UPHESC Assistant Professor B.Ed PYQs

Concept: J. P. Guilford linked creativity with divergent thinking – producing many varied, original answers to one problem.

1. Its components: fluency, flexibility, originality, elaboration.
2. Convergent thinking seeks the single correct answer – measured by intelligence tests.

Short trick: Creative = Divergent (many answers); IQ = Convergent (one answer).

Concept: Albert Bandura’s social learning (observational/modelling) theory – the Bobo doll experiment (1961).

1. Steps: attention, retention, reproduction, motivation.
2. Skinner – operant conditioning; Thorndike – trial and error; Bruner – discovery learning.

Short trick: Bandura – Bobo doll – learning by watching models.

Concept: Piaget’s four stages in order: Sensorimotor → Pre-operational → Concrete operational → Formal operational.

1. Sensorimotor (0–2 y): object permanence.
2. Pre-operational (2–7 y): egocentrism, symbolic play.
3. Concrete operational (7–11 y): conservation, reversibility.
4. Formal operational (11+ y): abstract, hypothetical reasoning. Order = (2), (1), (4), (3).

Short trick: “S-P-C-F” – Sensory, Pre, Concrete, Formal.

Concept: Thorndike’s theory of identical elements explains transfer of learning, not motivation.

1. McClelland – achievement motivation (need for achievement, affiliation, power).
2. Attribution theory (Weiner) – how causes we assign to success/failure affect motivation.
3. Maslow – hierarchy of needs.

Short trick: Identical elements → transfer of training (Thorndike).

Concept: Hawthorne effect: subjects change behaviour simply because they know they are being studied.

1. Named after Elton Mayo’s studies (1924–32) at the Hawthorne Works, Western Electric, Chicago – productivity rose under every condition.
2. It is a threat to internal/external validity of experiments.

Short trick: Being watched → behaviour changes = Hawthorne.

Concept: Concurrent validity = correlation of a test with a criterion measured at about the same time.

1. Here intelligence scores are correlated with present achievement scores – both available now.
2. Predictive validity needs a future criterion; content validity is judged by experts, not by correlation.
3. Test-retest is reliability (same test twice), not validity.

Short trick: Same time = Concurrent; future = Predictive.

Concept: Kuder Preference Record is an interest inventory (vocational interests), not an attitude scale.

1. Likert (1932) – summated ratings on 5-point agree–disagree scale.
2. Thurstone (1929) – equal-appearing intervals judged by experts.
3. Osgood’s semantic differential – bipolar adjectives.

Short trick: Kuder & Strong = interests; Likert, Thurstone, Osgood = attitudes.

Concept: Ex-post facto (causal-comparative) research is a quantitative design that studies causes after the effect has occurred.

1. Phenomenology – lived experiences; ethnography – culture of a group; grounded theory – theory built from data (Glaser & Strauss).
2. These three use interviews/observation and non-numerical analysis.

Short trick: Ex-post facto = “after the fact”, quantitative, non-experimental.

Concept: Type I error (α) = rejecting a true null hypothesis.

1. Its probability equals the level of significance (0.05 or 0.01).
2. Option (A) describes a Type II error (β) – accepting a false null hypothesis.

Short trick: Type I = false alarm (reject true H₀); Type II = miss.

Concept: Standard error of the mean = σ/√N; a homogeneous population has small σ, so sampling error is small.

1. Any sample from a homogeneous group resembles the population closely.
2. Heterogeneous populations need larger or stratified samples.

Short trick: Less variability → less sampling error.

Concept: A non-directional hypothesis states that a relationship/difference exists but not its direction.

1. Directional would say “positive/negative relationship” or “higher/lower”.
2. Null would say “there is no relationship”.

Short trick: “Relationship exists” without + / – → non-directional (two-tailed).

Concept: CCE (CBSE 2009, RTE 2009) covers scholastic and co-scholastic areas through both formative and summative assessment.

1. Formative assessments (FA1–FA4) – during learning.
2. Summative assessments (SA1, SA2) – end of term.
3. “Continuous” = regular; “comprehensive” = all aspects of growth.

Short trick: CCE = FA + SA.

Concept: Point biserial r is used when one variable is continuous and the other a true dichotomy (e.g. item right/wrong): $r_{pbis}=\frac{M_p-M_q}{{\sigma }_t}\sqrt{pq}$.

1. $M_p$, $M_q$ = means of the two groups, ${\sigma }_t$ = SD of all scores, p and q = proportions in each group.
2. (D) with $\frac{pq}{y}$ (y = ordinate of the normal curve) is the biserial r, used for an artificial dichotomy.
3. (C) is the Spearman–Brown prophecy formula; (B) is not a correlation formula.

Short trick: Point biserial → √(pq); biserial → pq/y.

Concept: Kuder–Richardson (KR-20, KR-21) reliability gives the coefficient of internal consistency.

1. Test-retest → coefficient of stability.
2. Parallel/equivalent forms → coefficient of equivalence.
3. Split-half → internal consistency (corrected by Spearman–Brown).

Short trick: Retest = Stability; Parallel = Equivalence; Split-half & KR = Internal consistency.

Concept: Validity depends on characteristics of the test itself – its length, item difficulty and discrimination, objectivity/reliability, clarity of directions.

1. A longer, more reliable and objective test is more valid; items that are too easy/hard lower it.
2. The examinee’s own level of intelligence is what is being measured, not a property of the test, so it is not listed as a factor of validity.

Short trick: Validity factors are test factors – length, difficulty, objectivity.

Concept: T-score is a standard score with mean 50 and SD 10: $T=50+10Z$.

1. Z-score has mean 0, SD 1; T removes negatives and decimals.
2. Example: Z = 1.5 → T = 65.

Short trick: T = 50 ± 10Z (McCall).

Concept: CBCS = Choice Based Credit System, introduced by UGC (2015) in higher education.

1. Students choose core, elective and skill/ability-enhancement courses, each carrying credits.
2. Grading is semester-based with CGPA.

Short trick: Choice first, then Credit – C-B-C-S.

Concept: The mean uses the value of every score ($\overline{X}=\frac{\mathrm{\Sigma }X}{N}$), so a change in any one score changes it.

1. Median depends only on the middle position; mode on the most frequent value.
2. Range depends only on the two extreme scores.

Short trick: Every score counts → Mean.

Concept: The 73rd Amendment (1992) created Panchayati Raj institutions and added the Eleventh Schedule (29 subjects).

1. Eleventh Schedule includes “Education, including primary and secondary schools” (item 17), adult and non-formal education, libraries.
2. The 74th Amendment (urban local bodies, Twelfth Schedule) does not list school education.

Short trick: 73 → Panchayat → 11th Schedule → primary & secondary schools.

Concept: Maharaja Sayajirao Gaekwad III introduced compulsory primary education in Amreli taluka of Baroda state in 1893, extended to the whole state in 1906.

1. Gokhale moved a bill for compulsory education in 1911 but it was rejected.
2. Macaulay’s Minute (1835) and Ripon (Hunter Commission 1882) did not introduce compulsion.

Short trick: Baroda, Amreli 1893 – Sayajirao – first success.