Purposes of classroom questioning – UGC NET Question

Statements A, B and D are correct, while C is incorrect. A is true because teachers often use questions at the start of a lesson to assess what students already know. B is true since well-designed questions can promote analysis, synthesis and evaluation rather than mere recall. D is true as student answers to questions provide feedback that helps teachers gauge comprehension and adjust instruction. C is false because using questions only as a disciplinary tool narrows their pedagogic value and may discourage participation.

Option A:
Option A is incorrect because it includes only A and B and omits D, which is also a correct statement about feedback. Although A and B are valid purposes, leaving out D means this option does not represent the complete range of functions mentioned. Therefore it cannot be the correct answer.

Option B:
Option B is incorrect because it groups B and D only and excludes A. While B and D are accurate, ignoring the diagnostic use of questions to probe prior knowledge makes the set incomplete. Hence this option is not adequate.

Option C:
Option C is correct because it combines A, B and D, the three statements that collectively describe major purposes of classroom questioning. It captures diagnostic, higher-order and feedback functions while excluding C, which misuses questioning as a purely disciplinary tool. Thus this option fully matches the set of correct statements.

Option D:
Option D is incorrect because it treats all four statements as correct, including C. As C promotes a narrow and somewhat punitive view of questioning, it contradicts the broader educational purposes of classroom questions. Therefore an option that includes C cannot be accepted.