UGC NET Questions (Paper – 1)

Statements A, B and D give a correct picture of outcome-based education. A is true because OBE begins with specifying what learners should know and be able to do. B is correct since assessments are designed to test achievement of these outcomes rather than isolated content. D is also true as programme and course outcomes form different levels within the same framework. Statement C is false because OBE emphasises not just recall but also skills, attitudes and higher-order abilities. Hence, the correct combination is A, B and D only.

Option A:
Option A is correct because it includes the three statements that reflect key ideas of OBE and excludes C, which narrows OBE to factual recall. It shows how outcomes and aligned assessments guide curriculum and evaluation.

Option B:
Option B is incorrect because it lists only A and B and omits D. Without acknowledging programme and course outcomes, the structural hierarchy of OBE is incomplete.

Option C:
Option C is incorrect because it pairs B and D but leaves out A, which explains the fundamental outcome focus that differentiates OBE from content-driven approaches.

Option D:
Option D is incorrect because it treats all four statements as correct and thereby accepts C. That would contradict the widely accepted understanding that OBE values competencies and attitudes in addition to knowledge.

Statements A, B and C correctly capture the logic of OBE. They emphasise clearly defined outcomes, alignment of assessment with outcomes and the use of attainment data for continuous improvement. Statements D, E and F are false because OBE requires explicit outcomes, applies strongly to professional programmes and benefits from student feedback as one source of evidence.

Option A:
Option A is incorrect as it omits C and thus fails to highlight the improvement cycle, which is central to the OBE philosophy.

Option B:
Option B is incorrect because it leaves out A, so it does not explicitly state the requirement for defined programme and course outcomes.

Option C:
Option C is correct since it selects A, B and C, the three statements that together describe definition, alignment and improvement in OBE, while excluding D, E and F, which contradict its principles.

Option D:
Option D is incorrect because it includes D, which denies the need for specifying outcomes, thereby undermining the entire OBE framework.

Statements A and B together express the core features of outcome-based accreditation. Statement A is true because such frameworks focus explicitly on whether graduates demonstrate intended competencies. Statement B is true since accreditation reports and scores are expected to feed into institutional improvement plans. Statement C is false because infrastructure is only one dimension and learning outcomes are central to evaluation. Statement D is false because accreditation agencies rely on documented evidence and data, not arbitrary judgments. Thus, A and B only are correct.

Option A:
Option A is incomplete because it mentions the evaluation of outcomes but omits the crucial follow-up action in B that links accreditation to continuous improvement.

Option B:
Option B is correct since it captures both the evaluative and developmental functions of outcome-based accreditation while excluding C and D, which misrepresent the focus and methodology of these frameworks.

Option C:
Option C is incorrect because it adds C, thereby suggesting that learning outcomes are ignored, which directly contradicts the premise of outcome-based accreditation.

Option D:
Option D is incorrect because it accepts B and C and leaves out A, wrongly indicating that infrastructure dominates and ignoring the central role of outcomes.