UGC NET Questions (Paper – 1)

Statements A, B and D correctly express the purposes and components of e-portfolios, while C is overly restrictive and false. E-portfolios collect diverse digital artefacts, encourage reflection and allow teachers to see growth over time. They may be shared selectively with peers, mentors or employers when appropriate. Hence, the combination A, B and D only is correct.

Option A:
Option A is incomplete because it includes only A and B and omits D. While defining e-portfolios and listing their contents is important, highlighting their role in process and product assessment adds a crucial evaluative dimension.

Option B:
Option B is incomplete because it groups B and D only and leaves out A. Without the general definition of portfolios as collections of artefacts, understanding their nature remains partial.

Option C:
Option C is correct because it brings together the three true statements and excludes C, which incorrectly insists on permanent privacy and forbids legitimate sharing. It reflects how e-portfolios serve learning, assessment and sometimes employability.

Option D:
Option D is incorrect because it treats all four statements as correct and therefore accepts C. Since C contradicts common practice of sharing curated portfolios, especially in professional programmes, this combination cannot be accepted.

Statements A, B and D correctly show how ICT can be used to assess higher order thinking, while statement C is false. Simulations, online discussions and e-portfolios all allow learners to demonstrate analysis, argumentation and creativity. Multiple-choice items can sometimes probe higher order skills, but they are certainly not the only ICT-supported format. Hence, the combination A, B and D only is the correct answer.

Option A:
Option A is incomplete because it selects only A and B and leaves out D. While simulations and discussions are valuable, e-portfolios that collect varied artefacts are also powerful tools for assessing complex learning outcomes. Excluding D underrepresents ICT’s potential.

Option B:
Option B is incorrect because it treats A, B and C as correct, thereby accepting C. Statement C wrongly restricts higher order assessment to multiple-choice formats and ignores simulations, portfolios and other ICT tools. Including this false statement invalidates the option.

Option C:
Option C includes B and D only and omits A, even though A explains how simulations can require deep analysis and decision-making. Without A, this option does not fully cover ICT approaches to higher order assessment.

Option D:
Option D is correct because it groups A, B and D, the three accurate statements about ICT-based assessment, and excludes C, which over-limits the formats that can be used. It offers a broad and realistic view of how ICT can support evaluation of higher order thinking.