MCQ
Sanskrit Assessment and Remedial Teaching MCQ - Practice Questions with Answers
Solve 8 Sanskrit Assessment and Remedial Teaching questions for RAS/RPSC preparation.
Practice questions
Q1A Class IV teacher asks each child to read the Sanskrit sentence 'अहं विद्यार्थी अस्मि' aloud and notes pronunciation slips on a checklist. In primary Sanskrit assessment, this practice is best classified as which form of evaluation?
Listening to each learner read a Sanskrit sentence aloud and recording pronunciation slips on a checklist is oral formative assessment. It happens during teaching, gathers immediate evidence about pronunciation and reading aloud, and helps the teacher plan the next remedial step. It is not a written summative test, a standardised norm-referenced test, or a silent-reading speed test. Therefore option A is correct.
Q2Arrange the four steps of a primary-Sanskrit remedial cycle in the correct order, beginning with what comes first. 1. Plan a small-group activity that targets the diagnosed difficulty 2. Identify the specific error pattern through an oral or written checklist 3. Re-test using a parallel item set and update the learner profile 4. Implement the activity and observe each child's response in class
A primary-Sanskrit remedial cycle starts with diagnosis (step 2: identify the specific error pattern). The teacher then plans a targeted small-group activity (step 1). The activity is implemented in class and learner responses are observed (step 4). Finally a parallel re-test updates each learner's profile and closes the cycle (step 3). The order 2-1-4-3 matches diagnose-plan-implement-evaluate, the same loop used in CCE-based primary remediation.
Q3A Class IV Sanskrit teacher lists the following six items in her remedial-cycle log for one term: (1) oral श्लोक recitation checklist (2) मात्रा-त्रुटि error tally (3) printed multiple-choice grammar paper for Class XII students (4) small-group flashcard drill on 'श'-'ष' contrast (5) parallel re-test on basic शब्द-रूप recognition (6) Sanskrit-language doctoral seminar abstract How many of these items genuinely fit the primary-Sanskrit assessment-and-remediation boundary at the Class III-V level?
Four items fit the primary boundary: the oral श्लोक recitation checklist (1), the मात्रा-त्रुटि error tally (2), the small-group flashcard drill on 'श'-'ष' contrast (4) and the parallel re-test on basic शब्द-रूप recognition (5). Item (3) is a Class XII paper and lies outside primary scope; item (6) is a doctoral seminar abstract and is far beyond Classes III-V audience and content. So the count is four.
Q4Under CCE for primary Sanskrit at the Class III-V level, which assessment frequency pattern is the most appropriate within a single school term?
CCE asks for assessment that is both continuous and comprehensive. In primary Sanskrit that means frequent low-stakes oral and written checks distributed across the term, supported by one summative review at the end. This pattern keeps the pressure low for Class III-V learners, lets the teacher react remedially during the term, and respects the spirit of RTE 2009 by avoiding a single make-or-break paper.
Q5Read the two statements about CCE in primary Sanskrit and choose the correct option. Statement I: CCE under RTE 2009 requires both scholastic and co-scholastic dimensions to be assessed continuously. Statement II: Under CCE, primary Sanskrit must be assessed only through one summative annual paper.
CCE means continuous and comprehensive evaluation. The continuous part rules out a single annual paper; the comprehensive part covers both scholastic and co-scholastic learning. Statement I matches this dual scope correctly. Statement II contradicts the continuous principle by reducing primary Sanskrit assessment to one summative annual test, which is exactly the practice CCE under RTE 2009 was introduced to replace.
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6Match each common primary-Sanskrit difficulty in List I with the most precise example in List II. List I — Difficulty P. वर्ण-उच्चारण error Q. मात्रा-त्रुटि R. सन्धि-पहचान error S. शब्द-रूप confusion List II — Example 1. Writing 'राम' as 'रम' 2. Saying 'श' in place of 'ष' 3. Reading 'नमस्ते' without recognising 'नमः + ते' 4. Writing the prathama plural of 'बालक' as 'बालकाः' but using it for the dvitiya case
7All of the following are accepted remedial techniques for a Class III learner who keeps confusing 'श' and 'ष', except one. Which technique is NOT appropriate at the primary stage?
8Consider the following statements about a Class V Sanskrit teacher's remedial plan. 1. The plan begins with identifying each learner's specific error pattern in वर्ण-उच्चारण. 2. The plan groups children into small flexible clusters based on the diagnosed difficulty. 3. The plan re-tests using the same item bank a week later to track progress. 4. The plan replaces all 'रुचिरा' chapter activities with English worksheets. Which combination is appropriate for a primary Sanskrit remedial cycle?