UGC NET Questions (Paper – 1)

Statements A, B and C are correct, while D is the only wrong statement. A is correct because open-ended questions encourage learners to think beyond simple facts and explore higher-order responses. B is correct as an exclusive focus on recall questions can limit development of analytical skills. C is correct because providing wait-time after posing a question allows more learners to formulate thoughtful responses. D is wrong since teachers should usually resist answering their own questions immediately; instead they should allow students time to respond.

Option A:
Option A is incorrect because it identifies A and B as the wrong statements. In fact both A and B are sound recommendations: open-ended questions do stimulate higher-order thinking, and reliance only on recall questions is indeed limiting. Since neither A nor B is wrong, this combination cannot represent the set of wrong statements.

Option B:
Option B is correct because it singles out D only as the wrong statement. D suggests that teachers should always answer their own questions immediately, which contradicts the idea of giving learners time to think and respond. By excluding A, B and C, which are all true, this option correctly captures the single wrong strategy described in the list.

Option C:
Option C is incorrect because it lists B and D as wrong statements. While D is indeed wrong, B accurately warns that exclusive use of recall questions can limit higher-order thinking. Treating B as wrong misrepresents the effects of such questioning, so this combination is not acceptable.

Option D:
Option D is incorrect because it treats A, B and D as a set of wrong statements. As explained, A and B are true statements about the value of open questions and the limits of recall-only questioning. Including these correct statements alongside D in the supposed wrong set makes this option overinclusive.

Open-ended questions do not have a single fixed correct answer; instead,they invite students to think deeply,construct arguments and justify their responses. Such questions promote higher order thinking and richer classroom discussion. The stem describes questions that allow multiple reasonable answers and require explanation,which clearly refers to open-ended questions.

Option A:
Closed questions typically have one correct answer and can often be answered with a word or short phrase; they do not require extended justification.

Option B:
Open-ended questions encourage creativity and critical analysis because students must consider alternatives and support their positions. This aligns exactly with the description in the question,so open-ended is the right choice.

Option C:
Rhetorical questions are asked to make a point rather than to elicit an actual response,which does not match the intent of stimulating student explanations.

Option D:
Recall questions focus on retrieving facts from memory and generally do not demand justification or multiple perspectives.

Open ended questions invite respondents to express their views, experiences or explanations freely. Instead of selecting from a list, they compose their own responses, which can reveal unexpected themes and nuances. Such questions are useful for exploratory research and for capturing qualitative dimensions that structured options might miss.

Option A:
Option A describes closed ended questions, where response categories are predetermined. While useful for quantitative analysis, they are not open ended.

Option B:
Option B accurately states that open ended questions permit answers in the respondent’s own words, thereby generating rich narrative or textual data. This property distinguishes them from closed formats and is central to their definition.

Option C:
Option C mentions leaving the answer blank, which is not a question format but a case of nonresponse. It does not define open endedness.

Option D:
Option D suggests yes or no responses, which are extremely restricted closed ended items, not open ended ones.

Statements A, B and D are correct, whereas C is incorrect. A is true because empathy allows the counsellor to understand the student’s feelings and fosters trust. B is true since maintaining confidentiality is central to ethical counselling practice. D is true as open-ended questions invite elaboration and help students articulate their concerns in depth. C is false because frequent interruptions tend to block expression and may make the student feel unheard or controlled.

Option A:
Option A is incorrect because it selects only A and B as correct and leaves out D, which is also a key counselling skill. By omitting D, the answer underestimates the importance of questioning techniques in effective counselling. Therefore A and B only is incomplete.

Option B:
Option B is correct because it combines A, B and D, recognising empathy, confidentiality and open-ended questioning as central to productive academic counselling. It appropriately excludes C, which recommends a counterproductive behaviour. Thus this option accurately captures the set of correct statements.

Option C:
Option C is incorrect because it groups B and D only and omits A, overlooking the relational power of empathy in building trust. Since A is also correct, B and D only does not fully represent effective interpersonal communication in counselling.

Option D:
Option D is incorrect because it treats all four statements as correct, including C. C contradicts counselling principles by promoting interruptions as a way to control the conversation. Mixing this with correct statements makes the combination invalid.

Statements A, B, D and E are correct, whereas C and F are incorrect. Open questions encourage analysis and synthesis, and giving wait-time helps more students participate thoughtfully. Redirecting questions to peers supports collaborative dialogue, and a balanced mix of question types serves learners at different levels. However, relying only on recall questions does not develop deep understanding, and rhetorical questions do not necessarily increase participation because they often do not expect an answer. Therefore A, B, D and E form the correct set of statements.

Option A:
Option A is incomplete because it omits E, disregarding the importance of mixing lower- and higher-order questions. Although A, B and D are right about thinking, wait-time and peer interaction, lacking E means the strategy set is not fully described. Thus A, B and D only cannot be accepted.

Option B:
Option B is correct as it includes the four statements that align with good questioning practice and excludes the two that oversimplify or misrepresent. It acknowledges higher-order thinking, participation, peer interaction and differentiation through varied questions. This combination matches the intended set of correct statements.

Option C:
Option C is wrong since it treats C as correct, claiming that recall-only questioning promotes deep understanding, which contradicts Bloom’s taxonomy. It also inflates the set by including E along with C, making the option internally inconsistent. Hence A, B, C, D and E only cannot be chosen.

Option D:
Option D is incorrect because it omits A and adds F. Without A, the option loses the link between open questions and higher-order thinking, and F wrongly suggests that rhetorical questions automatically raise participation. Consequently B, D, E and F only is not a valid answer.

An open-ended question invites respondents to express their thoughts, feelings or explanations in unrestricted form. It does not confine them to ticking boxes or choosing from a list of alternatives. This flexibility can reveal unexpected insights, nuances and rich qualitative data. Consequently, a question that permits free response in the respondent’s own words is termed an open-ended question.

Option A:
Open-ended questions are particularly useful in exploratory research where the range of possible answers is not known in advance. They encourage participants to elaborate and may generate ideas for subsequent structured items. These characteristics align closely with the description in the stem.

Option B:
Closed-ended questions provide a fixed set of response options, such as yes/no or multiple choices, which enhances ease of coding and analysis but restricts the form of responses. Since the stem emphasises answering in one’s own words without predefined categories, closed-ended is not the correct completion.

Option C:
Dichotomous questions are a specific type of closed-ended item offering only two alternatives, such as yes/no or agree/disagree. They allow no elaboration or free wording and thus do not match the open response feature mentioned.

Option D:
Multiple-choice questions present several predefined alternatives, from which respondents must choose one or more. While useful for objective scoring, they are not open in the sense of permitting respondents to use their own language, so multiple-choice is not appropriate here.

Open ended questions do not have a single predetermined correct answer. They invite students to explore ideas,provide reasons and justify their views. This promotes higher-order thinking and discussion. The stem describes exactly these features,so open ended is the correct term.

Option A:
Convergent questions lead to a single correct response and are usually closed in structure,which does not fit the freedom described.

Option B:
Factual questions typically seek specific pieces of information rather than extended explanation and justification.

Option C:
Rhetorical questions are asked mainly to make a point and are not intended to be genuinely answered,so they do not match the purpose in the stem.

Option D:
Open ended questions support creativity and critical thinking,which is why option B completes the statement accurately.