UGC NET Questions (Paper – 1)

NPST is intended to state clearly what teachers should know and be able to do at different career stages and to link these expectations with recruitment, appraisal, promotion and professional development.

Option A:
Option A is incorrect because NEP 2020 specifically proposes that NPST should inform recruitment and promotion; ignoring them would defeat their purpose.

Option B:
Option B is correct as it shows NPST shaping competency expectations across career stages and guiding hiring, appraisal and continuous professional development.

Option C:
Option C is wrong because NPST focuses on professional competencies and practice, not on superficial matters like prescribing dress codes.

Option D:
Option D is incorrect since students’ exam marks are determined by assessment processes and criteria, not by professional standards documents.

NEP 2020 envisions teaching as a true profession with a clear career structure. Movement across stages is linked to NPST, appraisals and CPD records. This encourages continuous improvement and recognises high performance and leadership capacities.

Option A:
This option aligns with the idea of merit- and competency-based progression.

Option B:
Solely age-based seniority ignores quality and effort and is discouraged.

Option C:
Refusing promotions entirely would demotivate teachers and is not suggested.

Option D:
Using only exam ranks as criteria narrows focus and distorts teaching priorities.

NEP 2020 recommends teacher appraisal systems that combine multiple evidence sources and are used primarily to support professional growth and career progression.

Option A:
This option is incorrect because purely punitive, salary-cut-focused appraisal systems are discouraged as they demotivate teachers and do not promote improvement.

Option B:
This option is correct; it reflects NEP’s view that self-evaluation, peer review, student feedback and academic performance should be blended for constructive feedback and development.

Option C:
This option is wrong because having no appraisal at all would undermine accountability and make it hard to identify support needs.

Option D:
This option is incorrect because tying appraisal only to competitive exam rankings would narrow teaching to test coaching rather than holistic learning.