UGC NET Questions (Paper – 1)

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.

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.

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.

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.