UGC NET Questions (Paper – 1)

NIRF is officially expanded as the National Institutional Ranking Framework, which evaluates higher education institutions on multiple performance indicators. Since the framework ranks whole institutions, the correct missing word is “Institutional.”

Option A:
Option A is correct because “Institutional” clearly indicates that the ranking exercise compares entire colleges and universities, not individual programmes or people, and matches the widely used acronym NIRF.

Option B:
Option B is incorrect as “Integrated” would create a different name and acronym and is not used in any official description of NIRF.

Option C:
Option C is wrong because “International” would suggest a global ranking of institutions worldwide, whereas NIRF is a national framework focused on Indian institutions.

Option D:
Option D is incorrect since “Innovative” is only one of the many dimensions evaluated and is not part of the official name of the framework.

Statements A, B, D and E give a balanced view of teacher appraisal. A is true because self-appraisal, student feedback and peer review are common components of appraisal systems. B is true since performance indicators typically span teaching, research and service. D is true because transparent procedures reduce suspicion and enhance acceptance. E is true as appraisals linked to recognition, support and development can motivate improvement. C is false because feedback from appraisals should inform professional growth, and F is false because teacher appraisal is a key element of institutional quality assurance.

Option A:
Option A is incorrect as it omits E, thereby failing to acknowledge how linking appraisal to recognition and support reinforces continuous improvement.

Option B:
Option B is correct because it brings together A, B, D and E, which together describe the components, dimensions and developmental use of appraisal, while excluding C and F, which deny feedback and quality roles.

Option C:
Option C is incorrect because it includes F, which asserts that appraisal is irrelevant for quality assurance, and omits A, ignoring the multi-source nature of effective appraisal.

Option D:
Option D is incorrect because it includes C, which wrongly claims that results should never be communicated to teachers, contradicting the developmental purpose of appraisal.

Statements A and B correctly distinguish between accreditation and ranking. A is true because accreditation evaluates whether institutions or programmes meet established quality benchmarks. B is correct since ranking exercises compare institutions on select indicators and present them hierarchically. C is false because statutory recognition refers to legal authority to award degrees, while accreditation is about quality assurance. D is also false because merely participating in rankings does not confer legal recognition. Therefore, the correct combination is A and B only.

Option A:
Option A is incorrect because it recognises only A as correct and ignores B. While accreditation is rightly described, ranking as a comparative listing is also an important concept and must be included in a complete answer.

Option B:
Option B is correct because it includes both accurate statements A and B and rejects C and D, which confuse legal recognition with quality assessment and ranking participation. This combination reflects the conceptual distinctions among recognition, accreditation and ranking.

Option C:
Option C is incorrect because it includes C, which wrongly equates statutory recognition with accreditation. Though B is correct, pairing it with C undermines the distinction between legal status and quality assurance.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby accepting C and D, which misrepresent both statutory recognition and the effects of ranking participation.

The question seeks the wrong statements about teacher appraisal and performance indicators. Statement A is correct because appraisal systems are meant to improve teaching and ensure accountability. Statements B, C and D are wrong: performance indicators do not focus only on years of service, student feedback can be one component of evaluation, and research and extension activities are important elements of academic performance. Therefore the wrong statements are B, C and D.

Option A:
Option A is incorrect because it treats A, B and C as wrong statements. Statement A accurately describes the developmental and accountability purposes of teacher appraisal and should not be labelled wrong. Including it among incorrect statements undermines the intent of appraisal systems.

Option B:
Option B is incorrect because it selects only B and C as wrong and omits D. Statement D clearly misrepresents the relevance of research output and extension activities, which are widely used in appraisal frameworks. Leaving out D fails to capture all the wrong statements.

Option C:
Option C is incorrect because it combines C and D as the only wrong statements. Although both are wrong, statement B also mischaracterises performance indicators by ignoring teaching quality and other dimensions. Thus this option underestimates the number of incorrect statements.

Option D:
Option D is correct because it groups B, C and D, each of which presents a distorted view of appraisal practices. It accepts that seniority alone is insufficient, that student feedback can be a valid input, and that research and extension activities matter for evaluation. By excluding A, it keeps the one correct statement separate from the wrong ones.