UGC NET Questions (Paper – 1)

The post-active phase of teaching is concerned with evaluating the extent to which instructional objectives have been achieved and with reflecting on the effectiveness of teaching. It includes activities such as scoring tests, analysing students’ errors, reviewing classroom events and planning improvements for future lessons. Because the stem specifically mentions checking outcomes and reflecting on teaching, it clearly refers to the post-active phase.

Option A:
The planning phase corresponds to the pre-active stage, where the teacher prepares objectives, content and methods before instruction. It does not involve reviewing outcomes after teaching.

Option B:
The execution phase is a general term for implementing plans but does not specify evaluation and reflection; in the teaching phases model, this would align more with the interactive phase.

Option C:
The interaction phase refers to real-time teaching in the classroom when teacher and students are engaged in learning activities. It is not the evaluation-and-reflection stage described in the stem.

Option D:
The post-active phase closes the teaching cycle by generating feedback for both teacher and students, thereby improving future instruction. This clearly matches the functions mentioned in the question, making post-active phase the correct answer.

Self-evaluation occurs when teachers systematically examine their own teaching to identify strengths and areas for improvement. Writing reflective notes after class is a common way to do this. It helps teachers learn from experience and plan changes. Therefore,the activity described in the stem is a form of professional self-evaluation.

Option A:
Domination refers to exerting excessive control or authority and does not align with the introspective practice of writing reflective notes.

Option B:
Self-evaluation encourages teachers to consider student responses,lesson flow and use of time and then adjust their methods. This aligns exactly with the reflective note-taking described in the question.

Option C:
Supervision usually involves an external person,such as a senior teacher or administrator,observing and guiding another teacher,which is not what the stem describes.

Option D:
Counselling focuses on helping individuals with personal or emotional issues rather than on a teacher analysing their own class performance.

In the teaching learning process,feedback refers to information about performance that is used to improve future action. When teachers analyse test results and adjust their strategies or reteach difficult topics,they are using evaluation as feedback. This makes assessment a tool for learning rather than only a judgement. Thus,the stem describes evaluation used as feedback.

Option A:
Selection is concerned with choosing candidates for admission or promotion and does not necessarily involve improving ongoing instruction.

Option B:
Feedback closes the loop between evaluation and teaching by indicating whether objectives have been met and what needs change. The actions mentioned in the stem—modifying strategies and reteaching—are classic feedback responses,so feedback is correct.

Option C:
Certification aims at formally recognising completion of a course or programme and is usually based on summative evaluation,not on adjusting instruction.

Option D:
Ranking compares learners with each other for competitive purposes; it does not directly show how to improve teaching strategies.

Statements A, B, D and E describe constructive use of ICT for gathering and using student feedback. Online forms and reminders increase participation, anonymity can improve candour and aggregated reports help teachers reflect on and improve their teaching. Statement C is false because analysing and discussing feedback is precisely how it becomes useful. Statement F is false because naming individual students publicly breaches privacy, so the correct set is A, B, D and E only.

Option A:
Option A is incomplete because it omits E, thereby not acknowledging the role of automated scheduling and reminders in improving response rates. A, B and D are true but do not fully represent system capabilities, so the option is partial.

Option B:
Option B is correct because it includes the full set of beneficial practices from collection to use while respecting privacy. It excludes C’s dismissal of analysis and F’s call for public naming, which contradict ethical feedback management.

Option C:
Option C is incorrect because it includes F and omits A. Accepting F would create privacy violations and discourage honest feedback, while leaving out A fails to mention the basic use of online forms. This combination is therefore unacceptable.

Option D:
Option D is incomplete because it leaves out B and hence does not talk about the role of anonymity in feedback honesty. A, D and E are valid, but their omission of this motivational factor means not all correct statements are included.

Reflective teaching involves systematically thinking about one’s instructional practices and their impact on learners. Keeping a teaching diary allows the teacher to document what happened,analyse reasons and plan changes. This continuous cycle of reflection and action improves teaching quality. Hence,the tool described in the stem supports reflective teaching.

Option A:
Authoritarian teaching focuses on strict control and command,not on self-examination of teaching processes. Maintaining a reflective diary is inconsistent with an unreflective authoritarian stance.

Option B:
Reflective teaching encourages teachers to treat classroom experiences as data for professional learning,examining both successes and failures. Because the stem describes recording and analysing experiences,reflective is the correct option.

Option C:
Mechanical teaching suggests repeating routines without critical thought,which is the opposite of deliberately analysing lessons in a diary.

Option D:
Purely demonstrative teaching emphasises showing procedures without necessarily reflecting on how effective these demonstrations are,so it does not match the reflective diary practice.

Reflective teaching involves systematic self-examination of one’s instructional practices. Teachers collect feedback from students, observe classroom events, analyse successes and failures and then adjust their strategies. This continuous cycle aims at improving teaching effectiveness. The stem clearly indicates frequent analysis of feedback and modification of strategies, which are defining features of reflective teaching.

Option A:
Reflective teaching requires openness to change and a willingness to question one’s own assumptions. Teachers may keep teaching journals, engage in peer observation or use student feedback. Because the stem emphasises analysing what worked or failed and then modifying strategies, reflective is the correct completion.

Option B:
Traditional teaching tends to rely on established routines and may not actively incorporate systematic self-evaluation and change. It is often teacher-centred and resistant to altering methods based on feedback.

Option C:
Authoritarian teaching style emphasises strict control and obedience rather than reflective adjustment to learners’ needs. Such teachers may ignore or discount feedback from students.

Option D:
Mechanical teaching suggests rigid, routine performance of tasks without thoughtful engagement, which contradicts the reflective process described in the question.

In systems thinking,feedback is essential for monitoring whether outputs match intended objectives and for making necessary adjustments. In teaching,feedback includes test results,student reactions and classroom observations that inform changes in content or methods. Without feedback,the teaching system cannot self-correct or improve. Thus,the crucial element linking input,process and output is feedback.

Option A:
Competition among learners may influence motivation but is not a structural component of the systems model. It does not provide systematic information for revising teaching processes.

Option B:
Discipline relates to maintaining order in the classroom and ensuring appropriate behaviour. While important,it is only one factor and does not represent the full feedback mechanism central to systems thinking.

Option C:
Homework is a learning activity assigned outside class and can be one source of feedback,but the concept of feedback is broader. The stem demands the general systems element,rather than one particular task,so homework is too limited.

Option D:
Feedback closes the loop in the instructional system by informing the teacher whether learning objectives are being met. Adjustments in inputs and processes are made based on this information,making feedback the correct completion for the statement.

One important function of evaluation is to identify learners who have not mastered the required competencies and then plan appropriate corrective measures. When teachers organise extra support sessions for low achievers based on test results,they are using assessment data for remediation. This process helps close learning gaps. Therefore,the function highlighted is remedial.

Option A:
Remedial function means using evaluation outcomes to design targeted help,such as additional practice or alternative explanations,so students can reach the desired level. The stem clearly describes this type of action,making option A correct.

Option B:
Certification function focuses on awarding grades or certificates at the end of a course and does not necessarily involve planning extra help.

Option C:
Selection function uses evaluation to choose candidates for limited seats or opportunities,rather than to support weaker learners.

Option D:
Placement function assigns learners to appropriate levels or groups,but it is different from providing follow-up support to remedy weaknesses.

Post-active phase is after instruction, involving evaluation and reflection to improve future teaching. Analysing test results after teaching fits this phase.

Option A:
Pre-active is planning before teaching, not reflection after teaching.

Option B:
Interactive is in-class teaching activity, not post-lesson analysis.

Option C:
Post-active includes evaluating outcomes and reflecting on lesson effectiveness, matching the stem.

Option D:
Informal is not a standard named phase and doesn’t specifically mean evaluation/reflection.

Formative evaluation is used during the teaching learning process to gather information about students’ progress and the effectiveness of instruction. Its primary purpose is to provide feedback that can be used to modify teaching strategies and learning activities in real time. It is not usually used for certification or final grading. Therefore,the type of evaluation described in the stem is formative evaluation.

Option A:
Placement evaluation is done at the beginning of a course to decide the appropriate level or group for learners,and not primarily to improve ongoing instruction.

Option B:
Formative evaluation helps teachers identify misconceptions early and allows students to see where they need to improve before final assessments. Because the stem emphasises using evaluation to improve ongoing activities,formative is the correct choice.

Option C:
Summative evaluation occurs at the end of a unit or course and is mainly used for grading,categorisation or certification,rather than for continuous improvement during instruction.

Option D:
Diagnostic evaluation focuses on identifying specific learning difficulties and their causes,usually with more detailed tools; although it can inform improvement,its main purpose is specialised diagnosis,not continuous classroom feedback alone.

Using performance information to adjust later teaching is the feedback function—closing the loop between assessment and improved instruction.

Option A:
Reinforcement is a consequence that strengthens behaviour (e.g., praise), not necessarily instructional modification.

Option B:
Diagnosis identifies causes of difficulties; related but narrower than general “performance info used to modify instruction.”

Option C:
Grading summarises performance with scores/marks, not necessarily used to change teaching.

Option D:
Feedback is information used to improve future teaching/learning actions, exactly as described.

Statements A, B, C and F are consistent with a systems approach to teaching. A is true because systems models identify inputs, processes, outputs and feedback. B is true since learners, content and resources are typical inputs. C is true as evaluation results feed back into future planning, and F is true because systematic analysis reveals where teaching may be inefficient. D and E are false because ignoring feedback and environment contradicts the essence of system thinking; hence A, B, C and F only is correct.

Option A:
Option A combines A, B and C but omits F, and therefore fails to state how systems analysis is used to improve teaching efficiency. Because F is also an accurate statement, A, B and C only is incomplete.

Option B:
Option B groups A, C and F but leaves out B, which concretely identifies examples of input variables. Without this, the picture of inputs is vague, so A, C and F only is not fully satisfactory.

Option C:
Option C includes A, B, C and F, presenting the structure of the system, examples of inputs, the role of feedback and the use of analysis for improvement, while excluding D and E, which contradict feedback and environmental sensitivity. This makes A, B, C and F only the correct option.

Option D:
Option D collects B, D, E and F, but D and E deny feedback utilisation and environmental consideration, both of which are central to systems thinking. Their inclusion renders B, D, E and F only an incorrect combination.