UGC NET Questions (Paper – 1)

Statements A, B and D together describe a combination of technological and ethical approaches to academic integrity, whereas C is clearly counterproductive. Monitoring tools and randomisation can deter some forms of malpractice, but honour codes and pledges help build a culture of honesty. Allowing free use of social media during high-stakes tests would actually increase opportunities for collusion. Hence, the only fully correct combination is the one that includes A, B and D while excluding C.

Option A:
Option A is incomplete because it selects only A and B and omits D. Although proctoring and randomisation are important, ignoring honour codes neglects the role of student values and institutional culture in promoting fairness.

Option B:
Option B is incomplete because it groups B and D only and leaves out A. Statement A about proctoring reflects widely adopted practice in many online exam systems and should be part of a comprehensive answer.

Option C:
Option C is incorrect because it pairs A with C. While A is true, C is false because unrestricted social media access typically undermines, not strengthens, integrity. A combination containing both a true and a false statement cannot be accepted.

Option D:
Option D is correct because it unites all the true statements and excludes C, which clearly conflicts with exam security principles. It reflects the UGC NET emphasis on integrating technological safeguards with ethical education.

Statements A, B and C are consistent with accepted definitions and ethical guidelines for learning analytics, whereas D conflicts with transparency principles. Analytics aims to enhance learning but must be conducted in ways that respect privacy and inform students. Anonymisation or pseudonymisation helps reduce risks when analysing large datasets. Keeping learners completely uninformed about data practices would violate trust and ethical standards.

Option A:
Option A is incomplete because it includes only A and B and omits C. While purpose and transparency are important, mentioning privacy-preserving techniques such as anonymisation is also essential to ethical practice.

Option B:
Option B is incomplete because it lists only B and C and leaves out A. Without stating the improvement-oriented goal of analytics, there is no clear rationale for collecting and processing learner data.

Option C:
Option C is incomplete because it groups A and C only and ignores B. Statement B about transparency is central to respecting autonomy and informed consent, so its omission weakens the ethical perspective.

Option D:
Option D is correct because it gathers the three true statements and excludes D, which advocates secrecy rather than openness. It reflects a balanced view that combines potential benefits of analytics with privacy and communication responsibilities.

Learning analytics collects traces of learner behaviour such as logins, page views, quiz attempts and assignment submissions. Dashboards and reports summarise these patterns and highlight students at risk or topics where many are struggling. Teachers can use this evidence to adjust pacing, provide remedial support or redesign assessments. Thus, its main purpose is to support data-informed improvements in teaching and learning.

Option A:
Randomly assigning grades would undermine fairness and academic standards. Learning analytics is introduced to make evaluation more evidence-based, not less.

Option B:
Deleting all activity records would remove the data needed for analysis and quality assurance. It contradicts the rationale for implementing analytics in the first place.

Option C:
Designing furniture and buildings is an architectural task. While enrolment numbers may influence space planning, this is not the central role of learning analytics in an LMS.

Option D:
This option correctly emphasises that analytics help teachers interpret patterns in student engagement and performance so they can make better pedagogical decisions.

Statements A, B and D correctly describe how ICT can strengthen formative assessment, while statement C is clearly false. Online quizzes and response systems give immediate feedback and real-time snapshots of understanding, and analytics dashboards help teachers see trends and adjust instruction. Saying that ICT cannot provide data for improvement contradicts the very purpose of these tools. Therefore the accurate combination is A, B and D only.

Option A:
Option A is incomplete because it includes only A and B and omits D. While immediate feedback and in-class polling are important, learning analytics dashboards described in D also play a significant role in ongoing monitoring. Excluding D leaves out a major benefit of ICT-supported assessment.

Option B:
Option B is incorrect because it groups B and D only and ignores A. Statement A about online quizzes is central to formative assessment practice in many digital environments. Without it, the set of statements is incomplete.

Option C:
Option C is incorrect because it presents A, B and C as correct and thereby accepts C. Statement C negates the data-rich possibilities of ICT and conflicts with how formative assessment systems are used. Including it invalidates this combination.

Option D:
Option D is correct because it collects all the true statements and rejects C, which mischaracterises ICT-supported assessment. It highlights feedback, diagnosis and data-informed teaching as key outcomes.