UGCNET Questions

Feedback is the response that travels from receiver back to sender. In the classroom, students’ questions, facial expressions and performance provide the teacher with evidence about how messages are being interpreted. When teachers attend to this feedback, they can clarify misconceptions, change examples, modify pace or revisit topics.

Option A:
Option A stresses that feedback informs the teacher about the effectiveness of communication and guides adaptive teaching, aligning with a responsive, learner-centred approach.

Option B:
Option B suggests increasing teacher talk, but feedback usually reduces monologue and encourages student voice instead of prolonging one-way delivery.

Option C:
Option C equates effectiveness with silence; in reality, silence may hide confusion, whereas active feedback reveals true levels of understanding.

Option D:
Option D assumes feedback removes the need for assessment; while feedback improves learning, formal evaluations are still required to measure achievement systematically.

Feedback is the response of the receiver that travels back to the sender. In the classroom, students’ questions, expressions and performance provide cues about their level of understanding. When teachers attend to this feedback, they can adjust the pace, clarify doubts, or change strategies. Feedback therefore functions as a control mechanism that enhances effectiveness of teaching learning.

Option A:
Option A suggests ignoring students’ difficulties, which is opposite to the purpose of feedback. If teachers continue as planned without responding to learners’ signals, misunderstandings remain uncorrected and learning outcomes suffer.

Option B:
Option B correctly states that feedback enables teachers to judge students’ comprehension and adapt teaching accordingly. It captures the dynamic, responsive nature of effective classroom communication and reflects the two way character of interaction.

Option C:
Option C treats silence as the main goal, but strict silence can actually suppress questions and feedback. Without student responses, the teacher cannot accurately gauge understanding.

Option D:
Option D implies that feedback removes the need for assessments, but formal tests and assignments still play an important role in evaluating learning over time. Feedback during lessons complements, rather than replaces, assessment.