This practice test contains 60 original multiple-choice questions reviewing the whole topic of Bloom’s taxonomy: classification drills, scenario-based level identification, common confusions such as the original versus revised order, apply versus analyse, evaluate versus create, and affective versus cognitive verbs, and integrative items combining the domains, in the style of Pakistani teacher recruitment tests. Each question has one correct answer. Click Show Answer to check your answer and read a short explanation.
Classification Drills: Identify the Level
Q1. A test item asks: ‘State the formula for the area of a rectangle.’ This item tests which cognitive level?
- (A) Understanding, the level of explaining ideas in one’s own words
- (B) Remembering, the level of recalling information as learned
- (C) Applying, the level of using learning in a new situation
- (D) Analysing, the level of breaking material into its parts
Show Answer
Answer: B – Stating a formula from memory is recall, which is remembering, the lowest cognitive process.
Q2. A test item asks: ‘Explain why we see lightning before we hear thunder.’ This item tests which cognitive level?
- (A) Remembering, the level of recalling information as learned
- (B) Applying, the level of using learning in a new situation
- (C) Creating, the level of putting elements together into something new
- (D) Understanding, the level of explaining ideas in one’s own words
Show Answer
Answer: D – Explaining a phenomenon in one’s own words shows understanding, not mere recall.
Q3. A test item asks: ‘Use the formula for speed to find how far a car travels in two hours.’ This item tests which cognitive level?
- (A) Remembering, the level of recalling information as learned
- (B) Evaluating, the level of judging against criteria
- (C) Applying, the level of using learning in a new situation
- (D) Creating, the level of putting elements together into something new
Show Answer
Answer: C – Using a formula on a fresh problem is applying, since the learner carries out a procedure in a new case.
Q4. A test item asks: ‘Compare the two characters in the story and explain how they differ.’ This item tests which cognitive level?
- (A) Analysing, the level of breaking material into its parts and finding relationships
- (B) Remembering, the level of recalling information as learned
- (C) Understanding, the level of explaining ideas in one’s own words
- (D) Creating, the level of putting elements together into something new
Show Answer
Answer: A – Comparing characters and explaining their differences requires breaking the story into parts, which is analysis.
Q5. A test item asks: ‘Judge which of the two solutions to the litter problem is better, giving reasons.’ This item tests which cognitive level?
- (A) Applying, the level of using learning in a new situation
- (B) Analysing, the level of breaking material into its parts and finding relationships
- (C) Evaluating, the level of judging against criteria and defending a judgement
- (D) Remembering, the level of recalling information as learned
Show Answer
Answer: C – Judging between solutions with reasons is evaluation, the level of making and defending judgements.
Q6. A test item asks: ‘Design a poster that persuades people to save electricity.’ This item tests which cognitive level?
- (A) Creating, the level of putting elements together into something new
- (B) Understanding, the level of explaining ideas in one’s own words
- (C) Applying, the level of using learning in a new situation
- (D) Evaluating, the level of judging against criteria and defending a judgement
Show Answer
Answer: A – Designing an original poster is creating, since the learner produces something new from elements learned.
Q7. A pupil is asked to ‘list the planets in order from the Sun’. This task is at which level?
- (A) Analysing, the level of breaking material into its parts and finding relationships
- (B) Remembering, the level of recalling information as learned
- (C) Evaluating, the level of judging against criteria and defending a judgement
- (D) Creating, the level of putting elements together into something new
Show Answer
Answer: B – Listing in a learned order is recall, so the task is at the remembering level.
Q8. A pupil is asked to ‘summarise the main idea of the passage in two sentences’. This task is at which level?
- (A) Remembering, the level of recalling information as learned
- (B) Creating, the level of putting elements together into something new
- (C) Evaluating, the level of judging against criteria and defending a judgement
- (D) Understanding, the level of explaining ideas in one’s own words
Show Answer
Answer: D – Summarising the main idea requires grasping meaning and restating it, which is understanding.
Q9. A pupil is asked to ‘use the scale of a recipe to work out ingredient amounts for 40 pupils instead of 10’. This task is at which level?
- (A) Remembering, the level of recalling information as learned
- (B) Understanding, the level of explaining ideas in one’s own words
- (C) Creating, the level of putting elements together into something new
- (D) Applying, the level of using learning in a new situation
Show Answer
Answer: D – Scaling a recipe to a new quantity is applying a learned procedure to a fresh case.
Q10. A pupil is asked to ‘identify the causes and effects in the passage about floods’. This task is at which level?
- (A) Remembering, the level of recalling information as learned
- (B) Analysing, the level of breaking material into its parts and finding relationships
- (C) Applying, the level of using learning in a new situation
- (D) Creating, the level of putting elements together into something new
Show Answer
Answer: B – Separating causes from effects and relating them is analysis.
Q11. A pupil is asked to ‘decide whether the writer’s argument is convincing, and say why’. This task is at which level?
- (A) Evaluating, the level of judging against criteria and defending a judgement
- (B) Understanding, the level of explaining ideas in one’s own words
- (C) Applying, the level of using learning in a new situation
- (D) Remembering, the level of recalling information as learned
Show Answer
Answer: A – Deciding whether an argument convinces, with reasons, is evaluation.
Q12. A pupil is asked to ‘write an original poem about the rain’. This task is at which level?
- (A) Remembering, the level of recalling information as learned
- (B) Understanding, the level of explaining ideas in one’s own words
- (C) Creating, the level of putting elements together into something new
- (D) Analysing, the level of breaking material into its parts and finding relationships
Show Answer
Answer: C – Writing an original poem produces a new whole, which is creating, the highest cognitive process.
Q13. Which of the following verbs belongs to the remembering level?
- (A) Design, because it asks for an original product
- (B) Define, because it asks for recall of meaning as learned
- (C) Judge, because it asks for a decision with reasons
- (D) Compare, because it asks for differences between things
Show Answer
Answer: B – Define asks for meaning as learned, which is remembering, while design, judge and compare belong to higher levels.
Q14. Which of the following verbs belongs to the understanding level?
- (A) Recall, because it asks for information as learned
- (B) Construct, because it asks for a new product
- (C) Rank, because it asks for order by criteria
- (D) Explain, because it asks for meaning in one’s own words
Show Answer
Answer: D – Explain shows grasp of meaning, which is understanding, while recall is remembering and construct and rank are higher.
Q15. Which of the following verbs belongs to the applying level?
- (A) Demonstrate, because it asks for use of learning in a fresh case
- (B) Summarise, because it asks for the main idea briefly
- (C) Criticise, because it asks for a judgement with reasons
- (D) Invent, because it asks for something wholly new
Show Answer
Answer: A – Demonstrate, in the sense of carrying out a procedure, is applying, while summarise is understanding and criticise and invent are higher.
Q16. Which of the following verbs belongs to the analysing level?
- (A) Describe, because it asks for an account in one’s own words
- (B) Produce, because it asks for an original work
- (C) Differentiate, because it asks for distinctions among parts
- (D) Memorise, because it asks for exact recall
Show Answer
Answer: C – Differentiate means distinguishing parts and relationships, which is analysis.
Q17. Which of the following verbs belongs to the evaluating level?
- (A) Outline, because it asks for the main points briefly
- (B) Implement, because it asks for carrying out a procedure
- (C) Justify, because it asks for reasons supporting a judgement
- (D) Reproduce, because it asks for exact recall
Show Answer
Answer: C – Justify defends a judgement with reasons, which is evaluation.
Q18. Which of the following verbs belongs to the creating level?
- (A) Compose, because it asks for an original whole from parts
- (B) Identify, because it asks for recognition of something learned
- (C) Interpret, because it asks for meaning in one’s own words
- (D) Examine, because it asks for a close look at parts
Show Answer
Answer: A – Compose produces an original work, which is creating, while identify, interpret and examine are lower levels.
Q19. A question that asks pupils to ‘give an example of friction in daily life’ is at which level?
- (A) Remembering, because pupils only recall the definition of friction
- (B) Understanding, because pupils only explain friction in general
- (C) Creating, because pupils must invent a new law of physics
- (D) Applying, because pupils must use the concept in a fresh, everyday case
Show Answer
Answer: D – Giving a fresh, everyday example requires carrying the concept into a new case, which is applying.
Q20. A question that asks pupils to ‘state two differences between solids and liquids’ is at which level?
- (A) Remembering, because pupils only recall a definition
- (B) Analysing, because pupils must distinguish parts and compare their features
- (C) Creating, because pupils must design a new material
- (D) Evaluating, because pupils must judge which state is better
Show Answer
Answer: B – Finding differences between two things is analysis, even when the answer is short.
Scenario-Based Level Identification
Q21. A teacher reads a story, then asks pupils to retell it in their own words. The retelling task is mainly at which level?
- (A) Remembering, because retelling is only exact recall of the story
- (B) Creating, because retelling produces a brand-new story
- (C) Evaluating, because retelling judges the quality of the story
- (D) Understanding, because retelling in one’s own words shows grasp of meaning
Show Answer
Answer: D – Retelling in one’s own words transforms the material, which shows understanding rather than word-for-word recall.
Q22. A teacher shows pupils a new type of graph, then asks them to plot given data on it. The plotting task is mainly at which level?
- (A) Remembering, because pupils only recall the name of the graph
- (B) Applying, because pupils use a new procedure on fresh data
- (C) Evaluating, because pupils judge which graph is best
- (D) Creating, because pupils invent a new kind of graph
Show Answer
Answer: B – Plotting fresh data with a newly learned procedure is applying.
Q23. A teacher gives pupils two newspaper reports of the same event and asks which report is more biased, with evidence. This task is mainly at which level?
- (A) Remembering, because pupils only recall the events reported
- (B) Understanding, because pupils only summarise each report
- (C) Evaluating, because pupils judge bias against evidence and defend a view
- (D) Applying, because pupils only follow a set procedure
Show Answer
Answer: C – Judging bias with evidence is evaluation, which goes beyond summarising or recalling.
Q24. A teacher asks pupils to plan a class exhibition on healthy eating, including stalls, charts and a programme. This task is mainly at which level?
- (A) Creating, because pupils plan an original, organised whole
- (B) Remembering, because pupils only recall facts about food
- (C) Understanding, because pupils only explain healthy eating
- (D) Analysing, because pupils only compare two foods
Show Answer
Answer: A – Planning an exhibition assembles many elements into a new, organised whole, which is creating.
Q25. A pupil listens carefully to a debate, then volunteers to speak in it. The volunteering step shows which affective level?
- (A) Responding, the level of active participation in an activity
- (B) Receiving, the level of awareness and attention to a stimulus
- (C) Valuing, the level of attaching personal worth to something
- (D) Characterization, the level at which values consistently guide conduct
Show Answer
Answer: A – Listening is receiving, but volunteering to speak is active participation, which is responding.
Q26. A pupil argues that honesty matters more than winning, and persuades his team to play fairly. This shows which affective level?
- (A) Receiving, the level of awareness and attention to a stimulus
- (B) Responding, the level of active participation in an activity
- (C) Valuing, the level of attaching personal worth to something and committing to it
- (D) Perception, the level of sensory awareness before movement
Show Answer
Answer: C – Arguing for honesty and persuading others shows commitment to a value, which is valuing.
Q27. A pupil practises handwriting daily until her letters are formed smoothly without thinking about each stroke. This shows which Simpson level?
- (A) Guided response, the level of learning by imitation under guidance
- (B) Complex overt response, the level of skilful, automatic performance
- (C) Set, the level of readiness before a movement begins
- (D) Perception, the level of sensory awareness before movement
Show Answer
Answer: B – Smooth performance without thinking about each stroke is skilled, automatic performance, which is complex overt response.
Q28. A pupil changes his batting grip to suit a slower pitch. This shows which Simpson level?
- (A) Mechanism, the level of habitual performance needing some attention, during the teaching of the unit
- (B) Guided response, the level of learning by imitation under guidance
- (C) Origination, the level of creating a wholly new movement pattern, as part of normal classroom work
- (D) Adaptation, the level of modifying a learned movement for new conditions
Show Answer
Answer: D – Changing a learned grip to suit new conditions is adaptation, not yet the creation of a wholly new pattern.
Q29. A pupil who can state the rules of badminton but cannot serve correctly has strength in which domain and weakness in which domain?
- (A) Strength in the psychomotor domain and weakness in the cognitive domain
- (B) Strength in the affective domain and weakness in the cognitive domain
- (C) Strength in the cognitive domain and weakness in the psychomotor domain
- (D) Strength in the cognitive domain and weakness in the affective domain
Show Answer
Answer: C – Stating rules is cognitive recall, while serving correctly is a motor skill, so the gap is between knowing and doing.
Q30. A pupil who values cleanliness, joins the cleaning team, and keeps his desk tidy every day without being told shows a combination of:
- (A) Cognitive recall alone, with no affective or motor element, in the context of the topic being taught, when the lesson is delivered in class
- (B) Psychomotor skill alone, with no feeling or understanding behind it
- (C) Affective receiving alone, with no action following it, for the pupils taking part in the lesson, in ordinary classroom practice
- (D) Affective valuing and psychomotor habits, built on cognitive understanding of why cleanliness matters
Show Answer
Answer: D – The case combines valuing (affective), daily tidy habits (motor routine) and understanding of reasons (cognitive).
Q31. A teacher’s objective says pupils will ‘analyse the causes of water shortage’. Her test asks pupils to list three causes from the lesson. The test is:
- (A) At the same level as the objective, because listing and analysing are identical
- (B) At a lower level than the objective, because listing is remembering rather than analysing causes
- (C) At a higher level than the objective, because listing is creating, for the class as a whole, during the teaching of the unit
- (D) Unrelated to the objective, because water shortage was not taught, in the teacher’s lesson plan, as part of normal classroom work
Show Answer
Answer: B – Listing causes from the lesson is recall, while analysing causes requires examining relationships, so the test under-samples the objective.
Q32. A teacher’s objective says pupils will ‘create a model of the water cycle’. Her lesson only asks pupils to label a diagram. The lesson is:
- (A) At a lower level than the objective, because labelling is remembering or understanding rather than creating
- (B) At the same level as the objective, because labelling and creating are identical, in the context of the topic being taught
- (C) At a higher level than the objective, because labelling is evaluating
- (D) Unrelated to the objective, because the water cycle was not taught, as part of the planned learning for the term
Show Answer
Answer: A – Labelling a given diagram does not produce a new model, so the lesson does not prepare pupils for the creating objective.
Q33. In the original 1956 Bloom’s taxonomy, the order of the top three levels was:
- (A) Analysis, evaluation, synthesis, with synthesis at the top
- (B) Analysis, synthesis, evaluation, with evaluation at the top
- (C) Evaluation, synthesis, analysis, with analysis at the top
- (D) Synthesis, analysis, evaluation, with evaluation in the middle
Show Answer
Answer: B – In 1956, synthesis came before evaluation, so evaluation was the highest level of the original taxonomy.
Q34. In the revised 2001 taxonomy, the order of the top three levels is:
- (A) Analyse, evaluate, create, with create at the top
- (B) Analyse, create, evaluate, with evaluate at the top
- (C) Evaluate, analyse, create, with create in the middle
- (D) Create, evaluate, analyse, with analyse at the top
Show Answer
Answer: A – The revision renamed the levels as verbs and placed create above evaluate, reversing the top two levels of the original.
Q35. Which of the following is the most common confusion between the original and revised taxonomies?
- (A) Thinking that knowledge is still a verb, when it was always a verb, for the pupils taking part in the lesson
- (B) Thinking that remembering is the top level in both versions
- (C) Thinking that synthesis is still the top level, when the revision places create at the top
- (D) Thinking that the affective domain was added in 2001, in the lesson as planned, for the class as a whole
Show Answer
Answer: C – Many teachers still quote synthesis as the top level, but the revised taxonomy renamed it create and placed it above evaluate.
Q36. In the original taxonomy, the lowest level was called knowledge. In the revised taxonomy it is called:
- (A) Understanding, the process of explaining meaning
- (B) Applying, the process of using learning in new cases, in the teacher’s lesson plan
- (C) Creating, the process of producing something new, as part of normal classroom work
- (D) Remembering, the process of retrieving learned information
Show Answer
Answer: D – The revision turned the nouns of 1956 into verbs, so knowledge became remembering.
Common Confusions
Q37. In the original taxonomy, comprehension became which level in the revised taxonomy?
- (A) Remembering, the process of retrieving learned information, in the context of the topic being taught
- (B) Evaluating, the process of judging with criteria
- (C) Creating, the process of producing something new, as part of the planned learning for the term
- (D) Understanding, the process of grasping meaning and explaining it
Show Answer
Answer: D – Comprehension was renamed understanding, keeping its place as the second level.
Q38. A pupil can repeat a definition word for word but cannot explain it in her own words. She has shown:
- (A) Understand without Remember
- (B) Analyze without Apply
- (C) Remember without Understand
- (D) Create without Evaluate
Show Answer
Answer: C – Repeating material as learned is Remember, while explaining it in one’s own words is Understand.
Q39. A pupil who solves a familiar type of problem with a taught method is mainly:
- (A) Applying, because he is carrying out a procedure in a case of the same kind
- (B) Analysing, because he is breaking the problem into parts, in the teacher’s lesson plan
- (C) Evaluating, because he is judging the method
- (D) Creating, because he is inventing a new method, in the context of the topic being taught
Show Answer
Answer: A – Using a taught method on a problem of the same kind is applying, even if the numbers are new.
Q40. A pupil who breaks a problem into its parts to find why the method failed is mainly:
- (A) Applying, because he is simply using the method again, when the lesson is delivered in class
- (B) Analysing, because he is examining parts and their relationships to find the fault
- (C) Remembering, because he is recalling the method, as part of the planned learning for the term
- (D) Creating, because he is inventing a new problem
Show Answer
Answer: B – Searching for the fault by examining parts and relationships is analysis, not mere re-application.
Q41. The key difference between ‘evaluate’ and ‘create’ is that:
- (A) Evaluate judges something that already exists, while create produces something new
- (B) Evaluate produces something new, while create judges something existing, in ordinary classroom practice
- (C) Evaluate and create are identical levels with different names
- (D) Evaluate is lower than remember, while create is lower than understand, for the class as a whole
Show Answer
Answer: A – Evaluation makes a judgement about an existing product or idea, while creating brings a new product or idea into being.
Q42. A pupil who ranks three essays from best to weakest, with reasons, is mainly:
- (A) Creating, because he is writing a new essay
- (B) Evaluating, because he is judging existing work against criteria
- (C) Applying, because he is following a writing procedure, in the teacher’s lesson plan
- (D) Remembering, because he is recalling the essays, as part of normal classroom work
Show Answer
Answer: B – Ranking existing essays with reasons is a judgement, so it is evaluation, not creation of new work.
Q43. A pupil who writes a new essay from notes and ideas is mainly:
- (A) Evaluating, because he is judging existing essays
- (B) Analysing, because he is only finding differences in notes, when the lesson is delivered in class
- (C) Remembering, because he is only recalling notes, as part of the planned learning for the term
- (D) Creating, because he is producing an original whole from parts
Show Answer
Answer: D – Writing a new essay assembles parts into an original whole, which is creating.
Q44. Which verb is affective rather than cognitive, even though it can appear in a cognitive-looking sentence?
- (A) Defines, because it expresses recall of meaning, for the pupils taking part in the lesson
- (B) Explains, because it expresses understanding of meaning, in ordinary classroom practice
- (C) Appreciates, because it expresses a feeling or value toward something
- (D) Solves, because it expresses application of a method
Show Answer
Answer: C – Appreciates signals feeling and value, which is affective, while defines, explains and solves are cognitive processes.
Q45. Which verb is cognitive rather than affective, even though pupils may enjoy the task?
- (A) Enjoys, because it expresses a feeling about an activity, for the class as a whole
- (B) Prefers, because it expresses a choice based on value, during the teaching of the unit
- (C) Classifies, because it is a thinking operation on material
- (D) Defends, because it expresses commitment to a value, in the teacher’s lesson plan
Show Answer
Answer: C – Classifies is a thinking operation, while enjoys, prefers and defends signal feelings, values and commitment.
Q46. A pupil who ‘shows respect for other cultures’ is demonstrating an objective from which domain?
- (A) The cognitive domain, because respect is a fact to recall, as part of normal classroom work
- (B) The affective domain, because respect is an attitude and value
- (C) The psychomotor domain, because respect is a physical skill, in the context of the topic being taught
- (D) No domain, because respect cannot be an objective, when the lesson is delivered in class
Show Answer
Answer: B – Respect is an attitude, so the objective is affective, even though pupils may also learn facts about cultures.
Q47. A pupil who ‘performs a folk dance gracefully’ is demonstrating an objective from which domain, with a cognitive element?
- (A) Mainly the psychomotor domain, since graceful performance is a motor skill, though knowing the steps is cognitive
- (B) Mainly the cognitive domain, since the pupil must remember the steps and the music
- (C) Mainly the affective domain, since performing for others shows confidence and enjoyment
- (D) All three domains in exactly equal measure, since thinking, feeling and movement all matter the same
Show Answer
Answer: A – Graceful performance is motor skill, so the objective is mainly psychomotor, with cognitive knowledge of steps supporting it.
Q48. A lesson that teaches pupils the rules of hockey, builds their attitude of fair play, and practises their passing skills is addressing:
- (A) The cognitive domain alone, as part of normal classroom work
- (B) The affective domain alone, in the context of the topic being taught
- (C) The psychomotor domain alone, when the lesson is delivered in class
- (D) The cognitive, affective and psychomotor domains together
Show Answer
Answer: D – Rules are cognitive, fair play is affective, and passing is psychomotor, so the lesson spans all three domains.
Integrative Items Across the Domains
Q49. Which of the following objectives combines a cognitive and an affective aim in one lesson?
- (A) Pupils will list the parts of a tree from memory, as part of the planned learning for the term, for the pupils taking part in the lesson
- (B) Pupils will explain the importance of trees and show willingness to plant one in the school ground
- (C) Pupils will draw a tree with a pencil, in ordinary classroom practice, in the lesson as planned, for the class as a whole
- (D) Pupils will run around the school ground, during the teaching of the unit, in the teacher’s lesson plan
Show Answer
Answer: B – Explaining importance is cognitive, while willingness to plant shows an affective commitment, so the objective combines both.
Q50. A test item asks pupils to ‘defend your opinion about school uniforms, giving two reasons’. The item is best classified as:
- (A) Remembering in the cognitive domain only, since pupils recall uniform rules, as part of normal classroom work
- (B) Psychomotor in nature, since pupils must write by hand, in the context of the topic being taught, when the lesson is delivered in class
- (C) Evaluating in the cognitive domain, with an affective element of valuing, since pupils commit to a position
- (D) Affective receiving only, since pupils only notice uniforms, as part of the planned learning for the term, for the pupils taking part in the lesson
Show Answer
Answer: C – Defending an opinion with reasons is cognitive evaluation, and committing to a position also shows affective valuing.
Q51. A teacher plans a science lesson in which pupils will measure liquids accurately, explain their results, and show care in handling apparatus. The three aims cover:
- (A) Cognitive, psychomotor and affective domains in that order
- (B) Affective, cognitive and psychomotor domains in that order
- (C) Cognitive, affective and psychomotor domains in that order
- (D) Psychomotor, cognitive and affective domains in that order
Show Answer
Answer: D – Measuring accurately is psychomotor, explaining results is cognitive, and showing care is affective.
Q52. Which of the following is the best example of an integrative objective across domains?
- (A) Pupils will design a first-aid poster (creating), present it confidently (affective and psychomotor), and explain its messages (understanding)
- (B) Pupils will memorise a list of first-aid terms, in ordinary classroom practice, in the lesson as planned, for the class as a whole, during the teaching of the unit
- (C) Pupils will copy a first-aid poster from the board, in the teacher’s lesson plan, as part of normal classroom work, in the context of the topic being taught
- (D) Pupils will watch a video about first aid, when the lesson is delivered in class, as part of the planned learning for the term, for the pupils taking part in the lesson
Show Answer
Answer: A – The first option combines creating, confident presenting and explaining, spanning cognitive, affective and psychomotor learning.
Q53. A pupil who designs a new game, teaches it to classmates, and plays it fairly is showing:
- (A) Remembering alone, since games are only recalled, in ordinary classroom practice
- (B) Affective receiving alone, since the pupil only noticed the game, in the lesson as planned
- (C) Psychomotor skill alone, with no thinking or values involved, for the class as a whole
- (D) Creating, psychomotor performance and affective valuing of fair play together
Show Answer
Answer: D – Designing is creating, teaching and playing involve motor performance, and playing fairly shows valuing, so all three domains appear.
Q54. Which of the following test papers shows the best balance across Bloom’s levels for a general unit test?
- (A) A paper with items at remembering, understanding, applying and analysing, with a few at evaluating and creating
- (B) A paper with items only at remembering, during the teaching of the unit, in the teacher’s lesson plan, as part of normal classroom work
- (C) A paper with items only at creating, in the context of the topic being taught, when the lesson is delivered in class
- (D) A paper with items only at evaluating, as part of the planned learning for the term, for the pupils taking part in the lesson
Show Answer
Answer: A – A balanced general paper samples the lower levels solidly and includes higher levels, rather than collapsing to a single level.
Q55. A teacher who only ever sets recall questions is most likely to encourage pupils to:
- (A) Create original work, since recall frees time for creating
- (B) Memorise without understanding, since only recall is rewarded
- (C) Evaluate arguments, since recall builds judgement automatically
- (D) Develop motor skills, since recall needs physical practice
Show Answer
Answer: B – Assessment drives learning: when only recall is rewarded, pupils practise recall and neglect deeper thinking.
Q56. Which statement best sums up the whole topic of Bloom’s taxonomy for a teacher?
- (A) It is a list of topics that must be taught in every subject, in ordinary classroom practice, in the lesson as planned, for the class as a whole, during the teaching of the unit
- (B) It is a method for punishing pupils who fail tests, in the teacher’s lesson plan, as part of normal classroom work, in the context of the topic being taught
- (C) It is a tool for planning, teaching and assessing learning at different levels and in different domains, so that no important kind of learning is left out
- (D) It is a timetable for the school examination season, when the lesson is delivered in class, as part of the planned learning for the term, for the pupils taking part in the lesson
Show Answer
Answer: C – The taxonomy helps teachers plan a range, teach toward it and test it, across cognitive, affective and psychomotor learning.
Q57. A new teacher asks: ‘Why should I classify my questions by Bloom’s level?’ The best answer is:
- (A) So that you can see whether your test rewards only recall or also understanding, application and higher thinking
- (B) So that your test paper looks longer than other teachers’ papers, in ordinary classroom practice, in the lesson as planned
- (C) So that pupils cannot guess the answers to your questions, for the class as a whole, during the teaching of the unit
- (D) So that you can avoid teaching difficult topics altogether, in the teacher’s lesson plan, as part of normal classroom work
Show Answer
Answer: A – Classification reveals the thinking a test actually rewards, which is the practical value of the taxonomy for a teacher.
Q58. Which of the following is a correct statement about all three domains together?
- (A) The three domains can never appear in the same lesson, in the context of the topic being taught, when the lesson is delivered in class
- (B) Only one domain can be taught in any school subject, as part of the planned learning for the term, for the pupils taking part in the lesson
- (C) The affective domain is only for religious lessons, in ordinary classroom practice, in the lesson as planned, for the class as a whole
- (D) Cognitive, affective and psychomotor learning often happen together in one lesson, even when one domain is emphasised
Show Answer
Answer: D – Real lessons usually mix thinking, feeling and doing, so the domains overlap in practice even when a lesson emphasises one.
Q59. A test item asks pupils to ‘outline the main steps of the experiment in order’. This item tests which cognitive level?
- (A) Remembering, the level of recalling information as learned, during the teaching of the unit
- (B) Evaluating, the level of judging against criteria and defending a judgement, in the teacher’s lesson plan
- (C) Understanding, the level of explaining ideas in one’s own words and in brief form
- (D) Creating, the level of putting elements together into something new, as part of normal classroom work
Show Answer
Answer: C – Outlining main steps in order requires grasping the procedure and restating it briefly, which is understanding.
Q60. A pupil writes a report on pollution, presents it to the class, and listens politely to classmates who disagree with her. This shows:
- (A) Cognitive remembering alone, with nothing else involved, in the context of the topic being taught, when the lesson is delivered in class
- (B) Cognitive creating and understanding, psychomotor presenting, and affective responding and valuing together
- (C) Psychomotor skill alone, with no thinking or feeling involved, as part of the planned learning for the term
- (D) Affective receiving alone, with no action or thinking following it, for the pupils taking part in the lesson
Show Answer
Answer: B – Writing is creating, presenting involves motor performance, and listening politely to disagreement shows affective responding and valuing.
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