(a) What are national curricular objectives which can be achieved through heritage projects ?
(b) How are methods of history useful in the research of (a) science; (b) art and management studies ?
(c) In how many regional languages and local dialects ‘VividhBharati' programmes are broadcasted ?
(d) Write a review on two historical serials you have watched.
(e) What are Bharuds ? In which region / State this is popular ?
Choose the correct option :
The question asks us to identify which of the given questions assess the analytical aspect of the cognitive process. The analytical aspect involves breaking down information into its constituent parts, understanding the relationships between these parts, and identifying underlying structures or patterns. It requires higher-order thinking skills beyond simple recall or comprehension.
This question requires analyzing the relationship between two concepts: 'national curricular objectives' and 'heritage projects'. It involves understanding how specific projects contribute to broader educational goals, requiring analytical thinking to establish connections and justify the achievement.
This question demands an analysis of the application and utility of historical research methods across diverse fields like science, art, and management. It involves comparing, contrasting, and evaluating the usefulness of these methods in different contexts, which is a clear analytical task.
This question is primarily a factual recall question. It asks for a specific number ('how many') and does not require the respondent to break down information, analyze relationships, or make reasoned judgments. It tests knowledge or memory.
Writing a review involves analyzing the components of the historical serials (e.g., plot, character development, historical accuracy, presentation) and then evaluating them based on certain criteria. This process inherently involves breaking down the subject matter and forming a reasoned opinion, demonstrating analytical skills.
This question is focused on factual recall. It asks for a definition ('What are Bharuds?') and geographical information ('In which region / State...'). It does not require analysis of relationships or structures.
Based on the analysis, questions (a), (b), and (d) require the respondent to engage in analytical thinking by examining relationships, comparing concepts, or evaluating components.
Questions (c) and (e) primarily test factual recall or knowledge retrieval, which are lower levels of cognitive processing compared to analysis.
Therefore, the questions that assess the analytical aspect of the cognitive process are (a), (b), and (d).
| LIST-I (Principle) | LIST-II (Implication) |
| A. Encouraging student's deep approaches to learning objectives | I. Feed back should be embedded within assessment practices. |
| B. The summative and formative assessments to be learning oriented | II. Task design should be approached from a program-wide perspective. |
| C. Facilitating dialogic forms of feed back | III. Greater sense of ownership by students |
| D. Involving some personal student investment | IV. A variety of assessment for student motivation. |