Question:
Given below is a statement followed by two arguments. Read carefully and decide which of the arguments strongly support the statement.
Statement: Should internal assessment in colleges and universities be abolished?
Arguments:
(i) Yes, this will eliminate the possibility of favoritism.
(ii) No, teaching faculty will lose control over the students and this would adversely affect their academic growth.
Given below is a statement followed by two arguments. Read carefully and decide which of the arguments strongly support the statement.
Statement: Should internal assessment in colleges and universities be abolished?
Arguments:
(i) Yes, this will eliminate the possibility of favoritism.
(ii) No, teaching faculty will lose control over the students and this would adversely affect their academic growth.
Statement: Should internal assessment in colleges and universities be abolished?
Arguments:
(i) Yes, this will eliminate the possibility of favoritism.
(ii) No, teaching faculty will lose control over the students and this would adversely affect their academic growth.
Show Hint
Both arguments talk about a real effect of scrapping internal marks, one about bias by teachers and one about students losing the push to study through the year. Ask whether either can be dismissed as vague.
Updated On: Jul 17, 2026
- Argument (i) is strong.
- Argument (ii) is strong.
- Both (i) and (ii) are strong.
- Neither (i) nor (ii) is strong.
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The Correct Option is C
Solution and Explanation
Step 1: Understanding the Question:
Internal assessment is the part of a student's marks awarded by the college itself, through class tests, assignments, projects and attendance. The proposal is to scrap it. Both arguments must be tested on whether they name a real consequence of scrapping it.
Step 2: Key Formula or Approach:
An argument is strong when it stays on the exact proposal and states an effect that a reasonable person would accept without extra assumptions. It does not have to be the winning argument. Both sides of a debate can hold strong arguments at the same time, which is why the option Both are strong exists.
Step 3: Detailed Explanation:
Argument (i) says abolishing internal assessment removes the chance of favouritism. Internal marks are given by the same teacher who teaches the student, with no anonymity and little outside checking. That is exactly the setting where personal liking or dislike can colour marks. Remove the internal component and that discretion disappears with it. The link from the proposal to the effect is direct, so argument (i) is strong.
Argument (ii) says teachers will lose control over students and academic growth will suffer. Internal marks are the practical lever that pushes students to attend class, hand in assignments on time and take term tests seriously. Take the lever away and the only thing that counts is one final examination, so regular study through the year loses its reward. That consequence follows from how internal assessment actually works, so argument (ii) is also strong.
Both arguments name genuine effects of the same proposal, one on each side.
Step 4: Why the other options fail:
Option (A) drops argument (ii) even though continuous evaluation is what keeps students working through the year.
Option (B) drops argument (i) even though unchecked teacher discretion is the standard complaint against internal marks.
Option (D) rejects both, which cannot be right since each names a real and accepted effect.
Step 5: Final Answer:
Both arguments are strong, so the answer is option (C).
Internal assessment is the part of a student's marks awarded by the college itself, through class tests, assignments, projects and attendance. The proposal is to scrap it. Both arguments must be tested on whether they name a real consequence of scrapping it.
Step 2: Key Formula or Approach:
An argument is strong when it stays on the exact proposal and states an effect that a reasonable person would accept without extra assumptions. It does not have to be the winning argument. Both sides of a debate can hold strong arguments at the same time, which is why the option Both are strong exists.
Step 3: Detailed Explanation:
Argument (i) says abolishing internal assessment removes the chance of favouritism. Internal marks are given by the same teacher who teaches the student, with no anonymity and little outside checking. That is exactly the setting where personal liking or dislike can colour marks. Remove the internal component and that discretion disappears with it. The link from the proposal to the effect is direct, so argument (i) is strong.
Argument (ii) says teachers will lose control over students and academic growth will suffer. Internal marks are the practical lever that pushes students to attend class, hand in assignments on time and take term tests seriously. Take the lever away and the only thing that counts is one final examination, so regular study through the year loses its reward. That consequence follows from how internal assessment actually works, so argument (ii) is also strong.
Both arguments name genuine effects of the same proposal, one on each side.
Step 4: Why the other options fail:
Option (A) drops argument (ii) even though continuous evaluation is what keeps students working through the year.
Option (B) drops argument (i) even though unchecked teacher discretion is the standard complaint against internal marks.
Option (D) rejects both, which cannot be right since each names a real and accepted effect.
Step 5: Final Answer:
Both arguments are strong, so the answer is option (C).
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