UGC NET Questions (Paper – 1)

Statements A, B and C correctly present the need to align evaluation with objectives and to assess higher-order thinking when such objectives are set. E is also true because alignment clarifies expectations and guides learner preparation. D is false since assessing only recall for higher-order objectives provides a misleading picture of learning. Thus, A, B, C and E only is the correct combination of statements.

Option A:
Option A includes A, B, C and E, giving a complete description of why alignment is essential for valid evaluation and meaningful interpretation of achievement. It correctly excludes D, which tolerates clear misalignment. Hence this option is correct.

Option B:
Option B lists A, B and C but omits E, failing to mention the role of alignment in helping learners prepare effectively. Because E is also true, A, B and C only is incomplete.

Option C:
Option C contains B, C and E but leaves out A, which explicitly states that evaluation should be aligned with objectives. Without this core statement, B, C and E only cannot be accepted.

Option D:
Option D groups A, C, D and E while incorrectly including D, which allows recall-only tests for higher-order objectives. This contradicts principles of constructive alignment, so A, C, D and E only is not valid.

Instructional objectives are central to planning and evaluation, and statements (A), (B) and (D) describe their proper role. A is correct in emphasising that objectives specify expected learner behaviour changes, B notes their function in guiding the choice of methods and experiences, and D highlights their behavioural, observable nature. C is wrong because objectives are closely linked to evaluation, helping determine what evidence of learning to collect, and E is wrong because vague, general objectives do not give clear direction. Therefore C and E are the wrong statements that must be identified together.

Option A:
Option A assumes that only statement C is wrong, leaving E unchallenged. While C does wrongly separate objectives from evaluation, E also misleads by suggesting that objectives should be vague, which contradicts the requirement for specificity and clarity. By omitting E from the list of wrong statements, this option does not fully capture the errors.

Option B:
Option B marks only E as wrong and treats C as acceptable. Yet C is problematic because it denies the strong alignment between objectives and evaluation, which is fundamental for instructional design. Ignoring the error in C means this option only partially identifies what is wrong and cannot be chosen.

Option C:
Option C correctly groups C and E as the two statements that misrepresent instructional objectives. C breaks the essential link between objectives and evaluation, and E promotes vagueness where precision is required. Since A, B and D all align with standard principles of objective formulation, selecting only C and E as wrong makes this the correct combination.

Option D:
Option D adds B to the set of wrong statements along with C and E. However B accurately captures the way clear instructional objectives help teachers choose appropriate methods and learning experiences. By classifying B as wrong it undermines an important function of objectives, so the combination becomes logically inconsistent.