UGC NET Questions (Paper – 1)

Statement A is correct because feedback enables learners to recognise what they are doing well and where they need to improve. Statement C is also correct since effective feedback must be specific, constructive and aligned with the intended learning outcomes. Statement B is false because the effectiveness of delayed versus immediate feedback depends on context; it is not always the case that delayed feedback is better. Statement D is false as feedback can be qualitative, descriptive and dialogic, not restricted to numerical grades. Therefore the true statements are A and C only, making A and C only the correct combination.

Option A:
Option A accurately brings together A and C, both of which reflect accepted principles of effective feedback. It excludes B and D, which make extreme or restrictive claims about timing and form of feedback. Because it contains all and only the true statements, A and C only is the correct answer.

Option B:
Option B adds B to A and C, treating B as a correct statement even though it wrongly generalises about delayed feedback always being superior. By including a false statement in the set of correct ones, this option becomes logically inconsistent. Hence A, B and C only cannot be accepted.

Option C:
Option C groups B and D and assumes both are true, but B and D each provide a misleading view of feedback. Delayed feedback is not always better, and feedback is not meaningful only when expressed as grades. Since both statements misrepresent feedback practices, B and D only cannot be the list of correct statements.

Option D:
Option D combines A, C and D, mixing two correct statements with D, which incorrectly restricts feedback to numerical grades. Although A and C are accurate, the inclusion of D makes the overall set partly false. Therefore A, C and D only is not the right answer.

A, C and D are correct because they reflect an equity-oriented perspective. A is true since equity often requires differential support to remove barriers for disadvantaged learners. C is true as inclusive teaching emphasises the value of diversity rather than treating it as a problem. D is true because varied assessment methods allow learners with different strengths to demonstrate achievement fairly. B is false because identical treatment can perpetuate existing inequalities, and E is false because stereotyping leads to biased expectations and discriminatory practices; hence A, C and D only is the correct combination.

Option A:
Option A includes A, C and D, capturing support-oriented equity, valuing diversity and inclusive assessment. It correctly excludes B and E, which provide simplistic or biased views of learners, so this option is the correct answer.

Option B:
Option B lists A and C only and omits D, overlooking the role of diverse assessment strategies in making evaluation inclusive. Without D, the description of equity and inclusivity is incomplete and cannot be accepted.

Option C:
Option C brings together C and D but leaves out A, which highlights adjustments and additional support as central to equity. As a result, this option does not reflect the full range of equity-related teacher actions.

Option D:
Option D adds B to A, C and D, but B wrongly assumes that sameness always equals fairness, ignoring structural disadvantages. Including B makes this combination logically inconsistent.

Option E combines A, C, D and E and accepts E as correct even though stereotyping undermines equitable practice. Because it mixes correct and incorrect ideas, A, C, D and E only is not a valid answer.