UGC NET Questions (Paper – 1)

Statements A, B, D and E describe key features and benefits of blended learning. The approach mixes face-to-face and online elements, requires thoughtful sequencing, uses ICT-based activities and often supports flexibility for diverse learners. Statement C is false because random addition of activities without outcome alignment undermines course coherence. Statement F is also false since assessment can be distributed across online and offline modes, so the correct set comprises A, B, D and E only.

Option A:
Option A is incomplete because it omits E, thereby ignoring the flexibility aspect that makes blended learning attractive for many working students. While A, B and D are true, they do not fully explain why institutions adopt blended models, so the set is partial.

Option B:
Option B is correct because it integrates structure, activity types and learner flexibility into one coherent description. It excludes the incorrect assumptions that design can be random or that assessments must be entirely face-to-face, reflecting recommended practice in blended course design.

Option C:
Option C is incorrect because it includes F, which restricts assessment unnecessarily to the physical classroom. Many blended courses use online quizzes, assignments and e-portfolios, so accepting F contradicts these practices.

Option D:
Option D is incomplete because it omits B and therefore does not stress the importance of sequencing to connect in-person and online components. A, D and E are valid, but without B the set fails to cover course-design coherence.

Statements A, B, C and E outline a coherent vision of blended assessment that mixes formats, uses ICT for feedback and clarifies expectations. D and F wrongly suggest that communication of criteria becomes unnecessary and that traditional methods must disappear. In practice, viva-voce and similar approaches can coexist with online tools within aligned assessment plans. Thus, the correct set is A, B, C and E only.

Option A:
Option A is incomplete because it omits E, which emphasises transparency through rubrics. Without E, the combination downplays the role of explicit criteria in fair assessment.

Option B:
Option B is incomplete because it excludes A, so it does not explicitly recognise the combination of online and face-to-face tasks characteristic of blended assessment.

Option C:
Option C is incomplete because it leaves out A and B, thereby ignoring both the variety of tasks and the feedback functions supported by ICT.

Option D:
Option D is correct because it collects statements that stress variety, feedback, alignment and clear criteria while rejecting D’s and F’s extreme claims. This option matches recommended practice for designing blended assessment systems.

Statements A, B and D correctly describe examination reforms. Continuous assessment reduces dependence on a single final exam, diverse methods capture different dimensions of learning and alignment with outcomes ensures assessment matches intended learning. Statements C, E and F are false because reforms do not abolish all written exams, apply beyond professional programmes and can benefit from student feedback.

Option A:
Option A is incorrect because it omits D and therefore misses the outcome-alignment principle.

Option B:
Option B is incorrect because it omits A and therefore misses the role of continuous assessment in reducing high-stakes dependence.

Option C:
Option C is correct because it includes A, B and D and excludes C, E and F.

Option D:
Option D is incorrect because it includes E (false) and omits B (true), so it is not the correct combination.