UGC NET Questions (Paper – 1)

Statements A, B and C are correct, while D is the only wrong statement. A is correct because open-ended questions encourage learners to think beyond simple facts and explore higher-order responses. B is correct as an exclusive focus on recall questions can limit development of analytical skills. C is correct because providing wait-time after posing a question allows more learners to formulate thoughtful responses. D is wrong since teachers should usually resist answering their own questions immediately; instead they should allow students time to respond.

Option A:
Option A is incorrect because it identifies A and B as the wrong statements. In fact both A and B are sound recommendations: open-ended questions do stimulate higher-order thinking, and reliance only on recall questions is indeed limiting. Since neither A nor B is wrong, this combination cannot represent the set of wrong statements.

Option B:
Option B is correct because it singles out D only as the wrong statement. D suggests that teachers should always answer their own questions immediately, which contradicts the idea of giving learners time to think and respond. By excluding A, B and C, which are all true, this option correctly captures the single wrong strategy described in the list.

Option C:
Option C is incorrect because it lists B and D as wrong statements. While D is indeed wrong, B accurately warns that exclusive use of recall questions can limit higher-order thinking. Treating B as wrong misrepresents the effects of such questioning, so this combination is not acceptable.

Option D:
Option D is incorrect because it treats A, B and D as a set of wrong statements. As explained, A and B are true statements about the value of open questions and the limits of recall-only questioning. Including these correct statements alongside D in the supposed wrong set makes this option overinclusive.

Such statements specify observable abilities learners should demonstrate after instruction—these are learning outcomes guiding teaching and assessment.

Option A:
Time tables schedule classes; they do not describe expected learner performance.

Option B:
Outcomes specify what students will be able to do (observable achievement), matching the stem.

Option C:
Budgets concern finance, not learning achievements.

Option D:
Holidays are calendar breaks, unrelated to learning performance statements.

In the revised version of Bloom’s taxonomy,the order of higher levels is analysing,evaluating and then creating at the top. Creating involves generating new products,ideas or ways of viewing things by combining elements in novel ways. This is considered the most complex cognitive process. Hence,the highest level is termed creating.

Option A:
Evaluating involves making judgements based on criteria and evidence,which is very high level but still below creating in the revised hierarchy.

Option B:
Analysing means breaking information into parts and understanding relationships,but it does not require producing something new.

Option C:
Applying focuses on using learned information in new situations but remains lower in complexity than analysing,evaluating or creating.

Option D:
Creating captures the idea of synthesis and innovation,which represents the peak of the cognitive domain in the revised taxonomy.

Reflective level teaching is characterised by the involvement of learners in critical thinking about problems and their own cognitive processes. Students are encouraged to generate hypotheses, test alternatives and justify their conclusions. This requires metacognitive awareness and deep engagement with content. Therefore, the level described in the stem, which focuses on analysing thinking and evaluating alternatives, is correctly called the reflective level of teaching.

Option A:
Memory level teaching emphasises repetition and recall rather than deep analysis of thought processes. Learners generally accept information as given and are not asked to question assumptions or evaluate different solutions. As a result, it does not align with the reflective features mentioned.

Option B:
Understanding level teaching seeks meaningful comprehension and ability to apply principles in familiar situations, but it does not necessarily require systematic reflection on one’s own thinking or consideration of multiple solutions. It is intermediate between memory and reflective levels.

Option C:
Skill level is not part of the standard three-level classification of teaching in this context. While skill development can occur at any level, it is not the recognised name of the highest level that stresses metacognitive reflection and evaluation.

Option D:
Reflective level teaching promotes independent thinking, self-evaluation and problem-solving in novel situations. Learners examine the validity of their own reasoning and modify strategies based on feedback. These features match the description in the stem and justify selecting reflective as the correct answer.

In Bloom’s revised cognitive taxonomy, the evaluating category involves making judgments about the value or quality of ideas, solutions or methods. Learners at this level use criteria and standards to critique, justify or choose among alternatives. It is considered a higher-order thinking process above applying and analysing in some interpretations. Therefore, objectives involving judgments based on criteria belong to the evaluating category.

Option A:
Remembering is the lowest level, concerned with recalling facts, terms or basic concepts without necessarily understanding them. It does not require the learner to apply criteria or make value judgments. Hence, it is not appropriate for the type of objective described in the stem.

Option B:
Understanding involves explaining ideas, summarizing information and interpreting messages. While it reflects meaningful comprehension, it stops short of evaluative judgment. As a result, it does not match objectives that require explicit use of criteria and standards.

Option C:
Evaluating requires learners to assess the merits of information or arguments using explicit or implicit benchmarks. Tasks such as critiquing a research report, judging the quality of an essay or defending a choice with reasons exemplify this level. Because the stem stresses making judgments based on criteria, this option correctly identifies the relevant category.

Option D:
Applying focuses on using learned material in new but concrete situations, such as solving routine problems. It does not necessarily involve critical judgment about the worth or validity of ideas. Thus, it is not the best description of objectives centred on evaluative decision-making.

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.

Open-ended questions do not have a single fixed correct answer; instead,they invite students to think deeply,construct arguments and justify their responses. Such questions promote higher order thinking and richer classroom discussion. The stem describes questions that allow multiple reasonable answers and require explanation,which clearly refers to open-ended questions.

Option A:
Closed questions typically have one correct answer and can often be answered with a word or short phrase; they do not require extended justification.

Option B:
Open-ended questions encourage creativity and critical analysis because students must consider alternatives and support their positions. This aligns exactly with the description in the question,so open-ended is the right choice.

Option C:
Rhetorical questions are asked to make a point rather than to elicit an actual response,which does not match the intent of stimulating student explanations.

Option D:
Recall questions focus on retrieving facts from memory and generally do not demand justification or multiple perspectives.

Statements A, B and D are correct, while C is incorrect. A is true because teachers often use questions at the start of a lesson to assess what students already know. B is true since well-designed questions can promote analysis, synthesis and evaluation rather than mere recall. D is true as student answers to questions provide feedback that helps teachers gauge comprehension and adjust instruction. C is false because using questions only as a disciplinary tool narrows their pedagogic value and may discourage participation.

Option A:
Option A is incorrect because it includes only A and B and omits D, which is also a correct statement about feedback. Although A and B are valid purposes, leaving out D means this option does not represent the complete range of functions mentioned. Therefore it cannot be the correct answer.

Option B:
Option B is incorrect because it groups B and D only and excludes A. While B and D are accurate, ignoring the diagnostic use of questions to probe prior knowledge makes the set incomplete. Hence this option is not adequate.

Option C:
Option C is correct because it combines A, B and D, the three statements that collectively describe major purposes of classroom questioning. It captures diagnostic, higher-order and feedback functions while excluding C, which misuses questioning as a purely disciplinary tool. Thus this option fully matches the set of correct statements.

Option D:
Option D is incorrect because it treats all four statements as correct, including C. As C promotes a narrow and somewhat punitive view of questioning, it contradicts the broader educational purposes of classroom questions. Therefore an option that includes C cannot be accepted.

Statements A and B correctly state that Bloom’s taxonomy organises cognitive objectives and that higher levels involve analysis, evaluation and creation. Statement D is also true because the taxonomy guides teachers in crafting questions and activities at different cognitive levels. Statement E is correct as aligning assessment tasks with targeted levels of objectives is a practical use of the taxonomy. Statement C is false because limiting teaching to lower levels like remembering and understanding does not adequately develop critical thinking, and F is false since Bloom’s taxonomy primarily concerns the cognitive domain. Therefore, the correct set of statements is A, B, D and E only, making option A the right answer.

Option A:
Option A includes A, B, D and E, which together describe the structure, purpose and classroom use of Bloom’s taxonomy. Excluding the false claims in C and F makes this set accurate. Hence A, B, D and E only is the correct combination.

Option B:
Option B adds C to A, B and D, but C incorrectly suggests that focusing only on lower levels is sufficient for critical thinking. Because critical thinking belongs mainly to higher levels, including C makes this option inaccurate. Hence A, B, C and D only is not acceptable.

Option C:
Option C includes A, C, D and F and contains both C and F, which misrepresent the scope of Bloom’s taxonomy. While A and D are correct, the falsehood of C and F destroys the logical validity of the set. Thus A, C, D and F only cannot be chosen.

Option D:
Option D lists B, D, E and F, but F denies the centrality of the cognitive domain in Bloom’s taxonomy. The presence of F makes this option incorrect. Therefore B, D, E and F only is not the right answer.

Option E combines A, B, D, E and F, but including F endorses an incorrect statement about the domain to which Bloom’s taxonomy applies. Hence A, B, D, E and F only is not valid.

Option F groups C, D, E and F and retains both C and F, which diminish higher-order thinking and misplace the taxonomy’s focus. Hence C, D, E and F only cannot be considered correct.

Statements A, B and D are correct, while C and E are incorrect. A is true because closed questions are typically structured for brief, specific answers. B is true as open questions invite elaboration and reasoning. D is true since wait-time allows students to think and formulate better responses. C is false because relying only on recall questions limits deeper processing, and E is false because encouraging student questions fosters engagement. Thus, A, B and D only is the correct combination.

Option A:
Option A includes A and B but omits D, overlooking the important role of wait-time in eliciting thoughtful responses. As a result, A and B only does not represent all the correct statements in the set.

Option B:
Option B pairs B and D but leaves out A, failing to acknowledge how closed questions function in checking specific knowledge. Therefore, B and D only offers a partial view of classroom questioning.

Option C:
Option C groups A, D and E, but E is incorrect in discouraging student-generated questions, which are valuable for learning. Including E among supposed correct statements makes A, D and E only invalid.

Option D:
Option D combines A, B and D, capturing factual checking, higher-order questioning and the value of wait-time, while excluding C and E, which promote shallow questioning and suppression of student inquiries. Hence, A, B and D only is the correct option.

Statements A, B and D are correct, while C and E are incorrect. A is true because simple initial questions connect new content to what learners already know. B is true as progressively more complex questions can lead students from recall to analysis and evaluation. D is true since a coherent sequence of questions structures the lesson. C is false because random questioning often fragments attention, and E is false because follow-up questions, when used thoughtfully, clarify and extend understanding. Therefore, A, B and D only is the correct combination.

Option A:
Option A includes A, B and D, presenting a clear staircase from prior knowledge to higher-order thinking within an organised flow, and correctly excludes C and E, which disrupt focus and discourage elaboration. As it contains all and only the true statements, this option is correct.

Option B:
Option B groups A and B but omits D, failing to acknowledge the organisational role of sequenced questions in structuring communication. Thus, A and B only is incomplete.

Option C:
Option C combines B and D but leaves out A, ignoring the function of easy initial questions in activating schema. Without this starting point, B and D only does not fully describe effective sequencing.

Option D:
Option D assembles A, C and D, but C wrongly claims that randomness improves focus. The presence of this false statement makes A, C and D only invalid.

Statements A, B, C and F correctly represent the three levels of teaching. A is true as memory level emphasises recall and recognition. B is true because understanding level focuses on grasping meaning and using ideas. C is true since reflective level prioritises problem solving and hypothesis testing, and F is true as teachers sequence levels based on learners’ preparedness. D is false because analysis and evaluation belong more to higher levels, and E is false because reflective teaching can be adapted for broader groups, not just a tiny gifted minority; hence A, B, C and F only is correct.

Option A:
Option A includes all four true statements and omits D and E, which exaggerate the depth of memory level and restrict reflective teaching. Thus it is the correct combination.

Option B:
Option B limits correct statements to A, B and C and drops F, overlooking the dynamic movement across levels based on readiness. Therefore A, B and C only is incomplete.

Option C:
Option C introduces D as if it were true, wrongly assigning analysis and evaluation to memory level, so B, C, D and F only cannot be accepted.

Option D:
Option D includes E, which restricts reflective teaching to very few learners, contradicting inclusive pedagogical approaches. Consequently A, C, E and F only is not valid.

NEP 2020 calls for exams at all levels to move away from rote memorisation towards questions that assess understanding, application, analysis and critical thinking, so that teaching–learning also becomes deeper and more meaningful.

Option A:
Increasing rote-based questions would reinforce the very problems NEP identifies, such as superficial learning and exam-focused cramming.

Option B:
This option is correct because it directly states the desired shift towards application- and analysis-based items for assessing higher-order skills.

Option C:
Eliminating all written tests and using only attendance would provide no evidence of actual learning and is not suggested by the policy.

Option D:
Sports and physical education are important but cannot replace academic assessment; NEP argues for balanced, not exclusive, focus.

Statements A and B correctly distinguish convergent and divergent questions by the number of acceptable answers. C is true because higher-order questions often require analysis and synthesis that allow varied responses. E is true since debates and projects are rich contexts for divergent questioning. D is false because creativity development requires more than only convergent questions; it needs open-ended tasks and divergent thinking opportunities. Therefore, A, B, C and E only is the correct combination.

Option A:
Option A includes A, B and C but omits E, neglecting the practical classroom contexts where divergent questions are applied. Because E is also true, A, B and C only is incomplete.

Option B:
Option B groups B, C and E but leaves out A, which defines convergent questions and is essential for a full comparison. Hence B, C and E only cannot be accepted.

Option C:
Option C lists A, C and E but omits B, failing to spell out the multi-response nature of divergent questions. As a result, A, C and E only is not a complete description.

Option D:
Option D gathers A, B, C and E, capturing definitional and practical aspects of convergent and divergent questions while excluding the misleading claim in D. Thus A, B, C and E only is the correct answer.

Option D – applying level In Bloom’s taxonomy, the applying level involves using learned information, rules or methods in new but concrete situations. When students take a formula they have previously studied and use it to solve fresh numerical problems, they are demonstrating this application. The task requires more than recalling the formula; it demands correct selection and operational use in a given context. Thus, the activity described in the stem corresponds primarily to the applying level.

Option A:
Remembering level is limited to recognizing or recalling facts, terms or simple procedures without necessarily using them. A student who can recite a formula from memory but cannot solve problems with it is only at this level. Since the stem explicitly focuses on solving new problems, remembering is not sufficient.

Option B:
Understanding level includes explaining ideas, interpreting information or summarizing in one’s own words. A learner might understand what the formula represents or how it was derived yet still struggle to apply it to actual numerical tasks. Therefore, understanding alone does not capture the practical problem-solving required by the question.

Option C:
Creating level, at the top of the taxonomy, involves putting elements together to form a novel product, plan or hypothesis. Designing a new formula or model would illustrate this level. In the question, students are not creating something new but using an existing formula, so the creating level is not the best match.

Option D:
Applying level is specifically concerned with carrying out or using a procedure in a given situation, such as performing calculations using a formula in different word problems. Because the stem clearly states that students must use a learned formula to solve a new numerical problem, applying level is the correct answer.