MCQ
sanskrit-evaluation-sa-l2 MCQ - Practice Questions with Answers
Solve 10 sanskrit-evaluation-sa-l2 questions for RAS/RPSC preparation.
Practice questions
Q1What is the primary purpose of a praśna-patra blueprint when Sītā designs a Sanskrit unit test?
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.
Q2Match each theorist with the concept a Sanskrit teacher applies in evaluation.
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.
Q3Sītā gives a śloka dictation and uses the result to plan tomorrow's re-teaching. By purpose, this assessment is:
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.
Q4The RBSE Sanskrit (Optional) syllabus names three evaluation tools for this topic. Which set is correct?
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.
Q5Mohana recites a śloka, mispronounces one svara, then self-corrects after a single teacher cue. Using a scaffolding-aware rubric, how should the teacher score this?
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.
You've seen 5 of 10 sample questions
Unlimited practice on sanskrit-evaluation-sa-l2 comes with the RAS Test Series + Practice pack or Gate Pass.
More questions
6Under the NEP-2020 holistic progress card, how should Sītā report Ravi's Sanskrit progress?
7A diagnostic test shows Ravi repeatedly writes the caturthī where the dvitīyā vibhakti is required. What should the teacher do next?
8Which statement best captures what makes CCE (satata evaṃ vyāpaka mūlyāṅkana) 'comprehensive' in a Sanskrit class?
9Consider two statements. (I) An achievement test measures how much of an objective a learner reached. (II) A diagnostic test ranks learners from first to last. Which is/are correct?
10Assertion (A): A low-threat oral recitation check gives a truer picture of a learner's Sanskrit speaking skill. Reason (R): A high-anxiety test raises the affective filter and hides real ability. Choose the correct option.