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.

NEP 2020 calls for a 360-degree holistic progress card that goes beyond marks. It should capture learning outcomes, skills, values, participation and well being. Inputs from teachers, peers and students themselves are included. Descriptive feedback guides improvement instead of just ranking.

Option A:
Focusing solely on marks and ranks is seen as narrow and damaging. NEP proposes a broader view of learning, so this option does not represent its direction.

Option B:
This option explains that report cards become comprehensive profiles of learner growth. It aligns with NEP’s holistic and formative assessment philosophy and is therefore correct.

Option C:
Listing only sports scores ignores academic, artistic and socio emotional dimensions. The policy wants all these areas reflected, so this option is incomplete.

Option D:
Keeping report cards secret from students would prevent them from understanding and owning their learning. NEP emphasises transparency and student involvement, so this is not acceptable.

NEP 2020 wants progress cards to move beyond marks and ranks and instead provide rich, descriptive feedback on academic and non-academic development, including self and peer assessment, so a mere class rank without qualitative information goes against this vision.

Option A:
Academic learning and competencies remain an important part of the progress card and are explicitly included.

Option B:
Feedback on socio-emotional skills, creativity and participation is central to the 360-degree perspective NEP advocates.

Option C:
Self and peer assessment are encouraged to make students active participants in their own evaluation and growth.

Option D:
This option reflects the traditional practice that NEP 2020 is trying to replace with more holistic, feedback-rich reporting.