UGC NET Questions (Paper – 1)

Formative evaluation is conducted during the teaching–learning process to gather information about students’ progress. Its main goal is to provide feedback to both learners and teachers so that strengths can be built upon and weaknesses addressed promptly. This feedback enables teachers to modify instruction and students to adjust their study strategies before final grading. Therefore, the immediate purpose mentioned in the stem is best described as feedback.

Option A:
Certification is typically associated with summative evaluation at the end of a course, where final grades or qualifications are awarded. It does not directly support improvement while learning is still taking place. Since the stem focuses on ongoing learning, certification cannot be the correct answer.

Option B:
Ranking involves ordering students according to performance, often in norm-referenced assessments. While ranks may satisfy administrative requirements, they rarely provide detailed guidance on how to improve. Hence, ranking is not the central purpose of formative evaluation as described here.

Option C:
Feedback in formative evaluation highlights what learners are doing well and where they need more practice or different strategies. It also informs teachers about which concepts require reteaching or alternative explanation. Because the stem explicitly mentions improvement of ongoing learning, feedback is the accurate term.

Option D:
Strict punishment may sometimes accompany poor performance, but it does not describe the core aim of formative evaluation and can even discourage learners. Formative assessment seeks to support and improve learning rather than penalise it. Therefore, punishment is not an appropriate completion.

Option D – formative evaluation Formative evaluation is carried out during the instructional process to provide feedback for improving teaching and learning before final judgments are made. It uses tools such as quizzes, assignments, classroom questions and observations to check ongoing progress. The results are used to adjust teaching strategies, provide remediation or extend learning for those who are ready. Hence, the regular monitoring described in the stem is a hallmark of formative evaluation.

Option A:
Option A, summative evaluation, takes place at the end of a unit or course and is mainly used for grading, promotion or certification. Although it shows how much has been learned overall, it does not primarily serve to adjust ongoing teaching because instruction is already complete. Therefore, it does not match the continuous monitoring described in the question.

Option B:
Option B, diagnostic evaluation, aims mainly at identifying specific learning difficulties and their causes, often before or in the early stages of instruction on a topic. While diagnostic data may be collected through tests, its primary goal is to locate problems rather than to provide continuous feedback throughout a course.

Option C:
Option C, placement evaluation, is used at the outset of a programme to determine the appropriate level or type of instruction a learner should receive. It is not repeated regularly through the course to track progress. Thus, it is not the kind of evaluation referred to in the stem.

Option D:
Option D, formative evaluation, is explicitly concerned with checking learning during teaching through periodic tasks and observations. It supports “assessment for learning,” enabling timely feedback and instructional adjustments. Because the stem emphasizes ongoing quizzes, assignments and observations to monitor progress, formative evaluation is the correct answer.

Formative assessment is conducted during the learning process to monitor progress and guide improvement. ICT-based quizzes that give instant feedback help students identify misconceptions and allow teachers to adjust instruction. They are low-stakes and primarily aimed at learning rather than grading. Therefore the online quizzes described in the stem are examples of formative assessment tools.

Option A:
Option A, summative, usually takes place at the end of a course or unit to judge overall achievement for certification or grading. It does not focus on ongoing feedback during learning.

Option B:
Option B, diagnostic at entry, is used before instruction begins to assess prior knowledge and is not typically repeated frequently during the teaching period.

Option C:
Option C, placement, relates to assigning learners to appropriate levels or groups based on initial abilities and is again usually done before regular teaching starts.

Option D:
Option D is correct because formative assessment emphasises continuous feedback loops, and ICT quizzes with immediate responses embody this function very well.

Statements A, B and C provide a balanced understanding of examination reforms. A is true because reforms emphasise assessing understanding, analysis and application rather than rote memorisation. B is correct in identifying common components of continuous evaluation such as quizzes and projects. C is also true since diversified assessment can distribute learning efforts and reduce last-minute stress. D is false because reforms do not demand the complete abolition of written examinations; rather, they seek to complement or redesign them. Thus the correct combination is A, B and C only.

Option A:
Option A is incorrect because it includes only A and B and ignores C, which correctly explains the positive impact of multiple assessment methods on stress and learning patterns. Leaving C out makes the description of reforms incomplete.

Option B:
Option B is correct because it gathers all three true statements and excludes D, which overstates the intent of reforms by assuming written exams must vanish entirely. It therefore reflects both the direction and the practical scope of examination changes.

Option C:
Option C is incorrect because it omits A, which clearly states the shift from memory-based to higher-order learning outcomes. Without A, the main pedagogic rationale of examination reforms is missing.

Option D:
Option D is incorrect because it combines A and C but leaves out B, which lists the important tools of continuous evaluation such as assignments and presentations. Excluding B weakens the explanation of how continuous assessment is actually implemented.

Statements A, B and D give a correct account of learner support and evaluation in distance education. A is true because study centres and counselling provide essential academic contact. B is true since well-designed self-learning materials substitute for regular lectures and must guide learners step by step. D is also true because continuous evaluation via assignments, projects and quizzes is a common feature of ODL systems. Statement C is false; institutions have a responsibility to support distance learners rather than leaving them entirely on their own. Thus, A, B and D only are correct.

Option A:
Option A is incorrect because it lists A and B only and omits D, thereby ignoring the important role of ongoing assessment in keeping distance learners engaged and providing feedback on progress.

Option B:
Option B is incorrect because it includes B and D but leaves out A, failing to mention the crucial infrastructural and counselling support provided through study centres and learner support centres.

Option C:
Option C is incorrect because it pairs A and C, accepting C’s claim that no academic support is needed, which contradicts the entire rationale for learner support structures in distance education.

Option D:
Option D is correct because it integrates the three true statements about support centres, material design and continuous evaluation while excluding C, which misrepresents institutional responsibilities towards distance learners.

Statements A, C and E are correct because continuous evaluation uses multiple assessment points, provides diagnostic feedback and can be implemented through quizzes, assignments and observations. B is false since comprehensive evaluation looks at multiple domains, not only cognitive outcomes. D is false because reliance on a single final exam contradicts the idea of continuous assessment. Hence, A, C and E only is the correct combination.

Option A:
Option A includes A and C but omits E, neglecting common tools such as quizzes and observations used in continuous evaluation. Since E is also true, A and C only is incomplete.

Option B:
Option B groups C and E but leaves out A, which defines the core continuous aspect of repeated assessments. Without A, C and E only does not fully describe continuous evaluation.

Option C:
Option C correctly combines A, C and E, covering multiple assessment points, diagnostic use and varied tools, while excluding B and D, which misrepresent comprehensive and continuous aspects. Therefore A, C and E only is the correct answer.

Option D:
Option D adds B to A, C and E, but B wrongly limits comprehensiveness to the cognitive domain. Including B makes A, B, C and E only an invalid option.

Statements A, B and C correctly describe the objectives and practices of examination reforms. A is true because reforms seek to move beyond memory-based testing to assess understanding, application and analysis. B is true as alternative formats like open-book exams, projects and portfolios are commonly used to capture deeper learning. C is true since continuous assessment through assignments and tests can complement final exams. Statement D is false; reforms do not automatically abolish all summative exams but rather modify their design and weightage. Therefore, A, B and C only form the correct set.

Option A:
Option A is incorrect because it covers A and B but omits C. Excluding C ignores the important role of continuous internal assessment in making evaluation more comprehensive and learner-centred.

Option B:
Option B is incorrect because it selects B and C only and leaves out A, thereby failing to state the overarching goal of examining higher-order learning, which gives coherence to the reform efforts.

Option C:
Option C is incorrect because it includes A and C but omits B, and thus does not explicitly recognise the role of open-book exams, projects and portfolios as instruments of reform.

Option D:
Option D is correct because it combines all three true statements and rejects D, which mischaracterises reform as requiring complete elimination of summative examinations.