sanskrit-evaluation-sa-l2 MCQ — 10 Practice Questions with Answers

Explanation

The key is B because a praśna-patra blueprint, built on Tyler's objective model, maps every test item to a stated learning objective and skill with planned marks per cell, keeping coverage and weighting balanced. A confuses length with planning; C wrongly fixes all items at the remember level, under-sampling higher Bloom levels; D claims pre-ranking, which a blueprint never does. Only B states the objective-to-item mapping that is the blueprint's defining purpose.

Explanation

The key is A because the standard attributions are: Bloom's six-level cognitive taxonomy, Vygotsky's zone of proximal development, Krashen's affective filter, and Tyler's objective model. B, C and D each rotate or swap these pairings — the most frequent REET trap on this topic — so a learner who memorised one concept but not its owner is pulled to a wrong row. Only A keeps every theorist with the concept the Sanskrit teacher actually applies.

Explanation

The key is B because a tool is formative or summative by its purpose and timing, not its format. Sītā uses the dictation result to plan re-teaching during the learning cycle, which is the defining mark of formative assessment. A judges by format; C confuses a final grade (achievement) with diagnosis; D wrongly claims dictation is unscorable. Only B applies the purpose discriminator the topic stresses.

Explanation

The key is A because the RBSE Sanskrit (Optional) anchor names exactly oral (maukhika), written (likhita) and diagnostic (nidānātmaka) tools. B swaps the diagnostic tool for ranking, which inverts the syllabus purpose of locating errors; C drops the two named oral and diagnostic tools; D adds a terminal-only restriction the anchor never states. Only A reproduces the three-tool set verbatim.

Explanation

The key is D because a scaffolding-aware rubric, following Vygotsky's zone of proximal development, credits what the learner can do with minimal guided help. Mohana self-corrected the svara after one cue, so a mid-band score recording both the initial slip and the supported recovery is correct. A uses harsh all-or-nothing scoring; B ignores the error and loses the uccāraṇa criterion; C wrongly claims recitation is unscorable. Only D applies the rubric and the scaffolding principle together.