UGC NET Questions (Paper – 1)

Statements A, B, C and D together represent good practice in faculty appraisal. They cover multi-dimensional evaluation, transparent promotion norms, student and peer feedback and the use of appraisal data to plan development and workload. Statements E and F are false because secrecy undermines trust and faculty are expected to engage in continuous professional development.

Option A:
Option A is incorrect because it omits D and therefore ignores the constructive use of appraisal data for planning faculty development and workload.

Option B:
Option B is incorrect as it leaves out A, so the major performance dimensions of teaching, research and extension are not fully stated.

Option C:
Option C is incorrect because it omits B, thereby underplaying the importance of transparent criteria in maintaining fairness and motivation.

Option D:
Option D is correct since it includes A, B, C and D, the four true statements about comprehensive appraisal and its uses, while excluding E and F, which advocate secrecy and static professional roles.

Statements A and B accurately describe the purpose and activities of faculty development programmes. Such programmes are designed to enhance disciplinary expertise, pedagogy and professional outlook, and orientation or refresher courses are common formats for continuous development. Statement C is false because faculty development centres specifically target teachers, not only non-teaching staff. Statement D is false since better prepared faculty generally improve curriculum delivery and student learning outcomes. Therefore, A and B only form the correct combination.

Option A:
Option A is incomplete because it identifies the aim of faculty development but omits B, which specifies orientation and refresher courses as key mechanisms, leaving the description of actual interventions vague.

Option B:
Option B is correct because it presents both the overarching purpose and typical forms of faculty development, while excluding C and D, which misidentify the target group and deny the impact on teaching quality.

Option C:
Option C is incorrect because it accepts C as correct, suggesting that faculty development centres are for non-teaching staff, which inverts their intended focus on teachers.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby endorsing D’s claim that development has no impact on quality, which contradicts evidence and policy emphasis on teacher training.

Statements A, B, C and D reflect the essence of teacher professional development. A is true because specialised centres organise faculty development. B is true as induction orients new teachers to institutional systems. C is true since teachers must keep updating both subject knowledge and pedagogy. D is true because appraisal systems may recognise sustained development efforts. E and F are false because training is a continuous need and online programmes can significantly support quality enhancement.

Option A:
Option A is correct because it includes all four true statements on development centres, induction, continuous learning and appraisal linkages, while excluding E and F, which treat training as one-time or dismiss online modes.

Option B:
Option B is incorrect because it adds E, wrongly implying no need for ongoing development after initial training.

Option C:
Option C is incorrect because it omits A and thus fails to mention the institutionalised role of teaching-learning centres or academic staff colleges.

Option D:
Option D is incorrect because it includes F, which denies the value of online faculty development, contrary to current practice.