UGC NET Questions (Paper – 1)

Statement A is correct because formative evaluation is embedded within the instructional process and is primarily used to provide feedback for improvement. Statement B is correct as summative evaluation is typically administered at the end of a unit, course or programme. Statement D is also correct since summative evaluation is meant to judge the extent to which predetermined objectives have been achieved. Statement C is false because certification and grading are the main functions of summative, not formative, evaluation. Therefore the true statements are A, B and D only, making A, B and D only the correct combination.

Option A:
Option A lists A and B as correct statements but leaves out D, which accurately describes the function of summative evaluation. By omitting an additional true statement, this combination does not represent the full set of correct statements. Hence A and B only is incomplete and cannot be the right answer.

Option B:
Option B includes B and D, both of which are correct, but it omits statement A, which correctly states the nature of formative evaluation. Since A is also true, any correct combination must include it along with B and D. For this reason, B and D only is not the correct option.

Option C:
Option C joins A and C but incorrectly treats C as a true statement about formative evaluation. In reality, C confuses the role of formative evaluation with that of summative evaluation, which is mainly used for certification and grading. Because it includes a false statement, A and C only is not acceptable.

Option D:
Option D brings together statements A, B and D, all of which correctly distinguish between formative and summative evaluation. It recognises formative evaluation as feedback oriented and summative evaluation as end point and certification oriented, while correctly excluding the false statement C. Therefore A, B and D only is the logically correct combination.

The National Assessment and Accreditation Council is specifically mandated to assess and accredit higher education institutions in India. Its accreditation process evaluates institutions on criteria such as curriculum, teaching-learning, research, infrastructure and governance. The grades awarded by NAAC signal quality levels and guide institutions in planning improvements. Because the stem asks for the body concerned with assessment and accreditation for quality assurance, NAAC is the correct option.

Option A:
NAAC operates as an autonomous body established by the UGC to promote a quality culture in higher education. Through peer team visits, self-study reports and periodic reviews, it helps institutions identify strengths and areas for improvement. These functions align exactly with the role described in the question, confirming that this is the right answer.

Option B:
The All India Council for Technical Education regulates and plans the development of technical and management education. While it may link approval to certain quality norms, it is not the main accreditation agency for all higher education institutions. Therefore, Option B does not directly match the stem.

Option C:
The University Grants Commission is the apex funding and regulatory body for universities but it does not itself conduct institutional accreditation visits. Instead, it created NAAC for this specialised purpose. Hence, Option C is too broad and not as accurate as NAAC for this question.

Option D:
The National Council of Educational Research and Training primarily deals with school education, curriculum frameworks and teacher training at the school level. It is not responsible for accrediting higher education institutions, so Option D is not appropriate here.

Option C – grading system A grading system converts raw scores into a limited set of categories, such as A, B, C or grades like O, A, B, C, to summarize levels of achievement. Each grade corresponds to a range of marks, making evaluation more communicative and less focused on minor numerical differences. Such systems are intended to highlight broad performance bands rather than precise scores. Therefore, reporting results as letter categories rather than exact marks is known as using a grading system.

Option A:
Option A, narrative report, usually consists of descriptive comments on a learner’s performance and behaviour without necessarily using formal grades or marks. While narrative feedback can be valuable, it is not what the stem describes, which specifically mentions letter categories like A, B and C.

Option B:
Option B, marks statement, reports the exact numerical scores a learner has obtained in tests or examinations. It does not group these marks into categories; instead, it maintains full numerical precision. Since the question refers to replacing exact marks with letter ranges, marks statement is not correct.

Option C:
Option C, grading system, is explicitly designed to translate raw scores into meaningful categories for easier interpretation and communication. Grades like A, B and C indicate different levels of mastery and align precisely with the practice described in the stem. Thus, this option correctly completes the statement.

Option D:
Option D, percentile rank, indicates the percentage of students in a reference group who scored below a particular score. It is a statistical measure used mainly in norm-referenced contexts and does not itself represent ranges as letter grades. Consequently, percentile rank is not the appropriate term for what the question describes.