UGC NET Questions (Paper – 1)

Such statements specify observable abilities learners should demonstrate after instruction—these are learning outcomes guiding teaching and assessment.

Option A:
Time tables schedule classes; they do not describe expected learner performance.

Option B:
Outcomes specify what students will be able to do (observable achievement), matching the stem.

Option C:
Budgets concern finance, not learning achievements.

Option D:
Holidays are calendar breaks, unrelated to learning performance statements.

Option D – instructional objectives Instructional objectives, often called behavioural objectives, specify expected learner behaviour in observable and measurable terms after instruction. They clearly state what students should be able to do, under what conditions and with what level of performance. Such objectives guide selection of content, methods and assessment tasks to ensure alignment. Hence, the statements described in the stem are properly called instructional objectives.

Option A:
Option A, remote objectives, is not a standard term in educational planning and does not have a widely accepted meaning in this context. It might vaguely suggest long-term aims, but the stem focuses on specific outcomes at the end of a lesson. Therefore, remote objectives do not fit the description given.

Option B:
Option B, global objectives, usually refers to very broad educational aims that may apply to entire programmes or stages of schooling. They are not typically written in precise, observable terms for a single lesson. Consequently, global objectives are too general for what the question describes.

Option C:
Option C, general objectives, are indeed broader statements that indicate directions for learning but often lack precise criteria for assessment. They may guide curriculum design but do not necessarily describe exactly what students will do at the end of a particular lesson. Thus, general objectives are not as specific as the stem suggests.

Option D:
Option D, instructional objectives, are concise, operational statements that describe observable learner performance after instruction. Because the stem emphasizes “what learners will be able to do in observable terms at the end of a lesson,” this option accurately completes the statement.

Statements A, B, D and F are accepted views about behavioural objectives. A is true because they express outcomes in observable terms. B is true since conditions and performance standards clarify expectations. D is true as behavioural objectives provide a basis for teaching and assessment, and F is true in pointing out that overemphasis can narrow focus to what is easily measured. C is wrong because vague verbs do not make objectives behavioural, and E is wrong because behavioural statements are widely used in cognitive objectives as well. Therefore, C and E only are the wrong statements.

Option A:
Option A isolates C as the only wrong statement but ignores E, even though limiting behavioural objectives to the psychomotor domain is also incorrect. Because it omits one of the wrong statements, C only is not sufficient.

Option B:
Option B correctly identifies C and E as the problematic statements. It recognises that vague verbs and domain restriction both contradict the idea of clear, observable outcomes across domains, while leaving A, B, D and F as accurate. Hence C and E only is the correct option.

Option C:
Option C treats only E as wrong and overlooks C, despite the fact that verbs like “know” and “understand” are criticised for being non-behavioural. This partial identification makes E only an incomplete answer.

Option D:
Option D adds F to the set of wrong statements, but F actually expresses a valid caution about overemphasis on measurement. Including a true cautionary statement among wrong ones means C, E and F only is not acceptable.

Instructional objectives describe intended learning outcomes in terms of observable student behaviour. They guide the selection of content,methods and assessments. Writing such statements makes expectations explicit for both teacher and students. Therefore,the act described in the stem is writing instructional objectives.

Option A:
Activities are tasks students perform to achieve objectives,not the statements of outcomes themselves. A list of activities does not necessarily show what competencies students should develop.

Option B:
Objectives define the criteria by which success will be judged and help maintain focus during planning and teaching. Because the stem emphasises observable outcomes by the end of the lesson,objectives is the correct option.

Option C:
Feedback provides information about performance after tasks and is related to evaluation,rather than to initial specification of expected outcomes.

Option D:
Norms usually refer to rules or standards of behaviour in the classroom,not to learning outcomes.

Statements A, B and D correctly express principles of writing instructional objectives. A is true because action verbs such as “explain”, “classify” or “solve” describe observable behaviours. B is true as conditions (for example, “given a graph…”) clarify the context of performance. D is true because replacing vague verbs with specific ones makes objectives clearer and more assessable. C is wrong since specifying performance criteria helps teachers and learners know what level is expected, and E is wrong because overly broad, non-measurable objectives cannot effectively guide teaching or assessment. Thus C and E only are the wrong statements and form the correct answer.

Option A:
Option A picks C only and overlooks E, even though E also misguides objective writing by favouring unmeasurable statements. Since both C and E are incorrect, C only is not a complete answer.

Option B:
Option B selects E only and ignores C, which downplays the importance of performance standards in objectives. Because two statements are wrong, E only cannot be accepted.

Option C:
Option C groups B, C and E as wrong, but B is actually a correct guideline about including conditions in objectives. Including a true statement among wrong ones makes this option invalid.

Option D:
Option D correctly identifies C and E as the statements that conflict with established principles of behavioural objective writing. It keeps A, B and D separate as accurate statements, so C and E only is the correct option.

Option E adds A to the wrong set, even though A clearly describes a key feature of well-written objectives. Misclassifying A makes A, C and E only unacceptable.

Instructional objectives specify, in clear and observable terms, the performances that learners should be able to demonstrate after instruction. They guide the selection of content, methods and assessment tools, ensuring that all parts of the lesson are aligned. By stating “Students will be able to…”, teachers clarify expectations for both themselves and learners. Hence, the component described in the stem is properly called instructional objectives.

Option A:
The introduction of a lesson serves to gain attention, activate prior knowledge and orient students to the new topic. While it may hint at aims, it does not systematically state the specific behaviours that will indicate learning at the end. Therefore, introduction is not the correct label for the part described.

Option B:
Instructional objectives are written as precise outcome statements, such as “Students will be able to list, compare, solve or justify.” They become a basis for deciding which activities and questions are suitable. Since the stem mentions what learners should be able to do at the end of the lesson, this option correctly identifies that component.

Option C:
Homework is work assigned for students to complete outside classroom time, usually for practice, reinforcement or preparation. It is derived from the objectives, but it is not itself the statement of expected outcomes. Thus, homework cannot be the correct completion here.

Option D:
Blackboard summary refers to the concise points written at the end of the lesson to recap the key ideas taught. While useful for consolidation, it reports what was covered rather than stating in advance what learners should be able to do. Consequently, it does not match the description provided.

Instructional objectives are central to planning and evaluation, and statements (A), (B) and (D) describe their proper role. A is correct in emphasising that objectives specify expected learner behaviour changes, B notes their function in guiding the choice of methods and experiences, and D highlights their behavioural, observable nature. C is wrong because objectives are closely linked to evaluation, helping determine what evidence of learning to collect, and E is wrong because vague, general objectives do not give clear direction. Therefore C and E are the wrong statements that must be identified together.

Option A:
Option A assumes that only statement C is wrong, leaving E unchallenged. While C does wrongly separate objectives from evaluation, E also misleads by suggesting that objectives should be vague, which contradicts the requirement for specificity and clarity. By omitting E from the list of wrong statements, this option does not fully capture the errors.

Option B:
Option B marks only E as wrong and treats C as acceptable. Yet C is problematic because it denies the strong alignment between objectives and evaluation, which is fundamental for instructional design. Ignoring the error in C means this option only partially identifies what is wrong and cannot be chosen.

Option C:
Option C correctly groups C and E as the two statements that misrepresent instructional objectives. C breaks the essential link between objectives and evaluation, and E promotes vagueness where precision is required. Since A, B and D all align with standard principles of objective formulation, selecting only C and E as wrong makes this the correct combination.

Option D:
Option D adds B to the set of wrong statements along with C and E. However B accurately captures the way clear instructional objectives help teachers choose appropriate methods and learning experiences. By classifying B as wrong it undermines an important function of objectives, so the combination becomes logically inconsistent.