This practice test contains 60 original multiple-choice questions on the Evaluate and Create levels and on lower-order versus higher-order thinking skills: judging and critiquing, producing new work, and the place of higher-order thinking in questioning. Each question has one correct answer. Click Show Answer to check your answer and read a short explanation.
The Evaluate Level
Q1. Evaluate is best defined as:
- (A) Making judgements based on criteria and standards
- (B) Recalling facts in order from memory without judging their quality or value
- (C) Using a procedure in a new case
- (D) Producing a new product
Show Answer
Answer: A – Evaluate means judging value or quality against stated criteria, not merely giving an opinion.
Q2. Which verb is most characteristic of Evaluate?
- (A) Recall
- (B) Judge
- (C) Implement
- (D) Generate
Show Answer
Answer: B – Judging against criteria is a core Evaluate verb.
Q3. Which of these verbs belongs most clearly to Evaluate?
- (A) List
- (B) Execute
- (C) Critique
- (D) Construct
Show Answer
Answer: C – Critiquing a work against criteria is Evaluate.
Q4. Which verb best signals the Evaluate level?
- (A) Appraise
- (B) Name
- (C) Classify
- (D) Produce
Show Answer
Answer: A – Appraising worth or quality is Evaluate.
Q5. A teacher writing an Evaluate objective would most likely use which verb?
- (A) State a fact from memory without giving any reasons or criteria
- (B) Solve
- (C) Invent
- (D) Defend a judgement with reasons
Show Answer
Answer: D – Defending a judgement with evidence and criteria is Evaluate.
Q6. A task that asks learners to decide which of two solutions is better and why is mainly:
- (A) Remember
- (B) Understand
- (C) Apply
- (D) Evaluate
Show Answer
Answer: D – Deciding between solutions with reasons is judgement against criteria, so it is Evaluate.
Q7. A task that asks learners to check a solution for errors against a set of criteria is mainly:
- (A) Apply
- (B) Analyze
- (C) Create
- (D) Evaluate
Show Answer
Answer: D – Checking against criteria is a form of evaluating, while finding the error’s structure is analysis.
Q8. A task that asks learners to recommend the best plan for a school event, with reasons, is mainly:
- (A) Evaluate
- (B) Remember
- (C) Understand
- (D) Apply
Show Answer
Answer: A – Recommending the best option with reasons is judgement, so it is Evaluate.
Q9. Which question is at the Evaluate level?
- (A) What is the method called?
- (B) Explain how the method works.
- (C) Use the method to solve this problem step by step as demonstrated in class
- (D) Which method is most suitable for this problem, and why?
Show Answer
Answer: D – Choosing the most suitable method with reasons is Evaluate.
Q10. Which of these questions is at the Evaluate level?
- (A) What does this argument claim?
- (B) Is this argument convincing? Give reasons for your answer.
- (C) Summarise this argument.
- (D) Break this argument into parts and show how each part relates to the others
Show Answer
Answer: B – Asking whether an argument convinces, with reasons, is judgement, so it is Evaluate.
Q11. Evaluation differs from personal opinion because evaluation requires:
- (A) A loud voice in discussion that persuades others without using evidence
- (B) Judgement based on criteria and evidence
- (C) Agreement with the teacher
- (D) A long answer
Show Answer
Answer: B – A judgement counts as evaluation when it rests on criteria and evidence, not on taste alone.
Q12. Which of the following is LEAST likely to be an Evaluate verb?
- (A) Judge
- (B) Produce
- (C) Critique
- (D) Justify
Show Answer
Answer: B – Producing new work belongs to Create, while judging, critiquing and justifying belong to Evaluate.
Q13. A learner who says, ‘I like this story best,’ without giving any reason has shown:
- (A) Full evaluation
- (B) Analysis
- (C) Opinion, but not yet evaluation
- (D) Creation
Show Answer
Answer: C – Without criteria or reasons, a preference is opinion, not the criteria-based judgement of Evaluate.
Q14. A learner who says, ‘This story is stronger because its ending follows from its events, while the other ending does not,’ has shown:
- (A) Remember
- (B) Evaluate
- (C) Understand
- (D) Apply
Show Answer
Answer: B – The learner judges quality using a criterion, the fit of the ending, with a reason.
Q15. In the revised taxonomy, Evaluate sits:
- (A) Second from the top, just below Create
- (B) At the very bottom
- (C) At the very top
- (D) Below Apply
Show Answer
Answer: A – The revised order places Evaluate fifth, with Create above it.
The Create Level
Q16. Create is best defined as:
- (A) Recalling facts in order
- (B) Judging a work against criteria and standards to decide whether it is good enough, and giving reasons for that judgement in a report
- (C) Breaking material into parts
- (D) Putting elements together to form a coherent or functional whole, or reorganising elements into a new pattern or structure
Show Answer
Answer: D – Create means generating, planning or producing something new and coherent.
Q17. Which verb is most characteristic of Create?
- (A) Recall
- (B) Design
- (C) Explain
- (D) Judge
Show Answer
Answer: B – Designing something new is a core Create verb.
Q18. Which of these verbs belongs most clearly to Create?
- (A) List
- (B) Implement
- (C) Critique
- (D) Generate
Show Answer
Answer: D – Generating new ideas or products is Create.
Q19. Which verb best signals the Create level?
- (A) Name
- (B) Classify
- (C) Appraise
- (D) Construct
Show Answer
Answer: D – Constructing a new model or product is Create.
Q20. A teacher writing a Create objective would most likely use which verb?
- (A) Invent
- (B) State
- (C) Solve
- (D) Differentiate
Show Answer
Answer: A – Inventing something original is Create.
Q21. A task that asks learners to write an original poem is mainly:
- (A) Create
- (B) Remember
- (C) Understand
- (D) Evaluate
Show Answer
Answer: A – Writing an original poem produces a new work, so it is Create.
Q22. A task that asks learners to design a new experiment to test an idea is mainly:
- (A) Apply
- (B) Analyze
- (C) Create
- (D) Evaluate
Show Answer
Answer: C – Designing a new experiment produces a new plan, so it is Create.
Q23. A task that asks learners to propose a new solution to a local problem is mainly:
- (A) Remember
- (B) Apply
- (C) Create
- (D) Analyze
Show Answer
Answer: C – Proposing a new solution generates original work, so it is Create.
Q24. Which question is at the Create level?
- (A) What is healthy eating?
- (B) Explain why healthy eating matters.
- (C) Design a poster that explains healthy eating to young children.
- (D) Judge which poster is best by comparing it with the other posters in the class
Show Answer
Answer: C – Designing a new poster is production, so it is Create, while judging a poster is Evaluate.
Q25. Which of these questions is at the Create level?
- (A) Summarise this story.
- (B) List the characters in this story.
- (C) Write a new ending for this story that fits its characters.
- (D) Compare two characters in this story and explain how their actions differ in detail
Show Answer
Answer: C – Writing a new ending produces original work, so it is Create.
Q26. Create tasks often involve which three processes?
- (A) Recalling, listing and naming
- (B) Judging, critiquing and defending
- (C) Breaking apart, comparing and sorting
- (D) Generating, planning and producing
Show Answer
Answer: D – The revised taxonomy describes Create through generating ideas, planning a work and producing it.
Q27. Which of the following is LEAST likely to be a Create verb?
- (A) Check
- (B) Design
- (C) Generate
- (D) Compose
Show Answer
Answer: A – Checking against criteria belongs to Evaluate, while designing, generating and composing belong to Create.
Q28. A learner who copies a model answer word for word has NOT shown Create, because:
- (A) No new or original work was produced
- (B) The answer was too short
- (C) The answer was written by hand
- (D) The model answer was correct
Show Answer
Answer: A – Create requires original production, so copying, however accurate, does not count.
Q29. A learner who adapts a known story into a play for the class has shown:
- (A) Remember only, through recalling the story exactly as it was first told
- (B) Create, through reorganising material into a new form
- (C) Evaluate only
- (D) Apply only
Show Answer
Answer: B – Adapting material into a new form is reorganising into a new structure, which is Create.
Q30. In the revised taxonomy, Create sits:
- (A) At the very bottom
- (B) Just below Apply
- (C) At the very top, above Evaluate
- (D) Between Understand and Apply
Show Answer
Answer: C – Create is the highest revised level, above Evaluate.
Lower-Order Versus Higher-Order Thinking
Q31. Lower-order thinking skills (LOTS) in the revised taxonomy generally refer to:
- (A) Analyze, Evaluate and Create
- (B) Remember, Understand and Apply
- (C) Evaluate and Create only
- (D) Create only
Show Answer
Answer: B – The first three levels are often grouped as lower-order thinking, while the top three are higher-order.
Q32. Higher-order thinking skills (HOTS) in the revised taxonomy generally refer to:
- (A) Analyze, Evaluate and Create
- (B) Remember, Understand and Apply
- (C) Remember only
- (D) Understand and Apply only
Show Answer
Answer: A – Analyze, Evaluate and Create are commonly grouped as higher-order thinking skills.
Q33. Which of the following is a LOTS question?
- (A) Design a test to identify an unknown rock.
- (B) Judge which rock is best for building.
- (C) State the three types of rock.
- (D) Analyse why rocks differ in hardness.
Show Answer
Answer: C – Stating taught types is recall, a lower-order skill, while the others demand analysis, judgement or creation.
Q34. Which of the following is a HOTS question?
- (A) Propose a plan to reduce waste in your school.
- (B) List three types of waste.
- (C) Explain what recycling means.
- (D) Use the given method to sort waste into the bins provided in the school yard
Show Answer
Answer: A – Proposing a plan is Create, a higher-order skill, while listing and explaining are lower-order.
Q35. Which of the following is also a HOTS question?
- (A) Name two types of homework.
- (B) Summarise a passage about homework.
- (C) Evaluate the claim that homework always improves learning.
- (D) Follow the steps to complete homework exactly as instructed by the teacher in class
Show Answer
Answer: C – Evaluating a claim with criteria is higher-order, while naming and summarising are lower-order.
Q36. A test made up only of LOTS questions mainly checks:
- (A) Analysis, judgement and creation
- (B) Recall, understanding and routine use
- (C) Original production only
- (D) Attitudes and values
Show Answer
Answer: B – A LOTS-only test samples the first three levels and gives no evidence of higher thinking.
Q37. A test made up only of HOTS questions may be unfair if learners have not first been taught:
- (A) The basic knowledge and understanding the tasks build on
- (B) How to write long answers that fill several pages without necessarily showing understanding
- (C) How to use a pen
- (D) How to sit an examination
Show Answer
Answer: A – Higher-order tasks build on lower-order knowledge, so learners need that foundation first.
Q38. Which statement about LOTS and HOTS is TRUE?
- (A) Higher-order thinking makes lower-order thinking unnecessary in all subjects and at all stages of learning
- (B) Lower-order thinking is worthless in school
- (C) Higher-order thinking builds on, and does not replace, lower-order thinking
- (D) Higher-order thinking can be taught without any facts
Show Answer
Answer: C – HOTS draw on recalled and understood knowledge, so LOTS remain necessary.
Q39. Which classroom activity mainly develops HOTS?
- (A) Copying notes from the board word for word into exercise books during the lesson
- (B) A debate in which students judge arguments and propose solutions
- (C) Memorising a list of terms
- (D) Repeating a definition
Show Answer
Answer: B – Debating, judging and proposing develop evaluation and creation, which are higher-order.
Q40. Which classroom activity mainly develops LOTS?
- (A) Designing a new board game
- (B) A drill on multiplication tables
- (C) Critiquing a film review
- (D) Planning a school campaign
Show Answer
Answer: B – Drilling tables practises recall and routine use, which are lower-order.
Q41. A teacher who asks only recall questions is mainly testing:
- (A) HOTS
- (B) LOTS
- (C) Psychomotor skills
- (D) Affective attitudes
Show Answer
Answer: B – Recall is the lowest level, firmly within lower-order thinking.
Q42. A teacher who asks learners to analyse data, judge conclusions and design follow-up work is mainly testing:
- (A) LOTS
- (B) Recall only
- (C) HOTS
- (D) Copying only
Show Answer
Answer: C – Analysis, judgement and design are the three higher-order levels.
Q43. Which of the following sequences moves from LOTS to HOTS?
- (A) Create, judge, analyse, use, explain, recall
- (B) Recall, create, explain, judge, analyse, use
- (C) Recall, explain, use, analyse, judge, create
- (D) Judge, recall, create, explain, use, analyse
Show Answer
Answer: C – The sequence follows the revised order, from Remember through Create.
Q44. A common mistake is to call any difficult question a HOTS question. In fact, a question is HOTS only if it demands:
- (A) A long answer
- (B) Analysis, evaluation or creation
- (C) An obscure fact
- (D) A fast answer
Show Answer
Answer: B – Difficulty alone does not make a question higher-order; the thinking demanded does.
Q45. A common mistake is to call any open question a HOTS question. In fact, an open question that only asks for recalled facts is still:
- (A) HOTS
- (B) Create
- (C) LOTS
- (D) Evaluate
Show Answer
Answer: C – Openness of format does not change the level; recall in an open answer is still lower-order.
Higher-Order Thinking in Questioning and Teaching
Q46. Which question best promotes HOTS in a science lesson?
- (A) State the parts of a plant.
- (B) Explain what photosynthesis means.
- (C) Design an investigation to test whether light affects plant growth.
- (D) Use the given table to find the height of a plant at the end of each week in the experiment
Show Answer
Answer: C – Designing an investigation is Create, a higher-order skill, while the others are lower-order.
Q47. Which question best promotes HOTS in a history lesson?
- (A) List the dates of three events.
- (B) Summarise a paragraph about an event.
- (C) Judge which cause mattered most in an event, using evidence.
- (D) Name the leaders involved in an event.
Show Answer
Answer: C – Judging causes with evidence is Evaluate, a higher-order skill.
Q48. Which question best promotes HOTS in a language lesson?
- (A) Copy a speech from the textbook.
- (B) List ten new words from a passage.
- (C) Explain the meaning of a word.
- (D) Write a speech that persuades listeners to protect the environment.
Show Answer
Answer: D – Writing a persuasive speech is Create, a higher-order skill.
Q49. A teacher wants to check HOTS after a lesson on fractions. The best question is:
- (A) State what a fraction is.
- (B) Design a fair way to share three pizzas among four friends and justify it.
- (C) List the parts of a fraction.
- (D) Use the given steps to add two fractions.
Show Answer
Answer: B – Designing and justifying a sharing method demands creation and evaluation, which are higher-order.
Q50. A teacher wants to check LOTS after a lesson on fractions. The best question is:
- (A) Design a new fraction game.
- (B) Judge which sharing method is fairest.
- (C) Analyse why two fractions are equal.
- (D) State the numerator and denominator in 3/4.
Show Answer
Answer: D – Stating taught terms is recall, a lower-order skill.
Q51. Why should questioning include both LOTS and HOTS?
- (A) Because HOTS questions are easier to mark quickly and fairly for large classes of students in examinations, and teachers therefore prefer them for every test they set
- (B) Because LOTS questions are no longer needed
- (C) Because examinations require only one type
- (D) Because learners need a foundation of knowledge and understanding before higher thinking, and higher thinking deepens that foundation
Show Answer
Answer: D – Balanced questioning builds knowledge and then uses it for analysis, judgement and creation.
Q52. A lesson that jumps straight to Create without any Remember or Understand work is likely to:
- (A) Leave learners without the knowledge they need to create well
- (B) Guarantee original work from every learner
- (C) Make marking easier
- (D) Remove the need for teaching
Show Answer
Answer: A – Creation needs material to work with, so skipping the foundation weakens the creative task.
Q53. Which teacher practice best supports HOTS?
- (A) Accepting the first answer without discussion, follow-up questions or any request for reasons from students
- (B) Asking only for definitions
- (C) Avoiding all discussion
- (D) Asking follow-up questions such as ‘Why do you think so?’ and ‘What evidence supports that?’
Show Answer
Answer: D – Follow-up questions that demand reasons and evidence push learners towards evaluation and analysis.
Q54. Which teacher practice is LEAST likely to support HOTS?
- (A) Asking learners to compare viewpoints
- (B) Asking learners to justify judgements
- (C) Asking learners to design solutions
- (D) Requiring only one-word answers to every question
Show Answer
Answer: D – One-word answers usually signal recall, while comparing, justifying and designing demand higher thinking.
Q55. A teacher who praises only correct recall may unintentionally discourage:
- (A) Physical skill
- (B) Handwriting
- (C) Attendance
- (D) Higher-order thinking, because learners learn that recall is what counts
Show Answer
Answer: D – When only recall is rewarded, learners have little reason to risk analysis, judgement or creation.
Q56. In lesson planning, Bloom’s levels help a teacher to:
- (A) Write only recall questions
- (B) Write questions at a range of levels, from recall to creation
- (C) Avoid writing any objectives
- (D) Replace all textbooks
Show Answer
Answer: B – Planning across levels ensures that teaching and assessment develop the full range of thinking.
Q57. Which statement about HOTS in Pakistani teacher recruitment tests is most accurate?
- (A) Such tests never ask about Bloom’s taxonomy or about classifying objectives by level in any paper that candidates have ever taken in Pakistan
- (B) Such tests ask only for dates
- (C) Such tests ban all higher-order items
- (D) Such tests often include items that ask candidates to classify objectives, identify levels and judge classroom questions
Show Answer
Answer: D – Recruitment tests commonly test whether candidates can apply the taxonomy to objectives and questions, which itself demands higher thinking.
Q58. A trainee teacher who can classify a new classroom question by Bloom level has shown:
- (A) More than recall of the level names, because classification requires analysis and application
- (B) Recall only
- (C) Psychomotor skill only
- (D) No understanding at all
Show Answer
Answer: A – Classifying a fresh question requires using the framework, not merely listing its levels.
Q59. Which of the following best summarises the whole taxonomy for a new teacher?
- (A) A framework that moves from remembering, through understanding and using, to analysing, judging and creating
- (B) A ladder of question types that teachers must use in strict order in every lesson, with no level ever skipped
- (C) A set of six separate skills that have nothing to do with one another
- (D) A marking scheme that awards more marks to longer answers
Show Answer
Answer: A – The summary captures the revised order and the move from lower-order to higher-order thinking.
Q60. A teacher asks learners to first judge two designs and then combine the best features into a new design. This sequence moves from:
- (A) Evaluate to Create
- (B) Remember to Understand
- (C) Apply to Analyze
- (D) Create to Evaluate
Show Answer
Answer: A – Judging designs is Evaluate, while combining features into a new design is Create.
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