UGC NET Questions (Paper – 1)

NEP 2020 suggests moving towards comprehensive appraisal systems that look at how teachers teach, how students learn over time, involvement in professional development and broader school activities. Such multi source information helps identify strengths and areas for support rather than just punishing.

Option A:
Basing appraisal solely on length of service ignores effectiveness and improvement. NEP stresses merit and professionalism, so this option is not aligned.

Option B:
This option reflects the policy shift from narrow measures to holistic evaluation that can guide growth and recognition. It therefore corresponds well to NEP 2020 and is correct.

Option C:
Using only one exam’s marks is risky and may not capture the true impact of teaching. It can also encourage teaching to the test, which NEP wants to avoid.

Option D:
Keeping appraisals secret prevents constructive feedback and undermines trust. NEP implies transparent, developmental evaluation practices instead.

Teacher appraisal refers to the systematic evaluation of a teacher’s performance for purposes such as professional development, promotion or accountability. Tools like self-appraisal, student feedback and peer observation provide multiple perspectives on teaching effectiveness. The stem lists these tools and asks which system they belong to, which is clearly the teacher appraisal system. Therefore, Option B is correct.

Option A:
A well-designed appraisal system aims to support improvement through constructive feedback and recognition of good work, not merely to control or punish. It is central to quality assurance in higher education. These points correspond closely with the description in the question.

Option B:
Punishment focuses on sanctions for misconduct and is not the primary purpose of structured evaluation tools like self-appraisal and student feedback. Hence, Option A is not an accurate completion.

Option C:
Exclusion would imply keeping teachers out of certain roles or opportunities, which may sometimes result from appraisal decisions but is not the main concept represented by these tools. Therefore, Option C is not appropriate.

Option D:
Surveillance suggests continuous monitoring often associated with mistrust, whereas the intended role of appraisal tools is developmental and evaluative. Option D does not capture this constructive intent.

An environmental audit is a structured review of how an organisation’s activities impact the environment and how well it meets legal and internal standards. It checks for gaps in compliance, assesses management systems and points to options for reducing waste, emissions and resource use. Regular audits help organisations move towards continuous improvement rather than treating environmental issues as one-time concerns.

Option A:
Option A is incorrect because audits do not claim that organisations never use natural resources; they examine how resources are used and how impacts are managed.

Option B:
Option B is correct because it combines the twin goals of compliance assessment and performance improvement, which are central to most environmental audit frameworks.

Option C:
Option C is incorrect because environmental audits complement, not replace, financial audits; both address different dimensions of organisational performance.

Option D:
Option D is incorrect as an audit does not grant permanent exemption from responsibilities; it is a diagnostic tool that should lead to ongoing corrective and preventive actions.