UPHESC Assistant Professor B.Ed PYQs

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.

Concept: The 42nd Constitutional Amendment (1976) moved education from the State List to the Concurrent List (entry 25).

1. Recommended by the Swaran Singh Committee.
2. Forests, weights & measures, wildlife and administration of justice were moved too.

Short trick: 42nd Amendment 1976 – “mini-constitution” – education concurrent.

Concept: The University Education Commission (Radhakrishnan, 1948-49) recommended Rural Universities to make rural India a centre of higher learning.

1. It proposed rural colleges around a central university, linked to agriculture and village life.
2. Calcutta University (Sadler) Commission 1917-19; Indian Education (Hunter) Commission 1882; Yash Pal Committee 2009.

Short trick: Radhakrishnan → Rural University.

Concept: UGC Academic Staff Colleges were set up (1987) under NPE 1986, not NEP 2020; they were renamed HRDCs in 2015.

1. Mudaliar Commission (1952-53) recommended multipurpose schools.
2. Acharya Ramamurti Committee (1990) reviewed NPE 1986 and examined the Navodaya Vidyalaya scheme.
3. NPE 1986 launched Operation Blackboard.

Short trick: ASC = 1986/87 policy, not 2020.

Concept: Dr. S. Radhakrishnan chaired the University Education Commission (1948-49), the first commission of free India.

1. D. S. Kothari chaired the Education Commission 1964-66.
2. Zakir Hussain chaired the Wardha (Basic Education) committee 1937.

Short trick: 1948 Radhakrishnan; 1952 Mudaliar; 1964 Kothari.

Concept: NEP 2020 replaces 10+2 with a 5+3+3+4 curricular structure (ages 3–18).

1. Foundational 5 years (3 pre-school + Classes 1–2).
2. Preparatory 3 (Classes 3–5), Middle 3 (6–8), Secondary 4 (9–12).

Short trick: 5-3-3-4 = Foundational, Preparatory, Middle, Secondary.

Concept: The Rehabilitation Council of India Act was passed in 1992; RCI became a statutory body on 22 June 1993.

1. RCI regulates training of special educators and rehabilitation professionals and maintains the Central Rehabilitation Register.
2. Amended in 2000.

Short trick: RCI Act 1992 → statutory 1993.

Concept: Speech defects are classified as functional (articulatory) defects, organic defects (cleft palate, etc.), delayed/retarded speech development, voice disorders and stuttering.

1. A sensory defect (hearing or vision loss) is a separate category of disability, not a type of speech defect.
2. Hearing loss may cause speech problems, but “sensory defect” is not a speech-defect class.

Short trick: Speech: functional, organic, delayed – sensory belongs to vision/hearing.

Concept: Lewis Terman’s longitudinal “Genetic Studies of Genius” (from 1921, ~1500 children with IQ 140+) found the gifted superior in physique, achievement, intelligence and personality.

1. This contradicted the myth that gifted children are weak or maladjusted.
2. Kolesnik gave a definition of the gifted; Barron worked on creativity.

Short trick: Terman – “Termites” – gifted are all-round superior.

Concept: The UN observed 1981 as the International Year of Disabled Persons (theme: full participation and equality).

1. It led to the World Programme of Action (1982) and the UN Decade of Disabled Persons (1983–92).
2. 3 December is the International Day of Persons with Disabilities (since 1992).

Short trick: 1981 Year → 1982 Programme → 1983-92 Decade.

Concept: In Indian special-education texts this definition is quoted from Crow and Crow: special education is education for those who differ from the average student in physical, mental, emotional or social characteristics.

1. The key idea is deviation from the average pupil in physical, emotional or social traits – exactly the wording of the statement.
2. Kirk (later with Gallagher) defines special education instead as the additional services and modifications of school practice designed for exceptional children.

Short trick: “Different from the average student” → Crow & Crow.