Directions(Q1 to Q5): Rearrange the following seven sentences (A) , (B) , (C) , (D) , (E) , (F) and (G) in a proper sequence to form a meaningful paragraph; then answer the questions given below them.
(A) To elaborate briefly on these characteristics and dimensions that the author is talking about – NRMs are general tests intended to be used to classify students by percentile for measuring either aptitude or proficiency for admissions into or placement within a programme.
(B) Contrastingly, the CRM, such as a locally produced achievement test, measures absolute performance that is compared only with the learning objective, hence a perfect score is theoretically obtainable by all students who have a mastery of the pre-specified material, or conversely, all students may fail the test.
(C) In most of these books, the authors classify a measurement strategy as either norm-referenced (NRM) or criterion-referenced (CRM) .
(D) Another author points out how the type of interpretation that an NRM offers is the relative performance of the students compared with that of all the others resulting in, ideally, a bell curve distribution.
(E) Numerous books on constructing and using language tests have been written by various authors.
(F) CRMs, on the other hand, are more specific achievement or diagnostic tests intended to be used for motivating students by measuring to what per cent they have achieved mastery of the taught or learned material.
(G) One of the authors clearly delineates the differences of these two types by focusing on the categories of “test characteristics” and “logistical dimensions”.
(B) Contrastingly, the CRM, such as a locally produced achievement test, measures absolute performance that is compared only with the learning objective, hence a perfect score is theoretically obtainable by all students who have a mastery of the pre-specified material, or conversely, all students may fail the test.
(C) In most of these books, the authors classify a measurement strategy as either norm-referenced (NRM) or criterion-referenced (CRM) .
(D) Another author points out how the type of interpretation that an NRM offers is the relative performance of the students compared with that of all the others resulting in, ideally, a bell curve distribution.
(E) Numerous books on constructing and using language tests have been written by various authors.
(F) CRMs, on the other hand, are more specific achievement or diagnostic tests intended to be used for motivating students by measuring to what per cent they have achieved mastery of the taught or learned material.
(G) One of the authors clearly delineates the differences of these two types by focusing on the categories of “test characteristics” and “logistical dimensions”.
Q1. Which of the following should be the first sentence after rearrangement?
1. G
2. B
3. C
4. D
5. E
1. G
2. B
3. C
4. D
5. E
Q2. Which of the following should be the fifth sentence after rearrangement?
1. A
2. B
3. C
4. F
5. D
1. A
2. B
3. C
4. F
5. D
Q3. Which of the following should be the seventh (last) sentence after rearrangement?
1. A
2. B
3. C
4. D
5. E
1. A
2. B
3. C
4. D
5. E
Q4. Which of the following should be the third sentence after rearrangement?
1. A
2. B
3. G
4. D
5. E
1. A
2. B
3. G
4. D
5. E
Q5. Which of the following should be the second sentence after rearrangement?
1. A
2. B
3. C
4. D
5. F
1. A
2. B
3. C
4. D
5. F
Directions(Q6 to Q15): In the following passage there are blanks, each of which has been numbered. These numbers are given below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
“The secret of being a bore,” he believes, at least in life, if not in his wrist spraining novel, is to say ____ (6)____” He says very little about himself, especially when he is in between books as he is now. “I’m not a ____(7)_____”,”he insists, and as if to prove it, sits down with his dinner plate and ____(8)____” consents to being drawn out of his habitual ____(9)____” ‘It’s just that I don’t see the point of giving interviews unless I am out with a new book,’ he explains ____(10)____. “I would rather spend that time with family and friends.” ____(11)____ comes naturally to him. There is nothing he believes he can’t do – write poetry, paint, play the piano, play the flute, sing, read, write languages; and goes at it ____(12)____” till he proves to himself that it can be done, and how, before ____(13)____” it forever. But ____(14)____” at everything can be something of a curse too. When he decided to go to Cambridge after high school, for instance, he found the choice of a subject for his under graduation very trying. He ____(15)____”between two subjects: economics and mathematics.
Q6.
1. verbatim
2. nothing
3. literal
4. everything
5. something
1. verbatim
2. nothing
3. literal
4. everything
5. something
Q7.
1. pessimist
2. individualistic
3. recluse
4. egoist
5. intermediary
1. pessimist
2. individualistic
3. recluse
4. egoist
5. intermediary
Q8.
1. disarmingly
2. amiably
3. regretfully
4. abjectly
5. amicable
1. disarmingly
2. amiably
3. regretfully
4. abjectly
5. amicable
Q9.
1. aberration
2. isolation
3. retrospection
4. preoccupation
5. reticence
1. aberration
2. isolation
3. retrospection
4. preoccupation
5. reticence
Q10.
1. ruefully
2. disdainfully
3. disconcertingly
4. punctiliously
5. impatiently
1. ruefully
2. disdainfully
3. disconcertingly
4. punctiliously
5. impatiently
Q11.
1. versatility
2. flexibility
3. adaptability
4. profligacy
5. respect
1. versatility
2. flexibility
3. adaptability
4. profligacy
5. respect
Q12.
1. purposefully
2. obsessively
3. orderly
4. obstinately
5. arrogantly
1. purposefully
2. obsessively
3. orderly
4. obstinately
5. arrogantly
Q13.
1. abandoning
2. forgetting
3. producing
4. creating
5. taking
1. abandoning
2. forgetting
3. producing
4. creating
5. taking
Q14.
1. craving
2. engaging
3. enduring
4. excelling
5. leaning
1. craving
2. engaging
3. enduring
4. excelling
5. leaning
Q15.
1. variegated
2. tattled
3. wavered
4. ideated
5. moved
1. variegated
2. tattled
3. wavered
4. ideated
5. moved
Answers.
Q1 – Q5
Correct Arrangement: The correct sequence is ECGAFDB.
EC is a mandatory pair because E talks about “numerous books” and C gives further information about “most of these books”. G follows next as “these two types” refers to “NRM and CRM” mentioned in C. AF is another mandatory pair as A gives information on NRM and F comes next elaborating on CRM. D follows next as it talks about the viewpoint of another author (on NRM) and B concludes the sequence by giving the author’s observation on CRM.
Q6 – 4Correct Arrangement: The correct sequence is ECGAFDB.
EC is a mandatory pair because E talks about “numerous books” and C gives further information about “most of these books”. G follows next as “these two types” refers to “NRM and CRM” mentioned in C. AF is another mandatory pair as A gives information on NRM and F comes next elaborating on CRM. D follows next as it talks about the viewpoint of another author (on NRM) and B concludes the sequence by giving the author’s observation on CRM.
Q7 – 3
Q8 – 2
Q9 – 5
Q10 – 4
Q11 – 1
Q12 – 2
Q13 – 1
Q14 – 4
Q15 – 3
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