Which of the following questions assess the analytical aspect of the cognitive…

This question belongs to the broader theme of classifying assessment questions by Bloom's-taxonomy-style cognitive demand — CTET/NCERT-aligned teacher-training material distinguishes questions that call for going beyond simple recall (examining a relationship, applying an idea to a new context, comparing usefulness across disciplines, or forming and justifying a judgement) from questions that test only recall (retrieving a specific stored fact, term, or figure). The stem asks which items test this broader 'analytical aspect', as opposed to the plain recall aspect.

Applying this to each part of the question:

• (a) asks how a specific classroom activity (heritage projects) can be linked to broader national curricular objectives — answering it means working out a relationship between a teaching activity and policy goals, which goes beyond recall and falls under the analytical aspect.

• (b) asks how the methods used in the discipline of history are useful for research in science, art, and management studies — this requires comparing the applicability of one discipline's methods across several other disciplines, again going beyond recall.

• (c) simply asks for a number — the count of regional languages and dialects in which a named radio programme is broadcast. This is a single stored fact that is either known or looked up; it does not require examining any relationship, so it sits at the recall level, not the analytical level.

• (d) asks the student to write a review of two historical serials — writing a review means forming and justifying a judgement about the content, which goes beyond recall and falls under the analytical aspect.

• (e) asks for the meaning of a named term and the region where it is popular — both parts are direct definitional and locational facts to be recalled, not relationships to be worked out, so this sits at the recall level.

Checking the other combinations by what they actually contain:

• The combination '(a), (b), (c) and (d) only' correctly keeps the three analytical items but also folds in (c), a pure recall item, so it no longer isolates only the analytical questions.

• The combination '(b), (c), (d) and (e) only' folds in both recall items, (c) and (e), while dropping (a), so it mixes recall-level and analytical-level questions instead of isolating the analytical ones.

• The combination '(c) and (e) only' consists of exactly the two recall-level items — a count and a definition/location — which is the opposite of what the question asks for.

The combination that contains only questions requiring the student to examine a relationship, compare applicability, or form a judgement — and excludes both pure recall items — is '(a), (b) and (d) only'.