UGCNET Questions

Computer based testing uses computers and networks as the medium for delivering questions and collecting responses. Test items may be objective or short-answer, and responses are stored electronically. Systems can automatically score many question types and generate reports quickly. The described scenario matches these characteristics, so it is the best example of CBT.

Option A:
Paper-based exams do not involve ICT for question delivery or response capture. While common, they do not qualify as computer based testing.

Option B:
Oral exams conducted informally without records are not CBT and lack the standardised electronic environment described in the question.

Option C:
Mailing handwritten scripts by post is a traditional correspondence method and does not involve computer-based interfaces or automated scoring.

Option D:
This option correctly describes students using networked computers with exam software and time constraints, reflecting current CBT practices in many universities and entrance examinations.

Online proctoring combines remote delivery of test items with technologies that attempt to preserve exam integrity. Webcams and microphones allow invigilators to see and hear the test environment, while software may restrict access to other applications. This simulates aspects of in-person supervision in a distributed setting. The scenario described uses these tools and therefore exemplifies online proctored assessment.

Option A:
Option A correctly highlights remote participation plus real-time digital invigilation, which are core elements of online proctoring systems.

Option B:
Option B describes a traditional classroom exam without ICT-based monitoring. While valid as an assessment method, it is not an online proctored situation.

Option C:
Option C illustrates malpractice and the absence of proper supervision, the opposite of what online proctoring is meant to prevent.

Option D:
Option D is not an examination scenario at all and therefore unrelated to ICT-based assessment.

Formative assessment focuses on monitoring learning during the course and helping students improve before final evaluation. ICT tools like LMS platforms make it easy to schedule periodic quizzes, collect submissions and give quick feedback. Analytics dashboards can show which topics are problematic, allowing targeted remedial teaching. Thus, the example of regular online assessments with feedback aligns closely with the formative purpose.

Option A:
A single final exam is a summative assessment and does not provide ongoing guidance during the learning process. The long delay in declaring results further reduces its usefulness as feedback.

Option B:
Uploading only slides gives access to content but does not check understanding or provide performance-related feedback. Without tasks and responses, assessment is missing.

Option C:
This option correctly combines frequent assessment opportunities with responsive feedback. Students can track their own progress, and teachers can adjust teaching strategies based on LMS data.

Option D:
Administrative circulars may inform students about dates or rules but are not part of the assessment process. They do not measure or support learning outcomes directly.