UGC NET Questions (Paper – 1)

Statements A, C and D are correct, whereas B is incorrect. A is true because feedback allows a teacher to gauge whether learning objectives are being met. C is true since feedback helps students adjust their own strategies and effort. D is true as feedback can be given immediately during a lesson or after some delay through assignments and tests. B is false because feedback is not restricted to one-way communication from teacher to students; students can also give feedback to teachers.

Option A:
Option A is incorrect because it includes A and C but does not include D, which is also a correct statement. Although it recognises that feedback helps judge achievement of objectives and guide self-regulation, it overlooks the fact that feedback may be immediate or delayed. Therefore this combination does not cover the full set of correct statements.

Option B:
Option B is incorrect because it groups A and D and assumes both are correct while ignoring C. Since C is also a correct statement about learners’ self-regulation, limiting the set to A and D only fails to capture all the correct statements. This omission means the option does not reflect the complete role of feedback in the classroom.

Option C:
Option C is correct because it brings together A, C and D, the three statements that accurately represent feedback in classroom communication. It acknowledges that feedback helps teachers judge attainment of objectives, supports students in regulating their own learning, and can be immediate or delayed. It implicitly excludes B, which wrongly suggests that feedback is always one-way from teacher to students. Therefore this option matches the complete set of true statements in the list.

Option D:
Option D is incorrect because it includes only C and D, leaving out A. While it recognises the self-regulatory and timing aspects of feedback, it omits the fundamental evaluation function by which teachers assess goal attainment. Thus it does not represent all the correct statements.

Programmed instruction is based on behaviourist principles and involves presenting information in small steps called frames. Learners respond to each frame and receive immediate feedback on correctness. They proceed at their own pace, which allows individualisation of learning. This structure is designed to promote active responding and minimise errors.

Option A:
This option contradicts the core idea of programmed instruction by referring to large units and absence of learner response. Without small steps and responses, the method loses its distinctive features and becomes passive.

Option B:
This option is correct because it highlights both self pacing and the frame by frame structure with feedback. These elements distinguish programmed instruction from traditional lectures. The combination of small steps and reinforcement supports gradual mastery of complex material.

Option C:
This option describes typical lectures which are teacher centred, not programmed instruction. Lectures may be useful but they do not involve structured frames and immediate feedback for each response.

Option D:
This option refers to random sequencing and lack of objectives, which is opposite to the carefully planned and systematic nature of programmed material.

Automatic grading relies on pre stored correct answers and algorithms to evaluate responses without instructor intervention. LMS platforms can compute scores immediately and provide feedback, making assessment more efficient. This is a common use of ICT in evaluation. Hence, the quiz uses automatic grading.

Option A:
Option A is correct because the question describes machine based evaluation with instant results, which is a hallmark of automatic grading.

Option B:
Option B, manual, grading requires the teacher to inspect and mark responses individually, which contradicts the description.

Option C:
Option C, peer, grading involves students assessing each other’s work and is not automated by the system.

Option D:
Option D, random, grading has no meaning in educational assessment and would be unfair.

Immediate feedback is provided right after a learner’s response,while the experience is still fresh. This timing helps students quickly connect the feedback with their performance and make corrections. In the stem,the teacher comments right after the response,which clearly fits this definition. Hence,the feedback is immediate.

Option A:
Immediate feedback strengthens correct responses and helps students adjust incorrect ones at once,enhancing learning efficiency. Because the teacher’s comment comes directly after the answer,this option accurately completes the stem.

Option B:
Delayed feedback is given after some time has passed,such as in a later class or through a graded assignment,and does not match the timing described.

Option C:
Written feedback may be immediate or delayed and refers to the medium rather than the timing,so it is not the most precise term for this situation.

Option D:
Random feedback would be inconsistent or unrelated to specific responses,which would confuse learners,rather than help them improve.

Media richness theory classifies communication media by their capacity to convey multiple cues,provide immediate feedback and transmit personal focus. Face-to-face communication allows verbal,non verbal and paralinguistic cues with instant responses. It therefore has high richness and is termed a rich medium. The stem clearly refers to this category.

Option A:
Lean media,such as memos or emails,carry fewer cues and are less suitable for ambiguous or emotional messages. This is the opposite of the richness associated with face-to-face interaction.

Option B:
Delayed describes timing of feedback but not the overall capacity of a medium to carry rich information.

Option C:
Impersonal media create social distance and lack the personal involvement seen in face-to-face communication.

Option D:
Rich media are preferred for complex or sensitive topics,so option B accurately completes the statement.

Statements A, B and C are correct, while D is the only wrong statement. A is true because immediate feedback can help learners correct mistakes before they become habits. B is true as complex assignments sometimes benefit from more reflective evaluation that takes slightly longer. C is true since teachers should align feedback timing with what they want students to achieve and the kind of task involved. D is false because insisting that feedback must always be extremely delayed ignores situations where prompt feedback is more beneficial.

Option A:
Option A groups A and D as wrong statements, but A is actually a correct description of how timely feedback can support learning. By misclassifying A as wrong, this option contradicts widely accepted principles of formative assessment. Therefore A and D only cannot be accepted.

Option B:
Option B lists B and D as wrong and thus wrongly treats B, which correctly acknowledges the value of delayed feedback on complex tasks, as incorrect. This misclassification makes the option inconsistent with feedback theory. Hence B and D only is not valid.

Option C:
Option C combines C and D as wrong, even though C correctly points out that feedback timing should be sensitive to objectives and task characteristics. Including C among wrong statements undermines a key design principle for assessment. Consequently C and D only cannot be the right answer.

Option D:
Option D correctly identifies D only as the wrong statement. It recognises that no single, rigid rule about extreme delay suits all learning contexts, and that both immediate and delayed feedback have appropriate uses. Because A, B and C are left outside the wrong set as correct, D only is the correct answer.

Statements A, B and D are correct, while C and E are incorrect. A is true because interpersonal communication is typically direct and personal. B is true since such exchanges generally permit immediate verbal or non-verbal feedback. D is true as interpersonal exchanges shape and reflect the quality of relationships. C is false because large, heterogeneous audiences are characteristic of mass communication, and E is false because interpersonal communication often occurs without technological mediation; therefore A, B and D only is correct.

Option A:
Option A includes A and B and recognises face-to-face interaction and feedback as key features, but it omits D, which notes the relational impact of interpersonal exchanges. Since relationships are central to interpersonal communication, A and B only provides an incomplete picture.

Option B:
Option B groups B and D but leaves out A, failing to mention the usual direct, face-to-face nature of interpersonal encounters. Without this defining characteristic, B and D only does not fully describe interpersonal communication.

Option C:
Option C brings together A, B and D, capturing directness, feedback and relational influence while excluding C and E, which wrongly tie interpersonal communication to large audiences or mass media. Because it contains all and only the true statements, A, B and D only is the correct answer.

Option D:
Option D combines A, D and E, but E incorrectly claims that interpersonal communication is always mediated by mass media technologies. Including E leads to a mix of true and false ideas, so A, D and E only cannot be accepted.