya / Santhali as offered)

‘বিদ্যা + আগম’ = বিদ্যাগম - এতে কোন সন্ধি হয়েছে?

  1. বৃদ্ধি সন্ধি
  2. দীর্ঘ সন্ধি Correct answer.
  3. যণ সন্ধি
  4. গুণ সন্ধি

Explanation

বিদ্যা (আ-কারান্ত) + আগম (আ-কারাদি) = বিদ্যাগম; আ + আ = আ (দীর্ঘ) হয়। তাই এটি দীর্ঘ সন্ধি। গুণ সন্ধিতে অ/আ + ই/ঈ = এ, বৃদ্ধি সন্ধিতে অ/আ + এ/ঐ = ঐ, এবং যণ সন্ধি ণ-সংক্রান্ত।

Question 45Language I (first language: Bengali / Hindi / Urdu / Nepali / Santali / Telugu / Oriya / Santhali as offered)

‘রাজপুত্র’ শব্দটি কোন সমাসের উদাহরণ?

  1. কর্মধারয়
  2. ষষ্ঠী তৎপুরুষ Correct answer.
  3. দ্বন্দ্ব
  4. বহুব্রীহি

Explanation

‘রাজপুত্র’ = রাজার পুত্র; এখানে ‘রাজার’ পদটি ষষ্ঠী বিভক্তিতে আছে এবং সমাসে তা লুপ্ত হয়েছে। তাই এটি ষষ্ঠী তৎপুরুষ সমাস। কর্মধারয়-এ বিশেষণ-বিশেষ্য, বহুব্রীহি-তে অন্য অর্থ, দ্বন্দ্ব-এ দুটি স্বতন্ত্র পদ থাকে।

Question 46Language I (first language: Bengali / Hindi / Urdu / Nepali / Santali / Telugu / Oriya / Santhali as offered)

‘গঙ্গায় স্নান করি’ - বাক্যে ‘গঙ্গায়’ পদটি কোন কারকে কোন বিভক্তি?

  1. করণ কারকে ৩য়া
  2. অধিকরণ কারকে ৭মী (এ) Correct answer.
  3. কর্ম কারকে ২য়া
  4. অপাদান কারকে ৫মী

Explanation

‘গঙ্গায় স্নান করি’ - ক্রিয়ার স্থান বা অধিকরণ বোঝাচ্ছে, তাই এটি অধিকরণ কারক। এখানে ‘এ’ বিভক্তি (৭মী) যুক্ত হয়েছে। কর্ম কারকে ২য়া, করণে ৩য়া, অপাদানে ৫মী হয়।

Question 47Language I (first language: Bengali / Hindi / Urdu / Nepali / Santali / Telugu / Oriya / Santhali as offered)

‘সে প্রতিদিন স্কুলে যায়’ - বাক্যটির ক্রিয়াপদ কোন কালের?

  1. পুরাঘটিত বর্তমান
  2. সাধারণ বর্তমান Correct answer.
  3. ঘটমান বর্তমান
  4. সাধারণ ভবিষ্যৎ

Explanation

‘প্রতিদিন’ শব্দটি নিত্য বা সাধারণ বর্তমান কালের নির্দেশক। ‘যায়’ ক্রিয়াপদ সাধারণ বর্তমান কালের উদাহরণ। ঘটমান বর্তমানে ‘যাচ্ছে’, ভবিষ্যতে ‘যাবে’, পুরাঘটিত বর্তমানে ‘গিয়েছে’ হয়।

Question 48Language I (first language: Bengali / Hindi / Urdu / Nepali / Santali / Telugu / Oriya / Santhali as offered)

ণত্ব বিধি অনুসারে ‘ণ’ হয় কোন অবস্থায়?

  1. অ, আ-এর পর
  2. ঋ, র, ষ-এর পর Correct answer.
  3. ক-এর পর
  4. ই, উ-এর পর

Explanation

ণত্ব বিধি অনুসারে ঋ, ৠ, র, ষ-এর পর তৎসম শব্দে ‘ন’ স্থানে ‘ণ’ হয়। যেমন: ঋণ, রণ, মাষ+ণ। অ, আ, ই, উ বা ক-এর পরে সাধারণত ‘ন’ থাকে।

Question 49Language I (first language: Bengali / Hindi / Urdu / Nepali / Santali / Telugu / Oriya / Santhali as offered)

‘যদি বৃষ্টি হয়, তবে মাঠ ভিজবে’ - বাক্যটি কোন ধরনের?

  1. সরল বাক্য
  2. জটিল বাক্য Correct answer.
  3. মিশ্র বাক্য
  4. যৌগিক বাক্য

Explanation

এ বাক্যে একটি প্রধান খণ্ডবাক্য (‘মাঠ ভিজবে’) এবং একটি অধীনস্থ খণ্ডবাক্য (‘যদি বৃষ্টি হয়’) রয়েছে। দুটি বা তার বেশি খণ্ডবাক্য যখন একটি প্রধান বাক্যের অধীন হয়, তখন তাকে জটিল বাক্য বলে। সরল বাক্যে একটিই সমাপিকা ক্রিয়া, যৌগিকে দুটি স্বতন্ত্র বাক্য।

Question 50Language I (first language: Bengali / Hindi / Urdu / Nepali / Santali / Telugu / Oriya / Santhali as offered)

বাংলা ভাষায় ‘ঢ’ ধ্বনিটি কোন শ্রেণির?

  1. কম্পন ধ্বনি
  2. নাসিক্য ধ্বনি
  3. পার্শ্বিক ধ্বনি
  4. স্পর্শ ধ্বনি Correct answer.

Explanation

‘ঢ’ একটি স্পর্শ ধ্বনি, কারণ এটি জিহ্বার দ্বারা তালু বা দন্তমূল স্পর্শ করে উচ্চারিত হয়। নাসিক্য ধ্বনি নাক দিয়ে, পার্শ্বিক ধ্বনি জিহ্বার পাশ দিয়ে, কম্পন ধ্বনি কণ্ঠ কম্পনের মাধ্যমে উচ্চারিত হয়।