Examination reforms and continuous assessment – UGC NET Question

Statements A, B and C provide a balanced understanding of examination reforms. A is true because reforms emphasise assessing understanding, analysis and application rather than rote memorisation. B is correct in identifying common components of continuous evaluation such as quizzes and projects. C is also true since diversified assessment can distribute learning efforts and reduce last-minute stress. D is false because reforms do not demand the complete abolition of written examinations; rather, they seek to complement or redesign them. Thus the correct combination is A, B and C only.

Option A:
Option A is incorrect because it includes only A and B and ignores C, which correctly explains the positive impact of multiple assessment methods on stress and learning patterns. Leaving C out makes the description of reforms incomplete.

Option B:
Option B is correct because it gathers all three true statements and excludes D, which overstates the intent of reforms by assuming written exams must vanish entirely. It therefore reflects both the direction and the practical scope of examination changes.

Option C:
Option C is incorrect because it omits A, which clearly states the shift from memory-based to higher-order learning outcomes. Without A, the main pedagogic rationale of examination reforms is missing.

Option D:
Option D is incorrect because it combines A and C but leaves out B, which lists the important tools of continuous evaluation such as assignments and presentations. Excluding B weakens the explanation of how continuous assessment is actually implemented.