A OSSTET Hindi Teacher mock test from Toppersexam.com is a practice paper based on the latest exam pattern and syllabus, designed to help you assess your preparation level.
New Vacancy 2026
OSSTET Hindi Teacher 2026 Notification, Online Form & Exam Date
OSSTET Hindi Teacher Vacancy 2026 provides a golden opportunity for aspirants seeking stable government jobs. Interested candidates can apply online for the posts after verifying the official eligibility criteria, age limit, and educational qualifications. Ensure you track the application deadlines and stay updated with the latest OSSTET Hindi Teacher 2026 recruitment news for a smooth registration process.
To crack the OSSTET Hindi Teacher 2026 exam, understanding the detailed syllabus and exam pattern is mandatory. Aspirants should focus on strategic planning and rigorous time management for each selection phase. Boosting your speed through online mock tests and regular practice is the key to securing a high score in this competitive recruitment. For premium study material and practice sets, follow the expert curated resources on toppersexam.com.
To crack the OSSTET Hindi Teacher 2026 exam, understanding the detailed syllabus and exam pattern is mandatory. Aspirants should focus on strategic planning and rigorous time management for each selection phase. Boosting your speed through online mock tests and regular practice is the key to securing a high score in this competitive recruitment. For premium study material and practice sets, follow the expert curated resources on toppersexam.com.
OSSTET Hindi Teacher Free Mock Test
Crack the OSSTET Hindi Teacher Mock Test 2026 with the help of an online Test series or a free mock test. Every sample paper in the OSSTET Hindi Teacher Exam has a designated weight, so do not miss out on any paper. Prepare for the OSSTET Hindi Teacher mock test and check your test scores.
OSSTET Hindi Teacher Syllabus 2026, Exam Pattern
OSSTET Hindi Teacher Syllabus 2026, Exam Pattern, Exam Date 2026
Detail Information about Odisha Secondary School Teachers Eligibility Test (OSSTET) has published notification 2026 for the recruitment of Hindi Teacher vacancies. Those Candidates who are Interested to the following vacancy and completed all Eligibility Criteria can read the Notification & Apply Online. In this page we provide the Complete Syllabus of this Recruitment with Latest Update Exam Pattern and the Exam Date also.
OSSTET Syllabus 2026 - Overview
| Conducting Body | Board of Secondary Education, Odisha |
| Name of the Exam | Odisha Secondary School Teachers Eligibility Test (OSSTET) |
| Post Name | Hindi Teacher |
| Exam Level | State |
| Exam Date 2026 | 30th September 2026 |
| Mode of Application | Online |
| Category | Syllabus and Exam Pattern |
| Official Website | www.bseodisha.ac.in |
OSSTET Hindi Teacher Syllabus 2026
Section I
Odia (20 marks)
ดูชก เช (Language-I: MIL-ODIA)
ଏହି ପାଠ୍ୟକ୍ରମରେ ପୂର୍ଣସଂଖ୍ୟା ୨୦ ଏବଂ ଏଥିପାଇଁ ୨୦ଟି ପ୍ରଶ୍ନ ସହିବ।
ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ମୂଲ୍ୟ - ୯ ନମ୍ବର I ପ୍ରତ୍ୟେକ ପରେ ତୁମସଂଖ୍ୟ କେବଳ ୧, ୩,୪ କ୍ରମରେ ପ୍ରତି ପ୍ରଶ୍ନ ସହ ତିନି ସଂଭାବ୍ୟ ଉତ୍ତର ଦିଆଯାଇଥିବ, ତା'ମଧ୍ୟରୁ ସବୁଠାରୁ ଉପଯୁକ୍ତ ଉଭରକୁ ବାନ୍ଧିବାକୁ ହେବ।
ନିମ୍ନ ପ୍ରଦଶ ବିଷୟମାନଙ୍କରୁ ପ୍ରଶ୍ନ ପ୍ରସ୍ତୁତ କରାଯିବ ।
1. ଅବବୋଧ ପରୀକ୍ଷଣ : ପ୍ରାୟ ୧୫୦ ଶବ୍ଦ ବିଶିଷ୍ଟ ଏକ ଗଦ୍ୟ ଅନୁଛେବ ପ୍ରଦାନ କରାଯାଇ, ତା'ର ଆଧାରରେ ୫ଟି ପ୍ରଶ୍ନ କରାଯିବ । ପ୍ରତିପରେ ୪(ଗରି)ଟି ଲେଖାଏଁ ସମାଜ୍ୟ ଉତ୍ତର ପ୍ରଦର ହୋଇଥୁବ । ପରୀକ୍ଷାର୍ଥ ତା'ଭିତରୁ ସବୁଠାରୁ ଉପଯୁକ୍ତ ଲେଉଟିକୁ ବାଛିବାକୁ ହେବ । ପ୍ରତି ଉପଯୁକ୍ତ ଉତ୍ତର ପାଇଁ ୧ ନମ
2. ପଦ ନିଶ୍ଚୟ : ଗୋଟିଏ ନିର୍ଦିଷ୍ଟ ବାକ୍ୟ ଦିଆଯାଇ ତହିଁରୁ ଗୋଟିଏ ପଦକୁ ରେଖାଙ୍କିତ କରି ସେହି ପଦଟିକୁ ଜିଲ୍ଲାଇବା ପାଇଁ ପ୍ରତ୍ନଜରାଯିବ । ଏଥିପାଇଁ ଊରିଟି ସଂରାଜ୍ୟ ଉତ୍ତର ଦିଆଯିବ; ପରୀକ୍ଷାର୍ଥୀ ଠିକ୍ ଇଇଟିକୁ ଦଖିବେ ।
3. ଏହି ପରି ବିଶେଷ । ସର୍ବନାମ I ବିଶେଷଣ । ଅବଂୟ / କ୍ରିୟାପଦ ଇତ୍ୟାଦି ୫ ପ୍ରକାର ମଧ୍ୟରୁ ୨ ପ୍ରକାରର ୨ଡିକୁ ଚିହ୍ନାଇବାକୁ ହେବ । ଏଥୁପାଇଁ ଭିନ୍ନ ଭିନ୍ନ ଦୁଇଟି ବାକ୍ୟ ମାଧ୍ୟମରେ ଦୁଇଟି ପ୍ରଶ୍ନ କରାଯିବ ।
4. ବାହ୍ୟ ପରିଚିତି : ସରଳ, ଯୌତିକ, ଓ ଜଟିକ ଦାଖା କିମ୍ବା ଦୁଇପ୍ରକାର ବାଜ୍ୟର ମିଶ୍ରରୂପ ଭିତରୁ ଯେକୌଣସି ବାକ୍ୟଟି ପ୍ରଶ୍ନରେ ଦେଇ ତାହାର ପ୍ରକାର ଚିହ୍ବାଇବାକୁ କୁହାଯିବ । ସଂଭାବନା ସ୍ୱରୂପ ଗଳିପ୍ରକାର ଉତ୍ତର ଦିଆଯିବ, ତା ମଧ୍ଯରୁ ପରାସାର୍ଥୀ କେବଳ ଠିନ୍ ଉତ୍ତରଟିକୁ ବାଛିବେ।
5. ଶବ୍ଦ । ଷQ ବିଧି : ୭ଟି ମଧ୍ୟରୁ ଗୋଟିଏ ଆଧାରରେ ପ୍ରଶ୍ନ ପ୍ରସ୍ତୁତ କରି ୪ଟି ସଦ୍ୟ ଉତର ଦେଇ ଗୋଟିଏ ବାଛିବାକୁ କୁହାଯିବ ।
6. ସାଧାରଣ ଅଡୁଛି : ଶବ୍ଦ ଓ ବାକ୍ୟ ପ୍ରତ୍ୟେକରୁ ଗୋଟିଏ ଲେଖା ପ୍ରଶ୍ନ ଦିଆଯାଇ ସେଥୁରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛିବାକୁ ତୁହାଯିବ ।
7. ପୂବି: ୨ଟି ପ୍ରଶ୍ନ ଦିଆଯାନ ପ୍ରତ୍ୟେକର ଗଳିଟି କମ୍ଭାବ୍ୟ ଅର୍ଥ ଦିଆଯିବ ଓ ଠିକ୍ ଜଜର ବାଛିବାକୁ ନିର୍ଦ୍ଦେଶ ରହିବ।
8. ଅଳଙ୍କାର : ଅନୁପ୍ରାସ, ଉପମା, ଉତ୍ପ୍ରେକ୍ଷା, ରୂପକ, ଶ୍ଳେଷ – ୫ଟି ଅଳଙ୍କାର ମଧ୍ୟରୁ ୨ଟି ସ୍ଵତନ୍ତ୍ର ଉଦ୍ଧୃତି ଦିଆଯାଇ ଅଳଙ୍କାର ଚିହ୍ନାଇବାକୁ ପ୍ରଶ୍ନକରାଯିବା ସମ୍ଭାବ୍ୟ ସ୍ଫୁରିଟି ଉତ୍ତରରୁ ଗୋଟିଏ ବାଛିବାକୁ ବ୍ୟବସ୍ଥା କରାଯିବ।
9. କୃଦନ୍ତ : ଗୋଟିଏ କୃଦର ନିଷ୍ପନ୍ନ ପଦର ଗଠନ କିମ୍ବା ପ୍ରତ୍ୟେୟ ଚିହ୍ନାଇବାକୁ ପ୍ରଶ୍ନକରାଯିବ । ୪ଟି ସମ୍ଭାଜ୍ୟ ଉତ୍ତର ଦିଆଯାଇ ଠିକ୍ ଉତ୍ତରଟି ବାନ୍ଧିବାକୁ ନିର୍ଦ୍ଦେଶ ରହିବ ।
10. ତଦ୍ଧିତ : ଗୋଟିଏ ତଦ୍ଧିତ ନିଷ୍ପନ୍ନ ପଦ ଦିଆଯାଇ ପ୍ରତ୍ୟେୟ ନିର୍ଣ୍ଣୟ କିମ୍ବା ଋରିଟି ଭିନ୍ନଭିନ୍ନ ଶବ୍ଦ ମଧ୍ୟରୁ ତଦ୍ଧିତ ନିଷ୍ପନ୍ନ ଠିକ୍ ଶବ୍ଦଟିଏ ରଖ୍ ତାକୁ ଚିହ୍ନାଇବାକୁ କୁହାଯିବ ।
11. ସମାସ : ତତ୍ପୁରୁଷ, କର୍ମଧାରୟ, ବହୁବ୍ରୀହି, ଦ୍ବିଗୁ, ଦ୍ବନ୍ଦ୍ବ, ଅବ୍ୟୟୀଭାବ ସମାସ ମଧ୍ଯରୁ ୨ଟି ପ୍ରଶ୍ନ କରାଯାଇ ସମାସ ଚିହ୍ନାଇବାକୁ କିମ୍ବା ବ୍ୟାସ ବାକ୍ୟ ଦିଆଯାଇ ସମାସ ନିଷ୍ପନ୍ନ ପଦ ନିଶ୍ଚୟ କରିବାକୁ ଦିଆଯିବ ।
12. ଏଥିପାଇଁ ପ୍ରତିଟିର ୪ଟି ସମ୍ଭାବ୍ୟ ଉତ୍ତର ପ୍ରଦାନ କରି ଠିକ୍ଟିକୁ ବାଛିବାକୁ ନିର୍ଦ୍ଦେଶ ରହିବ ।
13. ବିଭକ୍ତି : ବାକ୍ୟଟିଏ ଦିଆଯାଇ ସେଥୁରୁ ରେଖାଙ୍କିତ ପଦର ବିଭକ୍ତି ଚିହ୍ନାଇବାକୁ କୁହାଯିବ ଏବଂ ଏଥିପାଇଁ ୪ଟି ସମ୍ଭାବ୍ୟ ଉତ୍ତର ଦିଆଯାଇଥିବ ।
Section II
English - 20 Marks
1. Comprehension:
a) From an unseen passage in about 100 words - 05 marks
b) From a Poem - 05 marks
c) Grammar and Usage - 07 marks
d) Speaking (commonly mispronounced words) - 03 marks
Testing of reading comprehension of an unseen passage through:
A.
1. Global questions (Skimming to get the gist)
2. Factual questions (scanning to locate specific information)
3. Referential questions (What / Who does 'a pronoun' stand for in the given passage)
4. Inferential questions draw inference based on the context
B.
1. Vocabulary antonyms, synonyms
2. Language usage
Testing reading comprehension of a poem through
1. Global question
2. Factual questions
3. Vocabulary in the text antonym, synonym, meaning as conveyed in the text
4. Inferential questions
5. Appreciation questions on rhyming etc.
Testing of Grammar and Usage in the following areas:
1. Prepositions
2. Direct and indirect speech
3. Рassives
4. Tense
5. Identification of error in a sentence
6. Phrasal Verbs
7. Clause Patterns
8. Punctuations
9. Туpes of sentences
10. Spelling
11. Agreement of verbs with subjects
Section III
Hindi (60 Marks)
UNIT-I (हिन्दी गद्य साहित्य) - 20 अंक
(i) निबंध - निम्नलिखित पाठ्य विषयों से प्रश्न किए जायेंगे ।
बालमुकुंद गुप्त - बनाम लार्ड कर्जन!
रामचन्द्र शुक्ल- क्रोध
हजारी प्रसाद द्विवेदी - अशोक के फूल
हरिशंकर परसाई - भोलाराम का जीव
(ii) उपन्यास
प्रेमचन्द - कर्मभूमि
भगवती चरण वर्मा - चित्रलेखा
मन्नू भण्डारी - आपका बंटी
(iii) कहानी
प्रेमचन्द - कफन, पूस की रात
प्रसाद - पुरस्कार, आकाशदीप
अज्ञेय - तत्सत्
भगवती चरण वर्मा - प्रायश्चित्त
कमलेश्वर - गर्मी के दिन
जैनेन्द्र कुमार - पत्नी
उषा पियम्बदा - वापसी
भीष्म साहनी - चीक की दावत
(iv) नाटक
जय शंकर प्रसाद - चन्द्रगुम
लक्ष्मीनारायण मिश्र - सिंदूर की होली
मोहन राकेश - आषाढ़ का एक दिन
(v) संस्मरण / रेखाचित्र
महादेवी वर्मा - गौरा
रामवृक्ष बेनीपुरी - रज़िया
विष्णु प्रभाकर - अंष्टावक्र
UNIT- II (पद्य विभाग) - 10 अंक
(i) कवीर दास - दोहे - गुरु गोबिन्द दोउ खड़े, पानी केरा बुद बुदा, माटी कहै कुम्भारते, जलमें कुंभ, कस्तूरी कुंडल बसै, माली आपन, कल करे सो आज कर, साधु ऐसा चाहिए...। पद माया महा ठमिनी ।
(ii) सूरदास - बाल वर्णन - मैया मैं नहीं माखन, मैया मोहि दाऊ बहुत खिझायौ, जसुमति हरि पालनै, मैया कबहुँ बढ़ेगी चोटी ।
भ्रमर गीत- अंधो मन मानेकी बात, ऊधो मन जहिं दस बीस, निर्गुन कौन देसकी, अधा मोहि ब्रज विसरत नहिं ।
(iii) तुलसी दास - केवट प्रसंग, भरत-महिमा
(iv) बिहारी - मेरी सव बाधा हरी, कनक कनक तें, बतरस लालच, कहत नटत रोझव.. ।
(v) मैथिलीशरण गुम यशोधरा
(vi) दिनकर कुरुक्षेत्र (प्रथम तीन वर्ष)
(ii) बच्हन पथकी पहचान, जुगनू
(vii) सुभद्राकुमारी झाँसी की रानी
(ix) प्रसाद - भारतवर्ष, हिमाद्रि तुंग...
(x) पंत प्रथम रश्मि, ताज
(xi) निराला संध्यासुंदरी, तोड़ती पत्थर
(xii) केदारनाथ सिंह अकाल में दूब
(xii) नागार्जुन बहुत दिनों के बाद
UNIT- III (प्रत्येक पाठ्घ - बिन्दु से दो प्रश्न) - 20 अंक
भाषा अध्ययन :
i) हिन्दी और ओड़िआ ध्वनियाँ (व्यतिरेकी ज्ञान)
ii) शब्द निर्माण प्रचलित उपसर्ग और प्रत्यय
iii) संधि तथा समास
iv) विलोम और पर्यायवाची शब्द
v) शब्दों की सही वर्तनी और उच्चारण
vi) संज्ञा लिंग, बचन
vii) कारक विभक्ति और विशेषण के मुख्य प्रकार
vii) क्रिया:
(क) भेद (सकर्मक, अकर्मक, सरल, निश्र, यौगिक, प्रेरणार्थक)
(ख) काल- तीन कालों का मुख्य भेद
ix) वाक्य: मुख्य भेद और परिवर्तन
x) अति प्रचलित मुहावरे और कहावतें
UNIT- VI (भाषा प्रयोग) - 10 अंक
i) गहा पाठ विधि - परिचयात्मक प्रश्न, बाचन, लेखन, बोध प्रश्न, ज्ञान, और चितामूलक प्रश्न ।
ii) पद्म पाठ विधि - सामान्य परिचयात्मक प्रश्न, व्याख्या की पद्धति, आत्मीकरण, काव्यानन्दका स्वाद ।
iii) व्याकरण पाठ विधि - आगमन / निगमन प्रणाली
iv) अनुवाद - ओडिआ से हिंन्दी पाँच सरल वाक्य या वाक्यांश
v) अपठित गद्य/पद्यांश - (छोटे-छोटे दो अंश) उसमें से बोध / ज्ञान मूलक प्रश्न होंगे
UNIT-I (हिन्दी गद्य साहित्य) - 20 अंक
(i) निबंध - निम्नलिखित पाठ्य विषयों से प्रश्न किए जायेंगे ।
बालमुकुंद गुप्त - बनाम लार्ड कर्जन!
रामचन्द्र शुक्ल- क्रोध
हजारी प्रसाद द्विवेदी - अशोक के फूल
हरिशंकर परसाई - भोलाराम का जीव
(ii) उपन्यास
प्रेमचन्द - कर्मभूमि
भगवती चरण वर्मा - चित्रलेखा
मन्नू भण्डारी - आपका बंटी
(iii) कहानी
प्रेमचन्द - कफन, पूस की रात
प्रसाद - पुरस्कार, आकाशदीप
अज्ञेय - तत्सत्
भगवती चरण वर्मा - प्रायश्चित्त
कमलेश्वर - गर्मी के दिन
जैनेन्द्र कुमार - पत्नी
उषा पियम्बदा - वापसी
भीष्म साहनी - चीक की दावत
(iv) नाटक
जय शंकर प्रसाद - चन्द्रगुम
लक्ष्मीनारायण मिश्र - सिंदूर की होली
मोहन राकेश - आषाढ़ का एक दिन
(v) संस्मरण / रेखाचित्र
महादेवी वर्मा - गौरा
रामवृक्ष बेनीपुरी - रज़िया
विष्णु प्रभाकर - अंष्टावक्र
UNIT- II (पद्य विभाग) - 10 अंक
(i) कवीर दास - दोहे - गुरु गोबिन्द दोउ खड़े, पानी केरा बुद बुदा, माटी कहै कुम्भारते, जलमें कुंभ, कस्तूरी कुंडल बसै, माली आपन, कल करे सो आज कर, साधु ऐसा चाहिए...। पद माया महा ठमिनी ।
(ii) सूरदास - बाल वर्णन - मैया मैं नहीं माखन, मैया मोहि दाऊ बहुत खिझायौ, जसुमति हरि पालनै, मैया कबहुँ बढ़ेगी चोटी ।
भ्रमर गीत- अंधो मन मानेकी बात, ऊधो मन जहिं दस बीस, निर्गुन कौन देसकी, अधा मोहि ब्रज विसरत नहिं ।
(iii) तुलसी दास - केवट प्रसंग, भरत-महिमा
(iv) बिहारी - मेरी सव बाधा हरी, कनक कनक तें, बतरस लालच, कहत नटत रोझव.. ।
(v) मैथिलीशरण गुम यशोधरा
(vi) दिनकर कुरुक्षेत्र (प्रथम तीन वर्ष)
(ii) बच्हन पथकी पहचान, जुगनू
(vii) सुभद्राकुमारी झाँसी की रानी
(ix) प्रसाद - भारतवर्ष, हिमाद्रि तुंग...
(x) पंत प्रथम रश्मि, ताज
(xi) निराला संध्यासुंदरी, तोड़ती पत्थर
(xii) केदारनाथ सिंह अकाल में दूब
(xii) नागार्जुन बहुत दिनों के बाद
UNIT- III (प्रत्येक पाठ्घ - बिन्दु से दो प्रश्न) - 20 अंक
भाषा अध्ययन :
i) हिन्दी और ओड़िआ ध्वनियाँ (व्यतिरेकी ज्ञान)
ii) शब्द निर्माण प्रचलित उपसर्ग और प्रत्यय
iii) संधि तथा समास
iv) विलोम और पर्यायवाची शब्द
v) शब्दों की सही वर्तनी और उच्चारण
vi) संज्ञा लिंग, बचन
vii) कारक विभक्ति और विशेषण के मुख्य प्रकार
vii) क्रिया:
(क) भेद (सकर्मक, अकर्मक, सरल, निश्र, यौगिक, प्रेरणार्थक)
(ख) काल- तीन कालों का मुख्य भेद
ix) वाक्य: मुख्य भेद और परिवर्तन
x) अति प्रचलित मुहावरे और कहावतें
UNIT- VI (भाषा प्रयोग) - 10 अंक
i) गहा पाठ विधि - परिचयात्मक प्रश्न, बाचन, लेखन, बोध प्रश्न, ज्ञान, और चितामूलक प्रश्न ।
ii) पद्म पाठ विधि - सामान्य परिचयात्मक प्रश्न, व्याख्या की पद्धति, आत्मीकरण, काव्यानन्दका स्वाद ।
iii) व्याकरण पाठ विधि - आगमन / निगमन प्रणाली
iv) अनुवाद - ओडिआ से हिंन्दी पाँच सरल वाक्य या वाक्यांश
v) अपठित गद्य/पद्यांश - (छोटे-छोटे दो अंश) उसमें से बोध / ज्ञान मूलक प्रश्न होंगे
Section IV :
Child Development, Pedagogy, School Management & Evaluation (50 Marks)
Child Development (Process Of Growing Up)
1. Growth and Development
i. Concept and Principles of Development
ii. Difference between growth and development
iii. Factors influencing development (Nutrition, Intelligence, Psychosocial, Heredity, environment, diseases, injury, Siblings & peers)
2. Theories of development
i. Cognitive development theories of Piaget
ii. Language development theories of Noam Chomsky)
iii. Social development theories of Erikson
iv. Moral development theories of Kohlberg
v. Developmental characteristics during childhood ( Physical, Social, Cognitive, and emotional)
vi. Needs and problems at Childhood and adolescence
3. Approaches to Understanding the Nature of Intelligence
i. Psychometric approach (Guilford, Gardner, Thurstone)
ii. Information Processing Approach – Sternberg
iii. Social Constructivist Approach – Vygotsky
4. Addressing Problems of Adolescence
i. Role of Teachers, Parents, and Community
ii. Development of Self – concept of adolescents
iii. Counselling Services for the adolescents
Learning Process / Pedagogy
1. Understanding the Learning Process
i. Learning as a process and as an outcome
ii. Relevance & applicability of theoretical perspectives on learning – Humanistic (Karl Rogers), Constructivist (Piaget and Vygotsky)
iii. Basic Conditions of learning – Readiness, Maturation, Motivation, Maturation, Attention, Task and Methods
2. Organizing Learning
Characteristics and Process of
i. Teacher – centric
ii. Learner – centric
iii. Learning – centric
3. Critical Pedagogy
Concept, Characteristics, Stages & approaches of Critical Pedagogy
4. Addressing Classroom Diversity
i. Using varieties of TLMs
ii. Using Context of the learner
iii. Using Variety of activities while group learning, small group learning, and independent learning
iv. Adopting curriculum to the needs of children with special needs multilingual education.
Educational (School) Management
1. Educational Management
i. Concept, Scope, Importance, and Types – -Centralized and decentralized, Democratic & Autocratic
ii. Structure at National, State, District, and Sub-district (BRCCs, CRCs, SMCs, SMDC) and their roles
2. Management Structure at different levels
i. National
ii. State
iii. District
iv. Subdistricts (BRCs, CRCs, SMCs, SMDC)
3. School Development Plan (SDP)
i. Meaning, Importance, Purpose
ii. Key Actions – Headmaster, Teachers, Students, Parents & SMDC)
4. School-Based Management (SBM)
i. Concept, Importance, Scope, and Process
ii. Objectives of SBM
iii. Resource management – Sources, Utilization & Mobilization
iv. Infrastructural resources
v. Financial Resources
vi. Human resources
vii. Community resources
Assessing The Learner / Performance (Evaluation)
1. Assessment and Evaluation
i. Assessment and evaluation in a constructivists perspective
ii. Concept, Continuous and Comprehensive Evaluation, Formative, Summative and Diagnostic Assessment
2. Assessment and Learning
i. Assessment of learning, Assessment for Learning, Assessment as Learning
ii. Subject-based learning from a constructivist perspective
iii. Assessment tools and techniques – Projects, Assignments, observation, Teacher made Tests
iv. Self – Assessment, Peer – Assessment
v. Portfolios, Rubrics
3. Test Construction
i. Steps and principles of Test Construction
ii. Development of blueprint
iii. Preparation of test items
4. Recent Developments in Assessment
i. Grading
ii. Assessment in the co-scholastic area
iii. Implementation strategy of Continuous and Comprehensive Evaluation
iv. Recommendations of NCF – 2005
1. Growth and Development
i. Concept and Principles of Development
ii. Difference between growth and development
iii. Factors influencing development (Nutrition, Intelligence, Psychosocial, Heredity, environment, diseases, injury, Siblings & peers)
2. Theories of development
i. Cognitive development theories of Piaget
ii. Language development theories of Noam Chomsky)
iii. Social development theories of Erikson
iv. Moral development theories of Kohlberg
v. Developmental characteristics during childhood ( Physical, Social, Cognitive, and emotional)
vi. Needs and problems at Childhood and adolescence
3. Approaches to Understanding the Nature of Intelligence
i. Psychometric approach (Guilford, Gardner, Thurstone)
ii. Information Processing Approach – Sternberg
iii. Social Constructivist Approach – Vygotsky
4. Addressing Problems of Adolescence
i. Role of Teachers, Parents, and Community
ii. Development of Self – concept of adolescents
iii. Counselling Services for the adolescents
Learning Process / Pedagogy
1. Understanding the Learning Process
i. Learning as a process and as an outcome
ii. Relevance & applicability of theoretical perspectives on learning – Humanistic (Karl Rogers), Constructivist (Piaget and Vygotsky)
iii. Basic Conditions of learning – Readiness, Maturation, Motivation, Maturation, Attention, Task and Methods
2. Organizing Learning
Characteristics and Process of
i. Teacher – centric
ii. Learner – centric
iii. Learning – centric
3. Critical Pedagogy
Concept, Characteristics, Stages & approaches of Critical Pedagogy
4. Addressing Classroom Diversity
i. Using varieties of TLMs
ii. Using Context of the learner
iii. Using Variety of activities while group learning, small group learning, and independent learning
iv. Adopting curriculum to the needs of children with special needs multilingual education.
Educational (School) Management
1. Educational Management
i. Concept, Scope, Importance, and Types – -Centralized and decentralized, Democratic & Autocratic
ii. Structure at National, State, District, and Sub-district (BRCCs, CRCs, SMCs, SMDC) and their roles
2. Management Structure at different levels
i. National
ii. State
iii. District
iv. Subdistricts (BRCs, CRCs, SMCs, SMDC)
3. School Development Plan (SDP)
i. Meaning, Importance, Purpose
ii. Key Actions – Headmaster, Teachers, Students, Parents & SMDC)
4. School-Based Management (SBM)
i. Concept, Importance, Scope, and Process
ii. Objectives of SBM
iii. Resource management – Sources, Utilization & Mobilization
iv. Infrastructural resources
v. Financial Resources
vi. Human resources
vii. Community resources
Assessing The Learner / Performance (Evaluation)
1. Assessment and Evaluation
i. Assessment and evaluation in a constructivists perspective
ii. Concept, Continuous and Comprehensive Evaluation, Formative, Summative and Diagnostic Assessment
2. Assessment and Learning
i. Assessment of learning, Assessment for Learning, Assessment as Learning
ii. Subject-based learning from a constructivist perspective
iii. Assessment tools and techniques – Projects, Assignments, observation, Teacher made Tests
iv. Self – Assessment, Peer – Assessment
v. Portfolios, Rubrics
3. Test Construction
i. Steps and principles of Test Construction
ii. Development of blueprint
iii. Preparation of test items
4. Recent Developments in Assessment
i. Grading
ii. Assessment in the co-scholastic area
iii. Implementation strategy of Continuous and Comprehensive Evaluation
iv. Recommendations of NCF – 2005
OSSTET Hindi Teacher Exam Pattern 2026
Paper- I
Duration : 2 hours and 30 minutes
Duration : 2 hours and 30 minutes
| Section | Subject | No.of Question | Marks |
| Section I | Odia | 20 | 20 |
| Section II | English | 20 | 20 |
| Section III |
Hindi Teacher
|
60 | 60 |
| Section IV | Child Development, Pedagogy, School Management & Evaluation | 50 | 50 |
| Total | 150 | 150 |
Exam Date 2026 : 30th September 2026
Starting Date of Application Form : 03rd August 2026
Last Date of Application Form : 17th August 2026
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6. 1000 (+) GK MCQ with Answer PDF Book in English.
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