Teacher appraisal and performance – UGC NET Question

Statements A, B, D and E give a balanced view of teacher appraisal. A is true because self-appraisal, student feedback and peer review are common components of appraisal systems. B is true since performance indicators typically span teaching, research and service. D is true because transparent procedures reduce suspicion and enhance acceptance. E is true as appraisals linked to recognition, support and development can motivate improvement. C is false because feedback from appraisals should inform professional growth, and F is false because teacher appraisal is a key element of institutional quality assurance.

Option A:
Option A is incorrect as it omits E, thereby failing to acknowledge how linking appraisal to recognition and support reinforces continuous improvement.

Option B:
Option B is correct because it brings together A, B, D and E, which together describe the components, dimensions and developmental use of appraisal, while excluding C and F, which deny feedback and quality roles.

Option C:
Option C is incorrect because it includes F, which asserts that appraisal is irrelevant for quality assurance, and omits A, ignoring the multi-source nature of effective appraisal.

Option D:
Option D is incorrect because it includes C, which wrongly claims that results should never be communicated to teachers, contradicting the developmental purpose of appraisal.