UGC NET Questions (Paper – 1)

Content validity focuses on whether the items in a test represent the full range of important content areas and cognitive processes defined in the test blueprint. Experts review items to judge coverage and relevance. High content validity is especially crucial for achievement tests used for grading and selection. Therefore, the adequacy of domain sampling described in the stem is called content validity.

Option A:
Content validity is often enhanced by preparing a table of specifications that links objectives, topics and item types. When each important area is proportionately represented, the test better reflects the intended curriculum. This direct link to content coverage makes this option correct.

Option B:
Construct validity deals with the alignment of test scores with theoretical constructs and broader patterns of relationships, not simply the coverage of content topics.

Option C:
Face validity refers to the superficial appearance that a test measures what it claims to measure from the perspective of test-takers or laypersons; it is not a technical estimate of domain coverage.

Option D:
Predictive validity concerns how well test scores forecast future performance, such as success in a programme, and is unrelated to sampling of content topics.

In this question statements A, B, D and E are accurate descriptions of data collection tools, while statement C is wrong. Questionnaires are indeed useful for reaching large, dispersed populations, structured interviews use a pre-planned schedule, standardised achievement tests measure learning outcomes and poorly prepared tools can threaten data quality. Statement C is false because observation is not only permissible in qualitative research but is actually one of its key methods. Therefore the only wrong statement is C.

Option A:
Option A claims that statement A is the only wrong statement, which is incorrect. Statement A is true because questionnaires are particularly suitable for large, dispersed groups where face-to-face contact is difficult. Since it misidentifies a correct statement as wrong and ignores the real error in C, this option cannot be accepted.

Option B:
Option B correctly singles out statement C as the only wrong statement. It recognises that observations are widely used in qualitative studies to capture natural behaviour and context. By not misclassifying any correct statements as wrong, this option gives an accurate response to the question.

Option C:
Option C groups statements B and C as wrong, but this is not accurate. Statement B is true because structured interviews rely on pre-planned, standardised questions administered in a uniform way. By labelling B as wrong along with C, this option fails to distinguish between accurate and inaccurate descriptions.

Option D:
Option D treats both C and E as wrong statements. While C is indeed false, E is correct since unvalidated or poorly prepared tools can lead to biased or unreliable data. Including E in the set of wrong statements makes this combination inconsistent with the underlying concepts.