UGC NET Questions (Paper – 1)

Teaching ultimately aims to promote learning in students, so their achievement provides a key indicator of instructional success. When students demonstrate understanding, skills and attitudes aligned with objectives, it suggests that teaching strategies and materials were effective. Although other factors also influence achievement, it remains a central criterion for evaluating teaching. Thus, student achievement is correctly identified as the direct indicator.

Option A:
Teacher achievement might refer to professional growth or research output, which are important but do not directly show whether classroom teaching is helping learners meet objectives.

Option B:
Student achievement is typically measured through assessments, projects and performance tasks. When interpreted carefully, these outcomes reflect both the quality of teaching and the efforts of learners. This close link to teaching goals makes student the appropriate word to complete the stem.

Option C:
Institutional achievement relates to the overall performance of the institution in areas such as rankings or infrastructure, which can indirectly affect teaching but are not direct measures of classroom effectiveness.

Option D:
Curricular achievement is not a standard phrase; curriculum refers to planned content and experiences rather than realised learning outcomes. It is students who achieve, not the curriculum itself.

Teacher effectiveness is ultimately judged by the extent to which students achieve intended learning outcomes. While many factors contribute, evidence of what learners can do, understand and apply after instruction is central. Learning achievement reflects the impact of teaching on cognitive growth and sometimes on skills and attitudes. Hence, the most widely accepted indicator of teacher effectiveness in the classroom is student learning achievement.

Option A:
Regular attendance shows that students are present but does not guarantee that they are learning or understanding the material. Some students may attend regularly yet achieve little, while others can learn effectively even with occasional absence. Therefore, attendance alone is an incomplete and weak indicator of teacher effectiveness.

Option B:
Learning achievement demonstrates that students have successfully internalized knowledge and skills aligned with course objectives. It provides measurable evidence that teaching has had a positive educational impact. Because teacher effectiveness is closely tied to how much students actually learn, this option correctly captures the main indicator.

Option C:
Participation in co-curricular activities is valuable for holistic development but may depend more on school policies, student interests and opportunities than on a particular teacher’s classroom practices. It is therefore not considered the primary measure of teaching quality in a specific subject.

Option D:
Obedience and discipline speak to classroom control, which can support learning but does not in itself prove that learning is taking place. A very quiet and orderly class may still be confused or disengaged. Thus, obedience cannot be treated as the main indicator of teacher effectiveness.

The post-active phase of teaching comes after the completion of classroom instruction. It includes evaluating student performance, reflecting on what worked well and deciding how to improve future lessons. Analysing test results and reviewing the effectiveness of a lesson are typical post-active activities. Therefore, the phase described in the stem is the post-active phase.

Option A:
The interactive phase involves simultaneous teaching and learning activity in the classroom, such as explaining and asking questions. It does not usually include detailed analysis of test results after the lesson has ended. Hence, interactive is not the right label for the activities mentioned.

Option B:
Diagnostic work can occur before, during or after teaching to identify specific learning difficulties. Although analysis may have a diagnostic component, the question highlights a broader review of lesson effectiveness. Therefore, “diagnostic” alone does not match the established terminology of teaching phases.

Option C:
Post-active phase is concerned with evaluation, reflection and decision-making after teaching. Teachers examine student outcomes, review their strategies and adjust future plans. Because the stem explicitly refers to analysing performance and reflecting on a completed lesson, “post-active” is the correct choice.

Option D:
The pre-active phase is confined to planning before entering the classroom. It does not encompass examining results after teaching. Consequently, it cannot correctly represent the phase described in the question.