Questions on UGCs PBAS with APIs

UGCs new regulation has stipulated mandatory application of Performance Based Appraisal System(PBAS). PBAS includes three categories. They are
Category I: Teaching, Learning and Evaluation Related Activities
Category II: Co-Curricular, Extension and Professional Development Related Activities.
Category-III: Research and Academic Contributions
These categories each have a number of APIs, each having a differential score. And in each category there is a minimum score required for appointment of associate professor as well as professor posts. In this connection we require information from the UGC in the form of answers to the following questions.

What is the source of the conceptualisation of academic performance in higher education which is measured by the operational framework of PBAS with APIs?
Is there any scientific behavioural theory or empirical literature base for this PBAS? (in a journal article with high impact factor or a high quality book published by international publishers)?
Whether UGC has made any attempt to test the validity and reliability of this PBAS system taking into consideration the rich socio-economic and cultural diversity in the country?
Further, the three categories of APIs are weighted unequally and each of the APIs is differently scored. What is the sources for such assignment of differential scores and weights? Is there any empirical base for this differential weightage? Is there,any scientific logic behind this.
Some related questions in this connection are.
Whether the committee which conceptualised and operationalised the PBAS with APIs included any educationists(with high quality of publication), psychologists or experts of social indicators with proven track record in education testing and assessment?

Whether the draft PBAS with APIs was reviewed and appraised by established scholars in the field of testing and assessment of teachers under higher education system?

In the PBAS,mandated by the UGC the indicators of quality of teaching and research proposed in the draft regulation(UGC) such as student evaluation of teacher, expert evaluation of research work have been excluded. Why these important indicators of quality were excluded?