228 extractive question-and-answer pairs built from 1031121 Guidelines Innovative Pedagogical Approaches Evaluation Reforms, published by ugc.gov.in. The source is a 36-page publication. Source-evidenced topics include innovative pedagogical approaches, pedagogy, behaviourism, constructivism, social constructivism, liberationism, experiential learning, flipped classroom. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 59 factual, 49 list, 36 summary, 31 table, 30 definition, 22 relationship, 1 comparison. 138 of the 228 pairs (60.5%) ask explanatory questions; the remaining 90 are factual or table-based questions. 99.56% of rows pass the corpus quality gate.
This dataset contains 228 question-and-answer pairs derived from the 'Guidelines Innovative Pedagogical Approaches Evaluation Reforms' document published by ugc.gov.in. It explores various pedagogical methods, including flipped classrooms, experiential learning, and problem-based learning, with a focus on enhancing teaching and learning outcomes. The dataset categorizes questions into types such as factual, list, summary, and definition, and provides verbatim answers from the source document along with their context and location. The dataset highlights the importance of aligning pedagogical approaches with learning needs and graduate attributes.
Browse more economy datasets, including other records from the same source when available.
Explore Economy datasetsVice-Chancellor Handbook - Question and Answer Dataset
Economy · 939 rows
Life Skills (Jeevan Kaushal) 2019 course - Question and Answer Dataset
Economy · 164 rows
Good Academic Research Practices - Question and Answer Dataset
Economy · 174 rows
Learning Outcomes-Based Curriculum Framework - Question and Answer Dataset
Economy · 74 rows
Annual Report 2015-16 by agriwelfare.gov.in - Question and Answer Dataset
Economy · 1K+ rows
Higher Education in India - Question and Answer Dataset
Economy · 1.5K+ rows
Gender Policy of NABARD - Question and Answer Dataset
Economy · 14 rows
ICAR Annual Report 2025-26 - Question and Answer Dataset
Economy · 1.1K+ rows
Use the API URL with your free DD token in notebooks, scripts, and pipelines.
https://www.desidata.in/api/datasets/www-ugc-gov-in-fead48196a64baf658c601282b121104/downloadDataset downloads are free. For Python or API downloads, sign in once and create a free DD token; set it as DD_TOKEN or save it in your notebook's secrets. Requests are linked to your account so your download history and counts stay accurate.
# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("www-ugc-gov-in-fead48196a64baf658c601282b121104")
df.head()First 10 of 228 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What does multi-disciplinary education allow students to do? | a unique educational approach that allows students to learn and explore distinct subjects or curricula from various disciplines | disciplinary Courses: The NEP 2020 Para‘s, viz., Para 11.3, Para 11.6 and Para 11.7, provide specific details about the scope of multi-disciplinary and inter-disciplinary education to have holistic development of a learner. Multi-disciplinary Education is a unique educational approach that allows students to learn and explore distinct subjects or curricula from various disciplines. There is no rigid separation in disciplines. | 256 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/1031121_Guidelines-Innovative-Pedagogical-Approaches-Evaluation-Reforms.pdf | Multi-disciplinary Education is a unique educational approach that allows students to learn and explore distinct subjects or curricula from various disciplines. | 14 | page=14,block=2 | 0.850 | valid |
| What is the purpose of an online whiteboard in education? | a canvas on which teachers can create diagrams, share pre-made templates and charts, make sketches, write up etc | convey information and better connect teachers and students. Online whiteboard is a canvas on which teachers can create diagrams, share pre-made templates and charts, make sketches, write up etc. It works just like the classroom blackboard and digitizes the content provided by the teacher which can be reused. | 82 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/1031121_Guidelines-Innovative-Pedagogical-Approaches-Evaluation-Reforms.pdf | Online whiteboard is a canvas on which teachers can create diagrams, share pre-made templates and charts, make sketches, write up etc. | 23 | page=23,block=1 | 0.850 | valid |
| How is pedagogy characterized in terms of its adaptability and application? | dynamic in nature and may vary from teacher to teacher, classroom to classroom, institution to institution and platform to platform | Pedagogy is an art of sharing knowledge which is dynamic in nature and may vary from teacher to teacher, classroom to classroom, institution to institution and platform to platform. The most critical factor in pedagogy is the constructivism. | 49 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/1031121_Guidelines-Innovative-Pedagogical-Approaches-Evaluation-Reforms.pdf | Pedagogy is an art of sharing knowledge which is dynamic in nature and may vary from teacher to teacher, classroom to classroom, institution to institution and platform to platform. | 6 | page=6,block=12 | 0.700 | valid |
| What are critical reading and writing considered in the context of learning? | important social practices which are the keys for promoting learning | studies can bring diverse learning domains into curriculum areas and promote the learners' group with a holistic view of an issue. Case studies enable students to investigate what affects their local area, work with community groups, NGOs or private enterprises, and work together to find solutions for local issues. (xi) Reflexive accounts: Individuals consider their position concerning new knowledge about an issue. It may help them understand their actions contributing to the issue of concern, e.g., sustainability issues. This pedagogical approach makes learners reflect on personal roles, attitudes and responsibilities concerning sustainability issues. (xii) Critical reading and writing: These are important social practices which are the keys for promoting learning. | 707 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/1031121_Guidelines-Innovative-Pedagogical-Approaches-Evaluation-Reforms.pdf | (xii) Critical reading and writing: These are important social practices which are the keys for promoting learning. | 21 | page=21,block=1 | ||
| What do learning needs signify for a learner? | the gap between the learning experience one wants to have and their current state of knowledge, skill, and enthusiasm | The learner's learning needs represent the gap between the learning experience one wants to have and their current state of knowledge, skill, and enthusiasm. There are four different domains of potential learning needs, viz. Cognitive, Social, Affective and Psychomotor, and these are detailed below in Table 1. | 39 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/1031121_Guidelines-Innovative-Pedagogical-Approaches-Evaluation-Reforms.pdf | The learner's learning needs represent the gap between the learning experience one wants to have and their current state of knowledge, skill, and enthusiasm. | 10 | page=10,block=2 | 0.700 | valid |
| What do mental skills in an evaluation and assessment system deal with? | how a student acquires, processes, and utilizes knowledge | Learning outcomes drive curriculum, instruction and evaluation. Accordingly, the questions that need to be addressed, in sequence, are show in Figure. This leads to the identification of outcomes, competencies, performance indicators and finally assessment as show in Figure, and as also described in detail. Any evaluation and assessment system must test different levels of cognitive attainment as illustrated in Figure. Across these levels, mental skills (knowledge) are tested which deal with how a student acquires, processes, and utilizes knowledge. The levels represent a continuum of increasing cognitive complexity—from remembering to creating to developing sustainable solutions.(11) (11). A Taxonomy of Learning, Teaching and Assessment , Anderson and Krathwohl‘s (2001) revision of the original Bloom‘s taxonomy. | 497 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/1031121_Guidelines-Innovative-Pedagogical-Approaches-Evaluation-Reforms.pdf | Across these levels, mental skills (knowledge) are tested which deal with how a student acquires, processes, and utilizes knowledge. | 30 | page=30,block=2 | ||
| What does CGPA measure in a student's academic performance? | overall performance of students in terms of all the courses undergone by a student across all the semesters of an academic programme | Semester Grade Point Average (SGPA) and Cumulative Grade Point Average (CGPA) are the measures of performance of students for the work done in a semester and across all semesters, respectively. Numerically, it should be expressed up to three decimal places. The SGPA is the ratio of sum of the product of the number of credits with the grade points scored by a student in all the courses taken by a student and the sum of the number of credits of all the courses completed by a student, i.e SGPA (Si) = ∑(Ci x Gi) / ∑Ci (Where Ci is the number of credits of the ith course and Gi is the grade point scored by the student in the ith course) On the other hand, CGPA is also calculated in the same manner considering the overall performance of students in terms of all the courses undergone by a student across all the semesters of an academic programme, i.e. | 718 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/1031121_Guidelines-Innovative-Pedagogical-Approaches-Evaluation-Reforms.pdf | The SGPA is the ratio of sum of the product of the number of credits with the grade points scored by a student in all the courses taken by a student and the sum of the number of credits of all the courses completed by a student, i.e SGPA (Si) = ∑(Ci x Gi) / ∑Ci (Where Ci is the number of credits of the ith course and Gi is the grade point scored by the student in the ith course) On the other hand, CGPA is also calculated in the same manner considering the overall performance of students in terms of all the courses undergone by a student across all the semesters of an academic programme, i.e. | ||||
| What does SGPA measure in a student's academic performance? | performance of students for the work done in a semester | Semester Grade Point Average (SGPA) and Cumulative Grade Point Average (CGPA) are the measures of performance of students for the work done in a semester and across all semesters, respectively. Numerically, it should be expressed up to three decimal places. The SGPA is the ratio of sum of the product of the number of credits with the grade points scored by a student in all the courses taken by a student and the sum of the number of credits of all the courses completed by a student, i.e SGPA (Si) = ∑(Ci x Gi) / ∑Ci (Where Ci is the number of credits of the ith course and Gi is the grade point scored by the student in the ith course) On the other hand, CGPA is also calculated in the same manner considering the overall performance of students in terms of all the courses undergone by a student across all the semesters of an academic programme, i.e. | 98 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/1031121_Guidelines-Innovative-Pedagogical-Approaches-Evaluation-Reforms.pdf | Semester Grade Point Average (SGPA) and Cumulative Grade Point Average (CGPA) are the measures of performance of students for the work done in a semester and across all semesters, respectively. | ||||
| What does a criterion in the criterion-based grading system define? | the characteristics or traits to be judged | NEP 2020 proposes that HEIs should adopt continuous and comprehensive evaluation rather than high stake examinations. Continuous and comprehensive evaluation embraces horizontal assessment modes instead of one single vertical mode. It can be used to assess the overall development of students, for example, critical thinking, problem-solving ability, right application of knowledge, and adherence to ethics. NEP 2020 recommends a criterion-based grading system that emphasises assessment of student achievement based on the learning goals for each programme. A criterion defines the characteristics or traits to be judged. These are derived from the learning outcomes. Grading can be designed to measure the degree of achievement on each criterion thus making assessments more meaningful. HEIs should focus on Outcome Based education and evaluation. | 579 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/1031121_Guidelines-Innovative-Pedagogical-Approaches-Evaluation-Reforms.pdf | A criterion defines the characteristics or traits to be judged. | 29 | page=29,block=14 | 0.700 | |
| What does the blended mode of teaching integrate? | physical classroom learning activities with online learning components | (C) Blended Mode of Teaching: Teachers may combine physical classroom learning activities with online learning components. Using a blended approach as a course design enhances students' teaching and learning experiences. In many cases, the act of ―blending‖ may bring better experiences and outcomes for a student and more efficient teaching and course management practices for a teacher. It can involve a mix of delivery modes, teaching approaches and learning styles. Advances in technology provide new opportunities for blended learning forms for students in diverse environments. Also, blended teaching allows the designing and delivery of courses to enhance the teachers‘ role. | 51 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/1031121_Guidelines-Innovative-Pedagogical-Approaches-Evaluation-Reforms.pdf | (C) Blended Mode of Teaching: Teachers may combine physical classroom learning activities with online learning components. | 24 | page=24,block=1 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 0.700 |
| valid |
| 0.700 |
| valid |
| 33 |
| page=33,block=2 |
| 0.700 |
| valid |
| 33 |
| page=33,block=2 |
| 0.700 |
| valid |
| valid |