UGC NET Questions (Paper – 1)

The holistic, 360-degree progress card proposed by NEP 2020 is meant to reflect multiple perspectives. It therefore includes inputs from teachers, the student’s own self-assessment, peer feedback and, where appropriate, parents, making assessment more comprehensive and growth-oriented.

Option A:
Relying only on external examiners gives a very limited and occasional snapshot and does not match the continuous, multi-source assessment model described in NEP.

Option B:
This option is correct because it lists the key stakeholders—teachers, learners, peers and sometimes parents—who together contribute to the new holistic progress card.

Option C:
Making only principals responsible for all student-level assessment is neither practical nor aligned with the classroom-based assessment emphasis of the policy.

Option D:
District-level inspectors focus on system monitoring and do not provide the regular, close-range feedback envisioned for individual students’ progress cards.

Statements A, C and E correctly describe diagnostic evaluation. A is true because its primary aim is to locate learners’ specific problems. C is true as the findings guide planning of appropriate remedial instruction. E is true since careful observation and analysis of work samples provide evidence about difficulties. B, D and F are false because diagnostic evaluation should occur while learners are still in the system, is often tailored to particular needs and is indeed used in regular classrooms; hence A, C and E only is correct.

Option A:
Option A groups A, C and E, all of which emphasise identifying difficulties through varied evidence and using results for remediation. It excludes B, D and F, which misplace diagnosis in time, insist on uniform tests and deny classroom use; therefore this option is the correct combination.

Option B:
Option B replaces C with F, but F claims diagnostic evaluation is never part of regular teaching, which contradicts the notion of ongoing diagnosis. Because it includes a false statement and omits a true one, A, E and F only is invalid.

Option C:
Option C includes B, which suggests evaluation occurs after dropout, when remedial action is no longer possible. This conflicts with the preventive role of diagnostic evaluation, so B, C and E only cannot be accepted.

Option D:
Option D includes D as true, but D insists that all diagnostic tests must be identical, even though they should be adapted to particular learner difficulties. Consequently A, C, D and E only is not a valid answer.