UGC NET Questions (Paper – 1)

Statements A, B, C and F are correct because they describe lower-order and higher-order questions, the value of varied levels and the diagnostic role of probing. A is true as recall and basic understanding are tested by lower-level questions. B is true since analysis and evaluation represent higher levels, C is true because blending levels deepens learning, and F is true as probing uncovers reasoning. D is false because limiting answers to a few able students restricts participation, and E is false because encouraging student questions is vital; hence A, B, C and F only is the correct combination.

Option A:
Option A includes A, B and C but omits F, ignoring the important function of probing questions in revealing learners’ thinking. Since F is also correct, A, B and C only is incomplete.

Option B:
Option B brings together B, C and F but leaves out A, failing to explain how lower-order questions fit into the overall questioning strategy. Without A, B, C and F only does not provide a full picture.

Option C:
Option C links A, C and F but omits B, leaving out explicit reference to higher-order thinking. As higher levels are central to the question, A, C and F only cannot be accepted as the best answer.

Option D:
Option D combines A, B, C and F, presenting a comprehensive set of true statements about different levels and the diagnostic use of probing. It excludes D and E, which limit participation and discourage student questions, so this is the correct option.

Statements A and B correctly distinguish lower-order and higher-order questions in terms of recall and complex thinking. Statement C is true because combining both types allows teachers to build from basic understanding to deeper learning. Statement E is also true since group discussions and project work are suitable contexts for encouraging higher-order questioning. Statement D is false because large classes can still benefit from higher-order questions, and F is false because simply asking such questions does not guarantee critical thinking without appropriate support. Therefore, the correct set of statements is A, B, C and E only, making option C the right answer.

Option A:
Option A includes A and B, both true, but omits C and E, which further explain the value of mixing question types and using higher-order questions in interactive activities. The absence of these true statements means the set is incomplete. Hence A and B only cannot be the correct answer.

Option B:
Option B extends A and B to include C, which is correct, but still leaves out E, a true statement about contexts for higher-order questioning. Because a complete set of correct statements must also include E, A, B and C only is not adequate. Therefore option B is not correct.

Option C:
Option C contains A, B, C and E, all of which accurately describe the roles and uses of different levels of questioning. It rightly excludes D and F, which either unduly limit higher-order questions or assume they automatically produce critical thinking. Since it includes all and only the true statements, A, B, C and E only is the correct answer.

Option D:
Option D includes B, C, D and E but introduces D, which asserts that only lower-order questions should be used in large classes, a claim that underestimates students' capacity and the teacher's skill in managing time. The presence of D, a false statement, makes this option invalid. Thus B, C, D and E only cannot be accepted.

Option E collects A, D, E and F but contains D and F, both of which misrepresent higher-order questioning in terms of when it should be used and what it guarantees. Even though A and E are true, the inclusion of these two false statements undermines the set. Therefore A, D, E and F only is not the right answer.

Option F groups C, E and F and mistakenly treats F as correct, suggesting that merely asking higher-order questions always yields critical thinking. This ignores factors such as scaffolding, classroom climate and learner readiness. As a result, C, E and F only is not a valid combination.