UGC NET Questions (Paper – 1)

NEP 2020 wants progress cards to move beyond marks and ranks and instead provide rich, descriptive feedback on academic and non-academic development, including self and peer assessment, so a mere class rank without qualitative information goes against this vision.

Option A:
Academic learning and competencies remain an important part of the progress card and are explicitly included.

Option B:
Feedback on socio-emotional skills, creativity and participation is central to the 360-degree perspective NEP advocates.

Option C:
Self and peer assessment are encouraged to make students active participants in their own evaluation and growth.

Option D:
This option reflects the traditional practice that NEP 2020 is trying to replace with more holistic, feedback-rich reporting.

The policy stresses formative assessments that inform instruction. Teachers use quizzes, observations and tasks to understand where students are struggling and change strategies accordingly. Students receive descriptive feedback to help them improve.

Option A:
This option reflects the shift from purely summative evaluation to continuous, diagnostic assessment.

Option B:
Ranking alone does not help learners or teachers know how to progress.

Option C:
Hiding assessment results from students prevents self-regulation and is discouraged.

Option D:
Only end-of-school exams cannot support ongoing improvement.

NEP 2020 envisions a holistic, 360-degree progress card that provides a multi-dimensional picture of each learner, including academics, skills, interests and socio-emotional development, with inputs from teachers, students and peers.

Option A:
Reporting only test marks in a few subjects reflects the traditional narrow report card that NEP 2020 wants to move beyond.

Option B:
This option correctly describes the comprehensive, multi-source and multi-domain nature of the new progress card.

Option C:
Rigid ranking from first to last is de-emphasised in NEP 2020 because it can harm motivation and does not support formative feedback.

Option D:
Focusing only on sports while ignoring academics and other areas does not match the balanced view of student development in the policy.