UPHESC Assistant Professor Education 2025 PYQs

Concept: F. W. Taylor, ‘father of scientific management’ (Principles of Scientific Management, 1911): time-and-motion study, standardisation, differential piece wage.

1. Administration as management – Henri Fayol.
2. Bureaucracy – Max Weber.
3. Time study is only one tool of Taylor’s scientific management.

Short trick: Taylor → Scientific; Fayol → Administrative; Weber → Bureaucratic.

Concept: PERT (Programme Evaluation and Review Technique, 1958) is a time-oriented network technique.

1. Steps: define objective → work-breakdown into activities/events → network → three time estimates (optimistic, most likely, pessimistic) → critical path → review.
2. Cost estimation/time–cost trade-off is the feature of CPM, not PERT.

Short trick: PERT = Time; CPM = Cost.

Concept: As printed, two options are both standard answers for the decision-making theory of administration, so no single option can be chosen.

1. Herbert A. Simon (Administrative Behavior, 1947) founded the decision-making approach: administration is essentially decision making under 'bounded rationality'.
2. Daniel E. Griffiths (Administrative Theory, 1959) gave the decision-making theory of educational administration – decision making is the central function of administration; educational-administration texts teach it as 'Griffiths' decision-making theory'.
3. Jesse Sears is linked with the administrative-process view, not decision making. So both (C) Griffiths and (D) Simon are correct – the question has two right options.

Short trick: Decision making: Simon (general administration) + Griffiths (educational administration).

Concept: Classical (traditional) management stressed rules, compliance and close supervision; the modern approach (systems, contingency, human-resource) emphasises the growth and development of the organisation and its people.

1. Compliance with rules and supervision of managers = traditional/bureaucratic control.
2. Modern approach is dynamic, open-system, participative and development (growth) oriented.

Short trick: Traditional = control & compliance; Modern = growth & development.

Concept: Tannenbaum, Weschler and Massarik (1961): ‘Leadership is interpersonal influence, exercised in a situation, and directed through the communication process toward the attainment of a specified goal or goals.’

1. Terry: leadership is the activity of influencing people to strive willingly for group objectives.
2. Koontz & O’Donnell: influence/art of inducing subordinates; McGregor: Theory X and Y.

Short trick: ‘Interpersonal influence … in a situation’ = Tannenbaum (also of the leadership continuum).

Concept: Affective domain (Krathwohl, Bloom & Masia, 1964): Receiving → Responding → Valuing → Organisation → Characterisation by a value.

1. Coordination belongs to the psychomotor domain (e.g., Dave: imitation, manipulation, precision, articulation/coordination, naturalisation).
2. Note: ‘Organisation’ is affective, ‘Coordination’ is psychomotor.

Short trick: Affective = R-R-V-O-C (Receive, Respond, Value, Organise, Characterise).

Concept: Michael Scriven (1967, ‘The Methodology of Evaluation’) coined the terms formative and summative evaluation (and also goal-free evaluation).

1. Formative – during the programme, for improvement.
2. Summative – at the end, for judging/certifying.
3. Criterion-referenced testing was introduced by Robert Glaser (1963).

Short trick: Scriven = Formative + Summative; Glaser = Criterion-referenced.

Concept: Test-retest: the same test is given twice to the same group after an interval; the correlation is the coefficient of stability.

1. Parallel/equivalent forms at the same time → equivalence.
2. Parallel forms with a time gap → stability and equivalence.
3. Split-half, KR-20, Cronbach’s alpha → internal consistency.

Short trick: Same test, two times = Stability.

Concept: Intelligence tests are validated against later school achievement (the criterion); a correlation of .74 shows how well intelligence scores predict achievement – predictive validity.

1. Correlation between two different tests is a validity coefficient, not reliability (reliability = same test/forms).
2. Intelligence → achievement is the classic predictor → criterion pair, so it is the predictive validity of the intelligence test.

Short trick: Predictor (intelligence) vs criterion (achievement) → predictive validity.

Concept: Measures of position (partition values) locate a score’s relative place in a distribution: percentiles, deciles, quartiles, percentile ranks.

1. Mean and mode are measures of central tendency.
2. Kurtosis is a measure of peakedness, so option B is not a measure of position.

Short trick: Position = P, D, Q (percentile, decile, quartile).

Concept: Item analysis of an achievement test computes difficulty value $p=\frac{R}{N}$ and discrimination index $D=\frac{R_U-R_L}{N/2}$ for each item to select good items.

1. Items have right/wrong answers in achievement tests, so ‘difficulty’ applies.
2. Attitude scales have no right answers – items are selected by t-values/scale values, not difficulty.
3. Reliability and validity are properties of the whole test.

Short trick: Difficulty + discrimination = item analysis of achievement test.

Concept: T-scores have mean 50 and SD 10, so $T=50+10Z$.

1. Z-score: mean 0, SD 1 – negatives and decimals are awkward.
2. Example: $Z=1.5\Rightarrow T=50+15=65$.
3. (Deviation IQ uses $100+15Z$.)

Short trick: T = 50 ± 10 per SD.

Concept: Formative evaluation is carried out during instruction to monitor learning progress and give feedback for improvement.

1. Placement – before instruction (entry behaviour).
2. Diagnostic – to locate persistent learning difficulties and their causes.
3. Summative – at the end, to grade/certify.

Short trick: During = Formative; End = Summative; Before = Placement; Why failing = Diagnostic.

Concept: NEP 2020 (para 24.4) says existing e-learning platforms such as DIKSHA, SWAYAM and SWAYAMPRABHA will be leveraged for creating virtual labs.

1. PARAKH is the National Assessment Centre (Performance Assessment, Review and Analysis of Knowledge for Holistic Development) – an assessment body, not a content platform.
2. So i, ii and iv.

Short trick: Labs on content platforms (DIKSHA, SWAYAM, SWAYAM PRABHA); PARAKH = assessment.

Concept: Robert Glaser (1962) gave the Basic Teaching Model with four components: instructional objectives → entering behaviour → instructional procedures → performance assessment (with feedback).

1. Skinner – linear programmed instruction.
2. Thomas F. Gilbert – mathetics.
3. Joyce & Weil – classified models of teaching into four families.

Short trick: Glaser’s BTM: O-E-I-P (Objectives, Entry, Instruction, Performance assessment).

Concept: EDUSAT (GSAT-3), India’s first satellite exclusively for education, was launched by ISRO on 20 September 2004 by GSLV-F01 from Sriharikota.

1. It provided interactive satellite-based distance education (virtual classrooms).
2. Earlier experiment: SITE (1975–76) using the American ATS-6 satellite.

Short trick: EDUSAT – 20-09-2004 (‘20-9-04’).

Concept: MOOC = Massive Open Online Course – unlimited participation, open access via the web (term coined 2008, Dave Cormier).

1. Order matters: Massive – Open – Online – Course (option D swaps Open and Online).
2. India’s MOOC platform: SWAYAM (2017).

Short trick: M-O-O-C in order: Massive, Open, Online, Course.

Concept: Norman A. Crowder (1960) developed branching (intrinsic) programming: multiple-choice frames route the learner to remedial or advanced frames.

1. Linear programming – B. F. Skinner (1954).
2. Mathetics – Thomas F. Gilbert (1962).
3. Guilford – structure of intellect model.

Short trick: Skinner = Linear; Crowder = Branching; Gilbert = Mathetics.

Concept: G. O. M. Leith (1967): ‘Educational technology is the systematic application of scientific knowledge about teaching-learning and conditions of learning to improve the efficiency of teaching and training.’

1. Richmond: concerned with providing appropriate learning situations, holding the instructional aims in view.
2. R. A. Cox: application of scientific processes to man’s learning conditions.

Short trick: ‘Scientific knowledge about learning … teaching and training’ = Leith.

Concept: Match each reform with the body that recommended it.

1. Common School System – Kothari Commission (1964–66) → III.
2. Navodaya Vidyalayas (pace-setting schools) – NPE 1986 → IV.
3. 4-year multidisciplinary UG programme – NEP 2020 → II.
4. Multipurpose schools – Mudaliar (Secondary Education) Commission 1952–53 → I.

Short trick: Kothari–Common school; Mudaliar–Multipurpose; 1986–Navodaya; 2020–4-yr UG.