Nandan Dutta: February 2024

Achievement Test : Definition, Features , Types , Uses and Importance of Achievement Test.

What is Achievement Test ? What is importance of Achievement Test in education ?

What are the different types of Achievement Test ?

Definition of Achievement Test :-

Achievement Test measures students' subject and class-based proficiency. Through this aspiration, it can be known how much knowledge the students have acquired in any subject. That is, an achievement test or standardized test refers to a test whose components are pre-planned, which has a specific norm and whose application techniques and scoring system are the same.

Achievement Test can be divided into two categories - standardized test and teacher made test. A standardized test is a test that is systematically tested against the basis of statistics and has a standard. Teacher-made tests are mainly done and directed by the teacher.

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Features of Achievement Test :-

Features of Achievement Test are -

(a) Achievement Test is idealized and standardized..

(b) Achievement Test is controlled and based on examinations.

(d) The objects of these tests are either subjective or impersonal.

(e) This Achievement Test has a certain predetermined ideal or norm.

(f) The application techniques and scoring system of this test are uniformly specified in all cases.

(g) In this Achievement Test , students' performance is compared against a standard or norm.

(h) The validity and reliability of this Achievement Test is very high.

Uses of Achievement Test :-

1. With the help of this test, students' subject and class-wise proficiency can be measured.

2. Through this test, it is known how much knowledge the students have acquired in any subject.

3. Specific standardized questions or stimuli are selected to measure proficiency in all aspects of the subject for the particular class for which the assessment is made.

4. A variety of techniques are used to create mastery aspirations, and this approach is particularly hard work intensive. But once a test of a subject is created, it is universally enforced.

Objectives of Achievement Test :-

The main purpose of the Academic Achievement Test is to determine how much knowledge or skills students have acquired in a particular subject in school. The various behavioral objectives of the Achievement Test are-

(a) Intellectual objective: Intellectual objective is to check the current knowledge and depth of knowledge of particular students about specific subjects in school. This purpose is twofold. Namely cognitive and perceptual.

Cognitive objective: If it appears that the student is not thinking too much while answering the question or is able to answer directly without special understanding. Only then will the cognitive objective be complete. Especially after cognitive purposes such as enumerating, exemplifying, stating, a person, an object, event or time.

Perceptual Objectives: Discerning, identifying, finding, finding relationships etc. come under perceptual objectives.

(b) Provocation-Reactive Objective: The provocation-reactive objective is to check how freely the newly acquired knowledge is able to apply new feelings or provocations in teaching a particular lesson. Like problem solving, decision making, reasoning, proving etc.

(c) Mental Experiential Objectives: To check the development of students' skills, mental sense is the main basis of experimental objectives. These types of objectives include subject-wise mapping, categorization, time management, etc.

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Importance , needs and necessity of Achievement Test :-

Current academics believe that this type of testing in the education system was first introduced in China. Although the achievement test in schools measures the level of competence or progress of students, we can also draw different conclusions from these measures. For example-

(i) Achievement Test helps in measuring the educational attainment of a student by making it easier to know what kind of educational experience the student has acquired.

(ii) Through the Achievement Test , students are facilitated to choose subjects related to school entrance. It is also beneficial to know what kind of educational system will be available for the student.

(iii) Which student is suitable for which level of study can also be considered.

(iv) In many cases such Achievement Tests help in identifying specific learning disabilities of students.

(v) It is possible for teachers to eliminate errors through such tests which helps in formulating remedial teaching plans.

(vi) Achievement Test gives students a sense of their own success, thus students are motivated to pass academic subjects.

(vii) Through such tests students can get an idea about future education, scholarship etc.

(viii) Achievement Test helps the teacher to evaluate his own teaching process and other teaching aids. Through this test , the teacher can judge the principles he follows.

(ix) Achievement Test also helps in formulating future educational plans of a student with the help of measuring minimum competence.

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Define social stratification. Discuss the various forms of social stratification.

Definition and the different types of social stratification.

Social stratification :-

Social stratification is the division of people in society into higher and lower levels. That is, social stratification is the arrangement of individuals in society according to their social position, status and role.

L. Kreisberg: Social stratification is a fixed system of inequality, built on rules and structures.

Ogburn and Nimkoff: The process by which individuals and groups are more or less permanently arranged in order of status is called social stratification.

Geisbert: Social stratification is the division of society into permanent groups or classes interrelated by superiority and subordination.

Melvin Tumin: Social stratification refers to the progressive division of a group or society based on differences in power, property, social evaluation, emotional satisfaction.

Sorokin: Social stratification is the hierarchical division of the population, with the upper class at one end and the lower class at the other.

Chinoy: Chinoy said in his book ‘Society: An Introduction to Sociology’, in every society some people are high, some are low, some people rule and some people are ruled and exploited. High - low, rich - poor, powerful - powerless - these contrasts are the essence of social stratification.

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Different Types of Social Stratification:-

Although social stratification is eternal, variations in stratification are observed at different levels of social development. There are three bases of social stratification – (a) economy based, (b) status based and (c) power based. Sociologists divide these forms of stratification into several categories. Namely - 1. Slavery, 2. Feudal system , 3. Class system, 4. Caste system and 5. power

1. Slavery:-

An extreme example of social stratification is slavery. In ancient Europe, according to this custom, there were two classes of people in society - slaves and masters. According to social custom, slaves had no land , property or human rights. Slaves were considered property of the master. All ancient civilizations of the world were founded on slavery.

Three characteristics of slavery can be mentioned -

First: The slave was the property of the master. The supreme authority of the master over the slave was recognized.

Secondly :- Slaves had no rights in social and political spheres. Slaves were hated in society.

Third: - The slave had to provide labor compulsorily.

Later in antiquity public opinion developed against slavery and gradually the system was abolished.

2. Feudal system:-

Social stratification centered around the feudal system can be observed in medieval Europe. The term is derived from acquisition and ownership of land. A land owner carried certain status for unequal distribution of land. Three characteristics are observed in the medieval feudal system.

First: The people of the society were divided into three classes. In the first class were the priestly community, they were called the First Estate; The second class was the elite community and the third class was the common people. This third class of people was collectively called the Third Estate. These three classes remained distinct in their occupations and lifestyles.

Secondly - The rank of each class was regulated and defined by law. All were not equal in the eyes of the law. The elites and the common people received different punishments for the same crime. Other statutory rights also differed.

Thirdly, only the first class people enjoyed political rights in the feudal system. Common people had no political rights. Feudalism was prevalent in ancient India apart from medieval Europe. But in India the feudal system was different. However, feudalism came to an end with the advent of capitalism. Instead of feudalism, the class system became one of the bases of social stratification.

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3. Class System :-

As a result of the development of industrial civilization, the population of the society was divided on economic basis. The term class is used in different senses in sociology. According to Max Weber, a class is a group of people who have equal access to utility and standard of living. Class is determined by a person's financial status and property rights. Byerstedt divided social class based on rank.

In modern industrialized society status-based classes are dominant. Class based on status is based on consumption and lifestyle. In this case, lifestyle, behavior, speech, thoughts, feelings, and dress code as determinants of social class or status. Feelings, education, furniture, exchange - etc. are all important.

According to Lenin, a class is a mass which has a special relationship with mass production and absorbs surplus value.

4. Caste system:-

Along with the class system, the caste system is an age-old feature of Indian society. According to Professor Majumdar and Madan, caste refers to a closed group. In fact caste is an intramarital group. The members of this group have to follow certain restrictions or rituals in the social sphere.

The caste system divides the population of Indian society into four main groups according to occupation. Namely - Brahmins, Kshatriyas, Vaishyas and Shudras.

In this regard, some features of the caste system are noteworthy -

(a) Membership determined by birth.

(b) Social stability.

(d) Intermarriage or strictness of marriage.

(e) Difference in status.

(f) Specific customs and prohibitions.

5. Power :-

State and politics are centers of power. Power is the ability to control a person by the application or display of physical force. Power is now the most important basis of social stratification. Pareto divides society into groups based on power, among others - rulers, ruled, common people - etc.

Pareto analyzed the relationship between the ruler and the ruled in society with the help of elite theory. Karl Marx and Max Weber considered power as an indicator of social status. Pareto, Mosca and Mitchells explain according to their elite theory that in all societies a minority of individuals dominates the majority.

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Definition and features of learning.

Discuss the definition and characteristics of learning.

Definition of learning.

According to Melvin H. Marx, learning is a relatively permanent change in behavior that results from previous behavior.

According to Hilgard, learning is the change in an animal's behavior in specific situations as a result of repeated practice, which is not caused by instinctive reactions, consequences, or the temporary state of the animal.

According to McGiock, learning is the change in behavior resulting from activity, practice, and experience.

Functional Definition of Learning – Learning is the process of changing behavior as a result of past experience and training.

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Features of Learning :-

1. Objective Oriented :- Traditional learning is based on one or more objectives. Individuals feel motivated to learn because of having a purpose.

2. Developmental Process :- Learning results in accumulation of experience. This experience enriches the individual progressively and helps to improve his orientation throughout life. Hence learning is called a developmental process.

3. Adaptation Process :- Individuals face many problems in daily life. Learning helps the individual to adapt to different environments. Learned knowledge and experience help the individual to adapt to the environment.

4. Demand driven process :- In most cases learning is demand driven. This need may be an individual's own, but may also be expected by society. Individuals learn many things to fulfill their needs. For example, learning self-defense techniques for self-defense needs; Learns to read books, newspapers etc. to meet the need for knowledge; Again he learns the rules of the society or sociability etc. to meet the expected needs of the society.

5. Behavioral Change :- Learning results in behavior change. In fact, the very definition of learning is the change in behavior resulting from effort. The way a child behaves in a certain situation, the child behaves differently in the same situation when he grows up. One of the reasons is that he has already learned a lot, which helps him to change his behavior.

6. Permanent Modifiers of Behavior :- An important condition in the definition of learning is that the change in behavior will be permanent. Temporary changes, such as those caused by fatigue, drug use, illness, etc., will not count as learning.

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7. Practice :- Learning is the result of repeated practice. A change in behavior independent of practice is not called learning. Maturation also leads to changes in behavior. But behavior change of that nature cannot be called learning, because the role of practice is not essential in the maturation.

8. Inter-individual Variables :- As learning depends on mental ability and as there are individual differences in mental ability, there are also individual differences in learning. At a given time person 'A' can write as much as person 'B' may not or may write more.

9. Superficial :- Research has shown that learning happens very quickly with early practice. As the amount of learning gradually increases, its effectiveness decreases and there comes a time when learning does not improve despite practice. This is called the 'Plateau' of learning.

10. Active process :- The definition of learning states that learning is a change in behavior as a result of practice. Practice or exercise requires the animal to be active. So learning is an active process. Learning is not possible unless the animal is active in all three levels of learning.

11. Applies to animals other than man :- Learning also occurs in lower animals other than man. In fact, theories of learning have been discovered based on the learning of lower animals. The human-like behavior of the lower animals in the circus - etc. proves that even the lower animals are capable of learning.

12. Based on reconstruction of experience :- Learning is adaptation. Acquiring knowledge alone is not enough for adaptation. The acquired knowledge has to be reconstructed as necessary. So learning is also reconstructing the experience.

13. Influenced by environment :- Learning occurs as a result of interaction with the environment. That is why the environment and nature influence learning.

14. Contributes to overall development :- Learning results in the development of the individual in various aspects. Such as - physical, mental, visual and social.

15. Motivation Dependent :- Physiological-mental special condition to fulfill learning needs is called motivation. So motivation is an important condition of learning. It can be said that motivation provides the necessary energy for learning.

Much-discussed in educational psychology, learning is a complex mental process. Learning is the main strategy for the successful survival of all animals, not just humans. The main reason for the superiority of man is his ability to learn, which is much more than other animals. A proper understanding of the characteristics of learning is needed to utilize this ability more accurately.

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Relationship between education and intelligence.

Influence of education in intelligence.

How education and intelligence related to each-other.

Relationship between education and intelligence.

Education is a lifelong process which helps the individual to acquire new experiences and adapt effectively to the changing environment and to fulfill various responsibilities in the society. Intelligence, on the other hand, is a holistic ability that enables a person to act purposefully, think rationally, and interact effectively with the environment.

There is a correlation between education and intelligence. In fact, education or educational instruction cannot be effective if the individual does not have intelligence. Now the question is how intelligence and pursuit of intelligence relate to education and various programs of education. There is a brief discussion on that.

1. Admission of school students:-

It is especially necessary to inquire about the intelligence of the students while admitting them to the school. Students are usually tested on their prior knowledge at the time of admission to the school. But along with acquired knowledge, intelligence should also be measured by formulating intelligence examinations. Incidentally, it may be mentioned that many times students have to get admission from one school to another school. At that time, even if the transfer certificate contains information about passing the class, the standard of education in different schools is not the same. So if you arrange admission after intelligence measurement then you don't have to face difficulties in future.

2. Departmentalization of students:-

Nowadays, in most schools, many students study in the same class. Even if they belong to the same class, they are not all of the same talent and intelligence. Moreover, it is also difficult to teach a large number of students simultaneously. So the students of the same class are divided into different sections like - A,B,C,D,E - etc. Intelligence should be one of the conditions in this segmentation. If there is a huge difference in intelligence or talent among students studying in the same class, it becomes very difficult to continue proper educational instructions.

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3. In determining the boundaries of education:-

A certain limit can be drawn on the educational attainment of students on the basis of intelligence. Studies have shown –

(i) Those students with IQ between 50 - 70 stay in their first class for 10 - 11 years of schooling. If given more opportunities, some of them can pass up to class IV in 14-15 years.

(ii) Those with IQ between 70 - 90 can mostly form up to class V or VI.

(iii) Those with an IQ between 90 - 100 study up to graduation through practice, hard work and dedication.

(iv) Those with IQ above 110 study up to Master's degree if environmental ans social facilities are available.

4. Curriculum guidance:-

Different types of curriculum can be observed in the field of education. Like Arts, Science, Commerce - etc. Students should take courses according to intelligence. A student's future success should be determined by a measure of intelligence. In general, there is a close relationship between the education curriculum and the student's intelligence.

5. In the case of special education:-

Just as some students in every country are talented, some students are also less intelligent. By finding these students through the pursuit of intelligence, providing suitable education for them, the talented can play a helpful role in the overall well-being of the country. On the other hand, it is beneficial to the society if the backward or less intelligent people can be identified and special education provided to them. In general, the measurement of intelligence is especially important in special education.

6. In case of those unable to achieve expected results:-

Many students in our society, despite having suitable talent, do not get the expected results in the field of education due to various psychological reasons. By selecting these underachievers through intellectual pursuits, helping them solve problems, they especially benefit. The society and the country also get a chance to move on the path of progress.

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7. Evaluation of teachers:-

The teacher plays an important role in any learning process. Intelligence tests are used in the evaluation of teachers. Many teachers provide appropriate support to students of average intelligence to reach the level of genius with the help of advanced learning. All those teachers are definitely worthy of praise.

8. Award of scholarship:-

Currently, many institutions provide scholarships to students. In awarding scholarships it is necessary to know about the student's aptitude as well as his intelligence. Currently, many institutions insist on considering the student's intelligence as a condition, among other conditions, in awarding scholarships among the students.

9. Diagnosis of mental illness:-

A relationship can be observed between the mental disorder of the person and his intelligence. In the treatment of mental disorders, psychiatrists measure the intelligence of the patient along with other behavioral analyses. Studies have shown that low intelligence is an important cause of mental disorders.

10. Participation in co-curricular activities:-

In determining the nature of the co-curricular activities that school students will take up, there is currently a trend of seeking intelligence.

11. Vocational guidance:-

In providing vocational guidance to the students, it is now being realized the need to be aware of their interests, skills, inclinations, special abilities etc. as well as intelligence. Previously psychologist Burt classified vocational guidance in terms of intelligence.

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Definition and characteristics of Intelligence:-

What is Intelligence ? What are the features of Intelligence ?

Definition of Intelligence

Concept of Intelligence

One of the factors that are particularly helpful in learning is intelligence. In literal sense intelligence is -

"The capacity to acquire and apply knowledge"

That is, intelligence is the ability to acquire knowledge and the ability to apply it when needed.

According to psychologists, intelligence is a mental ability. It is necessary in any human activity.

According to psychologist Stern, intelligence is the general mental ability to effectively adapt to new problems or situations in life.

According to Buckingham, the ability to learn is called intelligence.

According to Thurstone, intelligence is the ability to live through trial and error.

The various definitions of intelligence can be combined to say – Intelligence is a mental power that enables a person to think about complex and abstract issues, adapt to new situations by solving various problems in a short period of time, acquire knowledge, skills and techniques in various subjects. One can interpret new situations with the help of previously acquired experience or knowledge, and can arrive at a conclusion by determining the correct relationship of various factors, and can employ one's work force to achieve an objective, restraining impulses as necessary.

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Characteristics of intelligence:-

Features of intelligence :-

1. Learning based on prior experience:-

Intelligence is a mental ability that helps to solve various problems of the present through previously acquired knowledge or experience. That is, intelligence helps us learn different things by using past experiences.

2. Helps to adapt to changing environment :-

One of the most important functions of intelligence is to help adapt to changing environment i.e. new environment. Earth's environment is ever-changing. With the help of intelligence, people have been able to adapt themselves to that environment and have been able to maintain their existence in the world today. According to William Stern, intelligence is the general ability to adapt to new problems or situations in life.

3. Help in thinking about complex and abstract topics:-

With the help of intellect we can think about subtle, complex and abstract things. In fact, when we think about something in general, we take the help of concrete things like language, metaphors, etc. But when thinking about philosophical theories we have to resort to abstract means. According to psychologists, intelligence is particularly helpful in advanced types of abstract thinking. Terman mentions this characteristic in his definition of intelligence. He said, intelligence is the ability to think abstractly.

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4. Help in relationship :-

Intelligence helps us in determining the interrelationship between multiple objects or persons or ideas. When we have to choose a toy of a particular color from among ten different colored toys, the intellect helps us to analyze the colors. To determine which of the three boys is tall, who is short, and who is average, we take the help of intellectual associative thinking.

5. Aids in segregation and minimization:-

Segregation is the selection of relevant factors to the exclusion of irrelevant factors within a particular situation and minimization is the use of relevant factors to form a general formula. Intelligence plays a major role in both these mental processes. People with very low intelligence or low intelligence are unable to differentiate and trivialize.

6. Assistance in learning :-

Intelligence is particularly helpful in learning. One or those who are intelligent, they can more easily acquire etymology in educational subjects than the person of passive intelligence or little intelligence. Psychologists such as Buckingham, Colvin and so on have termed intelligence as a person's ability to learn.

7. Rapidity :-

Intelligence is a mental ability that helps to solve problems in the shortest possible time. This characteristic of intelligence is called rapidity. In fact, intelligent students in a class solve any problem faster than less intelligent students.

8. Assistance in Analyzing problems :-

Intelligence helps us to analyze any problems. We generally take help of ascending and descending methods in judging or analyzing any problem. Both of these methods require intelligence in their application.

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Thurstone’s Group factor theory of intelligence .

Thurstone’s Multi factor theory of intelligence.

Thurstone’s Group factor theory of intelligence .

Thurstone’s Multi factor theory of intelligence.

American psychologist LL Thurstone analyzed the group factor theory or the multi factor theory of mental abilities with the help of several experiments. He expressed the group factor theory through factor analysis, a complex method of statistics, by determining the correlation between the results obtained in about 60 different experiments. In this theory he talks about seven primary or basic elements. These elements are fundamental and mutually exclusive. That is why they are called primary elements.

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The seven primary elements are –

(i) Numerical ability (N) - Ability to calculate numbers quickly and accurately.

(ii) Verbal ability (V ) – fluency in understanding and using language.

(iii) Spatial perception ability (S) - the ability to think imaginatively in tasks that require the perception of the location of objects.

(iv) Component of memory (M) – Ability to memorize quickly and recall it as needed.

(v) Reasoning ability (R) - Ability to discover reasoning and determine causal relationships in a task or a problem.

(vi) Word fluency (W) - the ability to choose appropriate words quickly.

(vii) Perceptual ability (P) – Ability to perceive space quickly and accurately.

Any task related to intelligence requires some of these seven basic elements. Another intellectual task requires a few other elements among the seven primary elements. However, two works may have more than one common element. The more common elements between two tasks have in common, the greater the correlation between the two tasks. None of Thurstone's components, like Spearman's general component (G), is required for all intellectual tasks. Thurstone's collective element theory can be given a geometrical form.

In the above figure a, b and c are three intellectual tasks.

Task a requires Numerical ability (N), Spatial perception ability (S), Verbal ability (V) and Propositional ability (P).

Task b requires - Verbal ability (V), Perceptual ability (P), Reasoning ability (R) and Memory (M).

Again task c requires - Spatial perception ability (S) and Word fluency (W).

Here it can be seen that two elements (V and P) are common between two tasks a and b and one element (S) is common between two tasks a and c.

Hence, the correlation between a and b will be higher than that between a and c. In general there should be no correlation between tasks b and c, because these two tasks have no common elements. However, since there is correlation between task a and b and correlation between a and c is also present, even a small correlation between b and c will be seen.

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Two factor theory of Spearman.

Educational Significance of Spearman's Two-Factor Theory

Spearman's two-component theory.

British psychologist Charles Spearman provided a fully mathematical theoretical explanation of mental abilities in 1904. He published his two-factor theory in an article titled "General Intelligence Objectivity determined and measured" in the American Journal of Psychology. In this theory he wants to prove that two elements are effective in any intellectual work. The first is general factor (General Factor or abbreviated G) and the other is a special factor (Special Factor or abbreviated S). General material is more or less required for all types of work and special material is required only for specific work.

Spearman presented his two-factor theory as a result of his research. Spearman's two-factor theory can be expressed in a geometric figure.

The circle in the figure above is G or the general element store. W1 , W2 , W3 are three jobs. S1 , S2 , S3 are three special components. G1 is the measure of the common element or G in the work W1. Similarly, the common elements or measures of G in the works W2 and W3 are G2 and G3 respectively.

Again, S1, S2 and S3 are required as special components for W1, W2 and W3 respectively. Note here that G1, G2 and G3 are qualitatively the same but quantitatively different. That is, each task may require different amounts of the common element or G.

On the other hand, the special elements S1, S2, S3 are qualitatively different, so there is no question of quantity. In this case G or general ability is called intelligence. The greater the amount of G between two tasks, the higher the value of synergy between the two tasks.

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Educational Significance of Spearman's Two-Factor Theory:-

The educational significance of Spearman's two-component theory is simply undeniable.

(i) Its importance is immense for teachers. Teachers must be familiar with this theory if they are to provide proper educational and vocational guidance to students.

(ii) This theory is particularly helpful in selecting subjects for students. To be successful in any subject, special skills are required in that subject. For example, to achieve success in science, students must be science-minded.

(iii) If the teacher is informed about this ability and instructs the students in the course selection, then in most cases the students will achieve success.

In short, this theory is very important for the teachers in selecting the curriculum according to the special abilities of the students. This theory is also helpful in selecting co-curricular activities for students.

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Nandan Dutta

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Achievement Test : Definition, Features , Types , Uses and Importance of Achievement Test.

What is Achievement Test ? What is importance of Achievement Test in education ?

What are the different types of Achievement Test ?

Definition of Achievement Test :-

Features of Achievement Test :-

Uses of Achievement Test :-

Objectives of Achievement Test :-

Importance , needs and necessity of Achievement Test :-

Define social stratification. Discuss the various forms of social stratification.

Definition and the different types of social stratification.

Social stratification :-

Different Types of Social Stratification:-

Definition and features of learning.

Discuss the definition and characteristics of learning.

Definition of learning.

Features of Learning :-

What is Classical Conditioning ? Describe Pavlov's experiment on Classical Conditioning .

Classical Conditioning : Ivan Pavlov.

How Classical Conditioning Works ?

Classical Conditioning

Pavlov's Experiment on Classical Conditioning :-

The main structure of the experiment is as follows:-

Relationship between education and intelligence.

Influence of education in intelligence.

How education and intelligence related to each-other.

Relationship between education and intelligence.

Definition and characteristics of Intelligence:-

What is Intelligence ? What are the features of Intelligence ?

Definition of Intelligence

Concept of Intelligence

Characteristics of intelligence:-

Features of intelligence :-

Thurstone’s Group factor theory of intelligence .

Thurstone’s Multi factor theory of intelligence.

Thurstone’s Group factor theory of intelligence .

Thurstone’s Multi factor theory of intelligence.

Two factor theory of Spearman.

Educational Significance of Spearman's Two-Factor Theory

Spearman's two-component theory.

Educational Significance of Spearman's Two-Factor Theory:-

Class XI Education 9th Chapter MCQ

একাদশ শ্রেণী : শিক্ষাবিজ্ঞান : নবম অধ্যায় : MCQ

Class XI Education 9th Chapter MCQ

একাদশ শ্রেণী : শিক্ষাবিজ্ঞান : নবম অধ্যায় : MCQ

Class XI Education 7th Chapter MCQ

একাদশ শ্রেণী শিক্ষাবিজ্ঞান : সপ্তম অধ্যায়। MCQ Section

Class XI Education 7th Chapter MCQ

একাদশ শ্রেণী শিক্ষাবিজ্ঞান : সপ্তম অধ্যায়। MCQ Section

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