_id	Sr. No	Frameworks	Indicators	CODE	Description
1	1	"Revised Blooms Taxonomy

(Used to analyse Type of Questions)"	""	""	"Bloom’s Taxonomy is a classification of the different objectives and skills that educators set for their students (learning objectives)
This taxonomy had permeated teaching and instructional planning for almost 50 years before it was revised in 2001.
It's a model that classifies different levels of human cognition of thinking, learning and understanding.
"
2		""	Remembering	A1	"Retrieving relevant knowledge from long-term memory.
"
3		""	Understanding	A2	"Determining the meaning of instructional messages, including oral, written, and graphic communication.
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4		""	Applying	A3	"Carrying out or using a procedure in a given situation
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5		""	Analysing	A4	"Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure or purpose
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6		""	Evaluating	A5	"Making judgments based on criteria and standards
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7		""	Creating	A6	"Putting elements together to form a novel, coherent whole or make an original product.
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8		""	""	""	""
9	2	"Lee Shulman
(Used to analyse Type of Knowledge)"	""	""	"Lee Shulman and his fellow researchers looked to better understand the source of teachers' comprehension of their subject areas, how that knowledge grows, and how teachers understand and react to curriculum, reshaping it into something their students will understand.
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10		""	Content/Subject Knowledge	B1	"This refers to the amount and organization of subject knowledge in the mind of the teacher
Why a given topic is particularly central to a discipline whereas another may be somewhat peripheral
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11		""	Pedagogical Knowledge	B2	"Knowledge that goes beyond subject matter to the dimension of teaching particular form of content knowledge that encompasses the aspects of content most related to its teachability
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12		""	Pedagogical Content Knowledge	B3	"Pedagogical content knowledge includes an understanding of what makes the learning of specific topics easy or difficult
Of knowledge about the misconceptions of students and about the instructional conditions necessary to overcome and transform those initial conceptions
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13		""	Curricular Knowledge	B4	"Expect that the teacher possesses understandings about the curricular alternatives available for instructions
Underlies the teacher's ability to relate the content of a given course or lesson to topics or issues being discussed simultaneously in other classes
"
14		""	""	""	""
15	3	"NCFTE

(Used to analyse Type of Knowledge)"	""	""	"Transaction of the curriculum and evaluating the developing teacher to determine the extent to which the ideas conceptualized are put into practice
The framework takes a clear approach in suggesting the design of pedagogy courses within the frame of languages, mathematics, sciences and social sciences rather than in terms of school subjects.
"
16		""	"Childhood, Child and Adolescent Development and Learning
(Child Development and Learning Knowledge)
"	B5	Constructs of childhood, adolescence; socialization; language; cognition, thinking and learning; school and physical health; self, identity
17		""	"Inclusivity Knowledge
"	B6	"All children in the same classrooms, in the same schools receive equal real learning opportunities even groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too.
"
18		""	"Gender, School and Society
(Socio-Cultural Knowledge)
"	B7	Identity development; understanding curriculum and texts from a gender lens; debates about professionalism and feminization of the teaching profession
19		""	"Teacher & Learner in Society
(Systemic Knowledge)
"	B8	Issues and concerns of contemporary Indian society; human and child rights; classroom as social context
20		""	"Assessment and Evaluation Studies
(Assessment Knowledge)
"	B9	Draw upon critical reading of psychometric approaches; sociological frames of analysis and constructive approaches