UGC NET Questions (Paper – 1)

Feedback in communication is the receiver's response that goes back to the sender,indicating how the message was understood. When students ask questions after a lecture,they reveal which parts are clear and which are confusing. This information helps the teacher evaluate the effectiveness of teaching. Therefore,these responses function as feedback.

Option A:
Noise is any interference that distorts the message and reduces clarity,such as external sound or technical problems. Students' questions are not interference but purposeful responses. Hence this option is not appropriate here.

Option B:
Feedback allows the teacher to modify explanations,provide more examples or change pace based on student needs. Since the stem focuses on responses after a lecture,feedback is the correct concept.

Option C:
Redundancy involves repetition of information for clarity,not the receiver's reactions.

Option D:
Context refers to physical and social setting but does not itself indicate how the message was received.

Statements A, C and D are correct, whereas B is incorrect. A is true because feedback allows a teacher to gauge whether learning objectives are being met. C is true since feedback helps students adjust their own strategies and effort. D is true as feedback can be given immediately during a lesson or after some delay through assignments and tests. B is false because feedback is not restricted to one-way communication from teacher to students; students can also give feedback to teachers.

Option A:
Option A is incorrect because it includes A and C but does not include D, which is also a correct statement. Although it recognises that feedback helps judge achievement of objectives and guide self-regulation, it overlooks the fact that feedback may be immediate or delayed. Therefore this combination does not cover the full set of correct statements.

Option B:
Option B is incorrect because it groups A and D and assumes both are correct while ignoring C. Since C is also a correct statement about learners’ self-regulation, limiting the set to A and D only fails to capture all the correct statements. This omission means the option does not reflect the complete role of feedback in the classroom.

Option C:
Option C is correct because it brings together A, C and D, the three statements that accurately represent feedback in classroom communication. It acknowledges that feedback helps teachers judge attainment of objectives, supports students in regulating their own learning, and can be immediate or delayed. It implicitly excludes B, which wrongly suggests that feedback is always one-way from teacher to students. Therefore this option matches the complete set of true statements in the list.

Option D:
Option D is incorrect because it includes only C and D, leaving out A. While it recognises the self-regulatory and timing aspects of feedback, it omits the fundamental evaluation function by which teachers assess goal attainment. Thus it does not represent all the correct statements.

Feedback is the information that receivers send back to the sender about how they have understood the message. Nods,questions and quiz responses signal students' comprehension levels. This allows the teacher to adjust pace and explanations. Thus these behaviours function as feedback.

Option A:
Noise refers to interference that disrupts the message rather than helping evaluate understanding.

Option B:
Feedback is the learner’s response that tells the teacher whether the message was understood,helping the teacher adjust instruction.

Option C:
Redundancy involves intentional repetition of information,not student reactions.

Option D:
Gatekeeping is about selecting content for dissemination,not classroom responses.

Statements A, B, D and E describe balanced teacher evaluation linked with accountability and growth. A is true because multiple sources such as observation and feedback provide richer evidence. B is true since evaluation data should inform professional development. D is true as clear criteria and procedures make evaluation fair and credible. E is true because sharing results supports reflective improvement. C and F are false because relying only on exam results or denying links to outcomes oversimplifies evaluation; therefore A, B, D and E only is the correct combination.

Option A:
Option A contains A, B and D but leaves out E, thereby ignoring the importance of communicating evaluation results to teachers as a basis for growth. As E is also a correct statement, A, B and D only is incomplete.

Option B:
Option B includes A, D and E but omits B, and so it fails to mention the explicit connection between evaluation and professional development planning. Without this link, A, D and E only does not fully describe the purpose of evaluation.

Option C:
Option C groups B, D and E but leaves out A, ignoring the multi-source nature of robust teacher evaluation. Since A is also true and significant, B, D and E only cannot be regarded as complete.

Option D:
Option D assembles A, B, D and E, capturing evidence sources, development use, fairness and feedback to teachers while excluding C and F, which reduce evaluation to narrow or disconnected measures. Thus A, B, D and E only is the correct answer.

Teacher evaluation is the process of assessing how effectively a teacher plans,delivers and assesses instruction. It may involve observations,student feedback and analysis of learning outcomes. The purpose is both improvement and accountability. The stem clearly refers to appraisal of a teacher’s professional work,so the correct term is teacher evaluation.

Option A:
Student evaluation focuses on assessing learners’ performance and learning,not the teacher’s work. It is a different part of the educational process.

Option B:
Institutional evaluation examines overall school or university functioning,including management and resources,not just the behaviour of individual teachers.

Option C:
Self evaluation occurs when teachers reflect on their own practices independently,which may be a component of teacher evaluation but is narrower than the systematic appraisal mentioned in the stem.

Option D:
Teacher evaluation usually includes feedback from multiple sources and leads to professional development plans,matching the description given in the question.

Feedback is the receiver's response that returns to the sender,indicating how the message has been understood. Students' questions and comments show their level of comprehension and confusion. This information allows the teacher to adjust teaching strategies. Thus these responses primarily function as feedback.

Option A:
Noise refers to interference that distorts the message,such as external sounds,not purposeful questions.

Option B:
Feedback closes the communication loop and supports two way interaction,making this option the most accurate.

Option C:
Redundancy is deliberate repetition of information rather than receiver response.

Option D:
Channel denotes the medium through which messages travel,not the reaction from learners.