Statement: Many school/college students score high but fail to truly master subjects. Courses of Action: I. Boards should re-examine and revise examinations to detect real understanding. II. Design assessments to discourage rote learning and reward application. III. Make papers significantly harder across the board.

Introduction / Context:Grade inflation and rote-friendly testing can mask weak conceptual grasp. Remedies should realign assessments with competencies rather than simply increasing difficulty.

Given Data / Assumptions:

• High scores coexist with poor mastery.
• Assessment design likely rewards recall over reasoning.

Concept / Approach:Reforms (I, II) include competency blueprints, multi-step items, practicals, and open-ended prompts. Simply making papers “significantly harder” (III) may raise failure rates without measuring deeper skills and can penalize equity.

Step-by-Step Solution:1) Audit item banks for cognitive levels (I).2) Introduce application/analysis tasks; curb predictability (II).3) Provide teacher training and exemplar rubrics.

Verification / Alternative check:Competency-based assessment literature supports shifts from recall to application for genuine learning.

Why Other Options Are Wrong:III confuses difficulty with validity.

Common Pitfalls:Overweighting trick questions; ignoring formative feedback.

Final Answer:Both I and II follow.