UGC NET Questions (Paper – 1)

The policy recommends low-stakes achievement surveys at Grades 3, 5 and 8 and continued board examinations at Grades 10 and 12. This pattern monitors learning periodically and helps identify gaps early. The emphasis is on competency-based, not memory-based, assessment.

Option A:
This option aligns with the idea of “public examinations” in addition to board exams.

Option B:
Having exams only at Grade 12 would miss early diagnosis opportunities.

Option C:
Monthly high-stakes exams from Grade 1 would be highly stressful and contrary to NEP.

Option D:
Only one exam in the whole schooling is neither realistic nor policy-supported.

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 correctly describe examination reforms. Continuous assessment reduces dependence on a single final exam, diverse methods capture different dimensions of learning and alignment with outcomes ensures assessment matches intended learning. Statements C, E and F are false because reforms do not abolish all written exams, apply beyond professional programmes and can benefit from student feedback.

Option A:
Option A is incorrect because it omits D and therefore misses the outcome-alignment principle.

Option B:
Option B is incorrect because it omits A and therefore misses the role of continuous assessment in reducing high-stakes dependence.

Option C:
Option C is correct because it includes A, B and D and excludes C, E and F.

Option D:
Option D is incorrect because it includes E (false) and omits B (true), so it is not the correct combination.

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.