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CTET Sep 2016 · Paper I
Classes I–V. A full paper in the CTET pattern: one 150-minute clock, move freely between sections, and no negative marking. Choose English or Hindi as Language I.
150questions
150 minone clock
+1 / 0no negative marking
Sections and topics
Five sections of 30 questions each.
Child Development & Pedagogy · 30 questions
- Piaget2
- Erikson2
- Assessment2
- CCE2
- Inclusive education2
- NEP 20202
- Vygotsky1
- Errors as learning1
- Kohlberg1
- Heredity and environment1
- Gender1
- Individual differences1
English (Language I or II) · 30 questions
- Comprehension - detail8
- Comprehension - inference4
- Multilingualism2
- Assessment2
- Vocabulary1
- Comprehension - theme1
- Poetic devices1
- Acquisition vs learning1
- LSRW - listening1
- LSRW1
- Errors in language learning1
- LSRW - speaking1
Hindi (Language I or II) · 30 questions
- बोध - तथ्य8
- बोध - अनुमान2
- शब्दार्थ2
- बोध - भावार्थ2
- मूल्यांकन2
- बोध - भाव1
- भाषा कौशल1
- वर्णमाला शिक्षण1
- त्रुटि-विश्लेषण1
- बहुभाषिकता1
- पठन शिक्षण1
- व्याकरण शिक्षण1
Mathematics · 30 questions
- Subtraction with regrouping1
- Fraction of a collection1
- Perimeter1
- Addition of fractions1
- Time: addition of duration1
- Money: change1
- Number patterns1
- 3-D shapes1
- Capacity1
- Data handling1
- Multiplication1
- Division1
Environmental Studies · 30 questions
- Reading comprehension: market1
- Reading comprehension: vocabulary1
- Barter and trade1
- Animals: nests1
- Water: purification1
- Food: nutrients1
- Adaptation1
- Shelter1
- Plant parts1
- Health and safety1
- Animals: classification1
- Sun and shadows1
Sample question
Errors as learning · medium
Which classroom practice best reflects the view that errors are a window into children's thinking?
- A. Asking children to copy the correct answer five times
- B. Seating children who make errors at the back
- C. Marking every wrong answer in red and moving on
- D. Asking a child who wrote 15 + 7 = 13 to explain how she got it, then building on her reasoning
Show answer and explanation
Answer: D
Errors often follow a logic (for example forgetting to carry). Asking the child to explain exposes the misconception so the teacher can address it. Red marking, copying and seating arrangements only label or punish and give no diagnostic insight.
Errors often follow a logic (for example forgetting to carry). Asking the child to explain exposes the misconception so the teacher can address it. Red marking, copying and seating arrangements only label or punish and give no diagnostic insight.