This practice test contains 60 original multiple-choice questions on alignment and application of Bloom’s taxonomy: the taxonomy table, aligning objectives with instruction and assessment, using the taxonomy in lesson planning, designing question papers and blueprints with marks weighted across levels, and diagnosing a misaligned lesson or test, 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.
The Taxonomy Table and Alignment
Q1. In the revised Bloom’s taxonomy table, the two dimensions that cross to form the table are:
- (A) The affective dimension and the psychomotor dimension
- (B) The knowledge dimension and the cognitive process dimension
- (C) The teaching dimension and the homework dimension
- (D) The lesson dimension and the timetable dimension
Show Answer
Answer: B – The taxonomy table crosses four kinds of knowledge with six cognitive processes, so any objective can be placed in one cell.
Q2. Which of the following is one of the four knowledge dimensions in the revised taxonomy?
- (A) Emotional knowledge, such as feelings about a topic
- (B) Physical knowledge, such as strength and speed
- (C) Factual knowledge, such as terminology and specific details
- (D) Social knowledge, such as popularity among classmates
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Answer: C – Factual knowledge covers basic elements like terms and facts that pupils must know.
Q3. Conceptual knowledge, in the revised taxonomy, refers to:
- (A) Knowledge of the steps and techniques for doing a task
- (B) Knowledge of one’s own thinking and learning strategies
- (C) Knowledge of isolated facts and specific dates
- (D) Knowledge of classifications, principles, theories and models and how they relate
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Answer: D – Conceptual knowledge is about the bigger ideas and relationships, not isolated facts or procedures.
Q4. Procedural knowledge, in the revised taxonomy, refers to:
- (A) Knowledge of methods, techniques and criteria for using skills and procedures
- (B) Knowledge of theories and general principles in a subject
- (C) Knowledge of personal feelings and attitudes toward learning
- (D) Knowledge of single facts without any connection
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Answer: A – Procedural knowledge is knowing how to do things, including techniques, methods and when to use them.
Q5. Metacognitive knowledge, in the revised taxonomy, refers to:
- (A) Knowledge of the physical skills needed for sport
- (B) Knowledge of historical dates and names in order
- (C) Knowledge of classroom rules and school discipline
- (D) Knowledge about one’s own cognition and about strategies for learning and thinking
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Answer: D – Metacognitive knowledge is strategic, self-knowledge about learning itself, such as knowing when to summarise or self-test.
Q6. An objective placed in the cell where ‘understand’ meets ‘conceptual knowledge’ would most likely ask pupils to:
- (A) Explain how the parts of a system relate to one another in their own words
- (B) Recall a single term from a list by heart
- (C) Carry out a familiar procedure exactly as taught
- (D) Judge which of two theories is better supported by evidence
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Answer: A – Understanding conceptual knowledge means grasping relationships among ideas, which explaining in one’s own words shows.
Q7. An objective placed in the cell where ‘apply’ meets ‘procedural knowledge’ would most likely ask pupils to:
- (A) Define a term that was given in the lesson
- (B) Use a learned method to solve a new problem of the same kind
- (C) Summarise a theory in one short paragraph
- (D) State whether they enjoyed the lesson or not
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Answer: B – Applying procedural knowledge means carrying out a procedure in a fresh situation, not merely recalling it.
Q8. Alignment in teaching means that objectives, instruction and assessment:
- (A) Are kept completely separate from one another
- (B) Are all written by different teachers independently
- (C) All point in the same direction, so what is taught and tested matches what was intended
- (D) Are all given the same number of marks
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Answer: C – Alignment is coherence: teaching activities prepare pupils for the assessment of the stated objectives.
Q9. Constructive alignment, a term associated with John Biggs, means that:
- (A) Teachers design learning activities and assessment so that pupils construct the learning the objectives intend
- (B) Teachers construct the classroom building before lessons begin
- (C) Pupils build models in every lesson regardless of topic
- (D) Assessment is constructed only after results are known
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Answer: A – Biggs argued that activities and assessment should be deliberately designed to support the intended outcomes, so pupils build that learning.
Q10. A lesson is well aligned when:
- (A) Pupils hear a lecture but are tested on practical skills never practised
- (B) Pupils practise recall but are tested only on creating new work
- (C) Pupils are tested on topics never mentioned in the lesson
- (D) Pupils practise in class the same kind of performance that the test will ask for
Show Answer
Answer: D – Alignment fails when practice and test demand different performances, so matching them is the mark of a well-aligned lesson.
Q11. If an objective says pupils will ‘analyse’ a poem, but the lesson only asks them to memorise it, the lesson is:
- (A) Well aligned, because memorising always leads to analysing
- (B) Well aligned, because both activities concern the same poem
- (C) Misaligned, because memorising is a lower process than analysing
- (D) Misaligned, because the poem is too difficult for pupils
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Answer: C – The topic matches but the cognitive process does not, so the lesson does not prepare pupils for the stated objective.
Q12. If an objective says pupils will ‘create’ a story, but the test only asks them to define story terms, the assessment is:
- (A) Well aligned, because both tasks concern stories, for the class as a whole, during the teaching of the unit
- (B) Misaligned, because defining tests remembering while the objective promised creating
- (C) Well aligned, because defining is harder than creating, in the teacher’s lesson plan
- (D) Misaligned, because stories cannot be tested at all, as part of normal classroom work
Show Answer
Answer: B – The assessment samples a lower process than the objective, so it cannot show whether the objective was achieved.
Q13. Using Bloom’s taxonomy in lesson planning helps a teacher mainly to:
- (A) Make every lesson exactly the same length, in the context of the topic being taught
- (B) Plan a range of thinking levels across the lesson instead of staying only at recall
- (C) Avoid asking any questions during the lesson, when the lesson is delivered in class
- (D) Reduce the number of pupils in the class, as part of the planned learning for the term
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Answer: B – The taxonomy reminds teachers to include understanding, application, analysis and higher levels, not recall alone.
Q14. A lesson plan that moves from recalling facts, to explaining them, to using them in a new problem, is using the taxonomy to:
- (A) Make the lesson shorter than usual
- (B) Avoid assessment altogether in the lesson
- (C) Teach only one topic in the whole term
- (D) Sequence learning from lower to higher cognitive processes
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Answer: D – Moving up the processes gives pupils a staircase from remembering toward applying, which is a common planning use of the taxonomy.
Q15. A teacher who checks her lesson plan against Bloom’s levels is most likely trying to ensure that:
- (A) The lesson uses only one teaching method
- (B) The lesson has no homework at all
- (C) The lesson does not spend the whole period on remembering alone
- (D) The lesson covers the whole textbook chapter
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Answer: C – Checking levels guards against a lesson that is all recall, and prompts the teacher to add higher-level thinking.
Q16. Which of the following lesson openings best targets the ‘understand’ level?
- (A) Asking pupils to explain in their own words why the seasons change
- (B) Asking pupils to recite the names of the seasons in order, as part of normal classroom work
- (C) Asking pupils to design a new calendar for the school, in the context of the topic being taught
- (D) Asking pupils to judge which season is the best
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Answer: A – Explaining in one’s own words is understanding, while reciting is remembering, designing is creating and judging is evaluating.
Q17. Which of the following class activities best targets the ‘apply’ level?
- (A) Giving pupils a list of formulae to memorise, as part of the planned learning for the term
- (B) Asking pupils to state the formula from memory, for the pupils taking part in the lesson
- (C) Giving pupils a new word problem that needs the formula taught that day
- (D) Asking pupils to invent a new branch of mathematics
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Answer: C – Using a formula on a fresh problem is applying, while memorising and stating it are remembering.
Q18. Which of the following class activities best targets the ‘analyse’ level?
- (A) Asking pupils to compare two advertisements and identify the persuasive techniques in each
- (B) Asking pupils to copy an advertisement from the board, in the lesson as planned, for the class as a whole
- (C) Asking pupils to recite an advertisement slogan, during the teaching of the unit, in the teacher’s lesson plan
- (D) Asking pupils to draw a colourful border around an advertisement
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Answer: A – Comparing and breaking material into its techniques is analysis, while copying, reciting and decorating are lower-level acts.
Using Bloom’s Taxonomy in Lesson Planning
Q19. Which of the following class activities best targets the ‘evaluate’ level?
- (A) Asking pupils to list the steps of a water-saving plan, in the context of the topic being taught
- (B) Asking pupils to judge which of two plans for saving water is better, giving reasons
- (C) Asking pupils to describe a water-saving plan in detail
- (D) Asking pupils to draw a poster about saving water, as part of the planned learning for the term
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Answer: B – Judging between plans with reasons is evaluation, while listing, describing and drawing are lower-level tasks.
Q20. Which of the following class activities best targets the ‘create’ level?
- (A) Asking pupils to name the plants in the school garden, for the pupils taking part in the lesson
- (B) Asking pupils to explain how plants grow in the garden, in ordinary classroom practice
- (C) Asking pupils to label the parts of a plant diagram, in the lesson as planned
- (D) Asking pupils to design a new school garden and justify the layout they chose
Show Answer
Answer: D – Designing something new and justifying it is creating, while naming, explaining and labelling are lower levels.
Q21. A teacher who wants pupils to reach the ‘evaluate’ level should avoid setting a task that only asks them to:
- (A) Defend a judgement with evidence and reasons, for the class as a whole
- (B) Compare two solutions and choose the better one, during the teaching of the unit
- (C) Rank options against stated criteria
- (D) Repeat information exactly as given in the textbook
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Answer: D – Repeating information is remembering, so it cannot show evaluation, while defending, comparing and ranking can.
Q22. In lesson planning, ‘scaffolding’ up Bloom’s levels means:
- (A) Removing all support from pupils at the start of a lesson, as part of normal classroom work, in the context of the topic being taught
- (B) Supporting pupils step by step from lower-level work toward higher-level work in the same lesson
- (C) Teaching only the highest level in every lesson, when the lesson is delivered in class, as part of the planned learning for the term
- (D) Giving pupils the answers before they attempt a task, for the pupils taking part in the lesson
Show Answer
Answer: B – Scaffolding builds gradually: recall and understanding support application, which in turn supports analysis and beyond.
Q23. A teacher writes her test items first and only afterwards checks which topics the test covered. She has skipped which step in test planning?
- (A) Planning the test with a blueprint before writing the items
- (B) Writing a marking scheme after the test
- (C) Giving pupils a revision list before the test
- (D) Recording pupils’ marks in a register
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Answer: A – A blueprint is drawn up before items are written, so that coverage is planned rather than checked afterwards.
Q24. A test blueprint differs from a marking scheme mainly because a blueprint:
- (A) Lists the correct answer to every question
- (B) Records each pupil’s total score
- (C) Plans which topics and cognitive levels the test will cover before items are written
- (D) Tells pupils which questions to revise
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Answer: C – A blueprint plans coverage before writing, while a marking scheme scores answers after the test is taken.
Q25. When building a blueprint, a teacher first decides the weight for each topic mainly by considering:
- (A) How easy the topic is for the teacher to set questions on, when the lesson is delivered in class
- (B) How much time was spent teaching it and how important it is in the syllabus
- (C) How popular the topic is among pupils
- (D) How many pages the topic occupies in the textbook alone, for the pupils taking part in the lesson
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Answer: B – Weight should reflect teaching time and syllabus importance, not ease of setting or popularity.
Q26. A test of 50 marks gives 40 percent of its marks to ‘remembering’ and 10 percent to ‘creating’. This weighting is most suitable when:
- (A) The course emphasised creating heavily and recall only lightly, in ordinary classroom practice
- (B) The course gave equal time to every level, for the class as a whole
- (C) The course covered no recall at all, during the teaching of the unit, in the teacher’s lesson plan
- (D) The course itself emphasised recall heavily and creating only lightly
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Answer: D – Weighting should mirror the course’s emphasis, so a recall-heavy course justifies a recall-heavy test.
Q27. A test that gives most marks to remembering, although the syllabus aims mainly at application and analysis, is faulty because it is:
- (A) Invalid for its purpose, since it does not measure the intended learning
- (B) Too long for pupils to finish in time, as part of normal classroom work, in the context of the topic being taught
- (C) Too short to be a proper examination
- (D) Too difficult for the pupils in the class, as part of the planned learning for the term
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Answer: A – Validity suffers when a test samples the wrong levels, even if the questions themselves are well written.
Q28. In a blueprint, ‘weighting marks across levels’ means:
- (A) Giving every question exactly the same number of marks, for the pupils taking part in the lesson
- (B) Counting how many pupils pass the examination, in ordinary classroom practice
- (C) Deciding what share of the total marks each cognitive level will carry
- (D) Deciding the date on which the test will be held
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Answer: C – Weighting is the deliberate distribution of marks across levels, so the test reflects the intended balance.
Q29. A balanced question paper for a unit that taught understanding, application and analysis should normally:
- (A) Include items only at remembering, for reliability, for the class as a whole
- (B) Include items only at creating, for challenge, during the teaching of the unit
- (C) Include items at all three levels, not only at remembering
- (D) Include items on topics outside the unit
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Answer: C – A paper that tests only remembering cannot show whether pupils understood, applied or analysed the unit.
Q30. Which of the following blueprints is best for a 60-mark test on a unit taught equally across remembering, understanding and applying?
- (A) 20 marks for remembering, 20 for understanding and 20 for applying
- (B) 60 marks for remembering and none for the other levels
- (C) 30 marks for remembering, 30 for understanding and none for applying
- (D) 20 marks for remembering, 20 for creating and 20 for evaluating
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Answer: A – Equal teaching across three levels justifies equal marks across those same three levels.
Q31. A teacher sets a test with ten recall questions and no higher-level questions, although her objectives promised analysis. The best diagnosis is that:
- (A) The test is too easy for the class
- (B) The test has too many questions in total, in the context of the topic being taught
- (C) The pupils did not study hard enough, when the lesson is delivered in class
- (D) The assessment is misaligned with the objectives
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Answer: D – The fault lies in the mismatch between objectives and assessment, not in pupil effort or test length.
Q32. A teacher teaches a lesson entirely by lecture and then tests pupils by asking them to perform a practical skill. The main problem is that:
- (A) The lecture was too long for the period
- (B) Instruction and assessment are misaligned, since pupils never practised the skill
- (C) The test was given too soon after the lesson, for the pupils taking part in the lesson
- (D) The pupils were not given a textbook, in ordinary classroom practice, in the lesson as planned
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Answer: B – Pupils cannot fairly be tested on a performance they were never taught or allowed to practise.
Question Papers, Blueprints and Weighting
Q33. A lesson objective promises evaluation, the activities ask pupils to compare options, but the test only asks for definitions. Which part is misaligned?
- (A) The objective, because evaluation cannot be taught at all, for the class as a whole, during the teaching of the unit
- (B) The activities, because comparing options is not useful, in the teacher’s lesson plan, as part of normal classroom work
- (C) Nothing is misaligned, because definitions are always enough
- (D) The assessment, because it drops to remembering while the objective and activities aimed higher
Show Answer
Answer: D – The objective and activities agree on a higher level, so the assessment is the part that breaks alignment.
Q34. A lesson objective promises remembering, the activities are all recall drills, and the test asks pupils to create an original essay. Which part is misaligned?
- (A) The objective, because remembering cannot be an objective, when the lesson is delivered in class, as part of the planned learning for the term
- (B) The assessment, because it demands creating while the objective and activities stayed at remembering
- (C) The activities, because recall drills are never useful, for the pupils taking part in the lesson, in ordinary classroom practice
- (D) Nothing is misaligned, because an essay tests everything, for the class as a whole
Show Answer
Answer: B – The test leaps to creating, a level the objective never promised and the activities never prepared pupils for.
Q35. A teacher discovers that her test covered only one of the five topics taught. Using a blueprint next time would help because it would:
- (A) Make the test shorter for every pupil, during the teaching of the unit, in the teacher’s lesson plan
- (B) Remove the need to teach the other topics, as part of normal classroom work, in the context of the topic being taught
- (C) Force a planned spread of items across all five topics before the test is written
- (D) Guarantee that every pupil passes the test, when the lesson is delivered in class
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Answer: C – A blueprint plans coverage in advance, so no taught topic is accidentally left out.
Q36. Which of the following is the best first step in diagnosing a misaligned lesson?
- (A) Compare the objective, the classroom activities and the test items side by side, level by level
- (B) Blame the pupils for poor results in the test, as part of the planned learning for the term, for the pupils taking part in the lesson
- (C) Set a longer test with more questions, in ordinary classroom practice, in the lesson as planned
- (D) Change the textbook used for the lesson, for the class as a whole, during the teaching of the unit
Show Answer
Answer: A – Diagnosis starts with comparison: only by laying objective, activities and assessment together can the mismatch be located.
Q37. A head teacher reviewing a test paper notices that all items are at the remembering level. The most useful feedback is to ask the teacher to:
- (A) Redesign some items to test understanding, application and higher levels as the objectives require
- (B) Add more remembering items to the paper, in the teacher’s lesson plan
- (C) Make the remembering items harder to recall, in the context of the topic being taught, when the lesson is delivered in class
- (D) Remove the test from the term’s assessment, as part of the planned learning for the term, for the pupils taking part in the lesson
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Answer: A – The remedy for a recall-only paper is to add higher-level items matched to the objectives, not more recall.
Q38. When a teacher weights marks across levels, she should also check that:
- (A) Each level gets exactly the same marks in every test
- (B) The highest level always gets the most marks, in the lesson as planned, for the class as a whole
- (C) The total of the weights across all levels adds up to the full marks of the paper
- (D) The lowest level always gets the most marks, during the teaching of the unit, in the teacher’s lesson plan
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Answer: C – Weights are shares of a total, so they must sum to the whole paper, whatever balance is chosen.
Q39. A test blueprint usually has topics along one side and cognitive levels along the other. The cells of the grid show:
- (A) The names of the pupils who will take the test
- (B) How many items or marks are planned for each topic at each level
- (C) The dates on which each topic was taught, in the context of the topic being taught
- (D) The marks each pupil scored in the last test, when the lesson is delivered in class
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Answer: B – Each cell is a planned allocation, so the grid makes coverage visible before any item is written.
Q40. Which of the following statements about using Bloom’s taxonomy in assessment is correct?
- (A) It requires every test to contain only creating items, as part of the planned learning for the term
- (B) It forbids the use of multiple-choice questions entirely, for the pupils taking part in the lesson
- (C) It requires every pupil to reach the creating level in every test
- (D) It helps teachers check that a test samples a range of thinking levels, not just recall
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Answer: D – The taxonomy is a planning and checking tool for range and balance, not a rule that every test must be all creating.
Q41. A teacher who uses the taxonomy table to classify her existing test items is doing useful work because she will discover:
- (A) Which pupils copied answers from one another, in the lesson as planned
- (B) Which topics pupils enjoyed most in class
- (C) Which cells of the table are over-tested and which are left empty
- (D) How long each pupil spent on the test, during the teaching of the unit
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Answer: C – Classifying items by cell reveals the pattern of coverage, including gaps and over-concentration.
Q42. An objective at the ‘create’ level for the topic of pollution would most appropriately be assessed by:
- (A) Asking pupils to define the word pollution from memory, in the teacher’s lesson plan
- (B) Asking pupils to list three causes of pollution, in the context of the topic being taught, when the lesson is delivered in class
- (C) Asking pupils to copy a paragraph about pollution, as part of the planned learning for the term, for the pupils taking part in the lesson
- (D) Asking pupils to design a workable plan to reduce litter in their school, with reasons for their choices
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Answer: D – Designing a plan is creating, while defining, listing and copying are remembering or understanding.
Q43. An objective at the ‘evaluate’ level for the topic of healthy eating would most appropriately be assessed by:
- (A) Asking pupils to name five healthy foods from a list, in ordinary classroom practice
- (B) Asking pupils to judge two daily menus against health criteria and recommend the better one, with reasons
- (C) Asking pupils to draw a picture of a fruit, for the class as a whole, during the teaching of the unit, in the teacher’s lesson plan
- (D) Asking pupils to copy a menu from the board, as part of normal classroom work, in the context of the topic being taught
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Answer: B – Judging menus against criteria and recommending one is evaluation, while naming, drawing and copying are lower levels.
Q44. An objective at the ‘analyse’ level for the topic of a story would most appropriately be assessed by:
- (A) Asking pupils to explain how the writer builds suspense in two key scenes of the story
- (B) Asking pupils to state the name of the main character, when the lesson is delivered in class
- (C) Asking pupils to copy the first paragraph of the story, as part of the planned learning for the term
- (D) Asking pupils to say whether they liked the story, for the pupils taking part in the lesson
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Answer: A – Explaining how suspense is built requires breaking the text into techniques and effects, which is analysis.
Q45. A school wants its examinations to encourage higher-order thinking. The most direct change, using Bloom’s taxonomy, is to:
- (A) Increase the number of questions in every paper, in ordinary classroom practice, in the lesson as planned
- (B) Increase the share of marks for applying, analysing, evaluating and creating in its blueprints
- (C) Reduce the time allowed for every paper, for the class as a whole, during the teaching of the unit
- (D) Give every pupil the same textbook for the examination, in the teacher’s lesson plan, as part of normal classroom work
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Answer: B – Shifting the blueprint’s weights toward higher levels changes what is rewarded, which changes what pupils practise.
Q46. A teacher plans a lesson on fractions with objectives at remembering, understanding and applying. Her assessment should therefore include:
- (A) Items that recall, explain and use fractions, matching the three promised levels
- (B) Items only on creating new fraction theories, in the context of the topic being taught
- (C) Items only on recalling fraction terms, when the lesson is delivered in class, as part of the planned learning for the term
- (D) Items on decimals, which were not taught in the lesson, for the pupils taking part in the lesson
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Answer: A – Assessment should mirror the promised levels: recall, explanation and use, rather than a single level or an untaught topic.
Q47. Which of the following lessons is best aligned overall?
- (A) Objective: pupils will apply a formula; activities: copying the formula; test: defining the formula, in ordinary classroom practice
- (B) Objective: pupils will apply a formula; activities: debating the formula; test: drawing the formula, in the lesson as planned
- (C) Objective: pupils will apply a formula; activities: guided practice on new problems; test: fresh problems using the formula
- (D) Objective: pupils will apply a formula; activities: listening to a story; test: singing a song, for the class as a whole, during the teaching of the unit
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Answer: C – Only the third option keeps objective, activities and assessment all at the apply level with the same performance.
Q48. Which of the following lessons is most clearly misaligned?
- (A) Objective: pupils will recall dates; activities: drilling dates; test: listing dates
- (B) Objective: pupils will apply a method; activities: practising the method; test: using the method on new data
- (C) Objective: pupils will understand a process; activities: explaining the process; test: explaining the process
- (D) Objective: pupils will evaluate two arguments; activities: memorising quotations; test: recalling quotations
Show Answer
Answer: D – The fourth option promises evaluation but teaches and tests only recall, while the other options keep all three parts at the same level.
Diagnosing a Misaligned Lesson or Test
Q49. A teacher who writes objectives, then plans activities, then writes the test to match both, is following which good practice?
- (A) Forward guessing, in which the test is written before any planning, in the teacher’s lesson plan
- (B) Random design, in which each part is planned independently, as part of normal classroom work
- (C) No design, in which the lesson is improvised entirely, in the context of the topic being taught
- (D) Backward design, in which assessment and teaching are planned from the intended outcomes
Show Answer
Answer: D – Planning backward from outcomes is the standard way to keep objectives, teaching and assessment aligned.
Q50. In a blueprint, a topic taught for three weeks out of a ten-week term would normally receive:
- (A) No marks at all in the test, when the lesson is delivered in class
- (B) The same marks as every other topic regardless of time, as part of the planned learning for the term
- (C) A larger share of marks than a topic taught for one week
- (D) Fewer marks than a topic taught for one week, for the pupils taking part in the lesson
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Answer: C – Weight normally follows teaching time, so a three-week topic outweighs a one-week topic.
Q51. A test that is reliable but misaligned, because it tests only recall while objectives promise analysis, is still a poor test mainly because:
- (A) Reliability cannot make up for measuring the wrong learning
- (B) Reliable tests are always too long for pupils, in ordinary classroom practice
- (C) Reliable tests are always too easy for pupils, in the lesson as planned
- (D) Reliable tests cannot contain multiple-choice items, for the class as a whole
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Answer: A – A test can give consistent scores yet still measure the wrong thing, so alignment matters as much as reliability.
Q52. Which of the following is a sign that a lesson plan has used Bloom’s taxonomy well?
- (A) Its activities stay at one level for the whole lesson, during the teaching of the unit, in the teacher’s lesson plan
- (B) Its activities move pupils through more than one cognitive level, with the higher levels supported by the lower ones
- (C) Its activities avoid all questions from pupils, as part of normal classroom work, in the context of the topic being taught
- (D) Its activities cover as many topics as possible, when the lesson is delivered in class, as part of the planned learning for the term
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Answer: B – Good use of the taxonomy shows progression across levels, with lower levels supporting the higher ones.
Q53. A teacher wants to check alignment quickly after a lesson. The most practical check is to:
- (A) Ask whether pupils could do, in the test, what the objective said they would do, after the activities they actually did
- (B) Count the number of pages in the textbook chapter, for the pupils taking part in the lesson, in ordinary classroom practice
- (C) Ask pupils whether they enjoyed the lesson, in the lesson as planned, for the class as a whole, during the teaching of the unit
- (D) Check whether the classroom was tidy after the lesson, in the teacher’s lesson plan, as part of normal classroom work, in the context of the topic being taught
Show Answer
Answer: A – The practical alignment test is a single question linking objective, activities and assessment through the same performance.
Q54. Which statement best summarises the relationship between objectives, instruction and assessment in an aligned lesson?
- (A) Objectives, instruction and assessment should each cover a different topic for variety, when the lesson is delivered in class
- (B) Objectives state the intended learning, instruction builds it, and assessment checks that same learning
- (C) Objectives are for the teacher, instruction is for the pupils, and assessment is for the parents, as part of the planned learning for the term
- (D) Objectives come after assessment, and instruction is unrelated to either, for the pupils taking part in the lesson
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Answer: B – In an aligned lesson the three parts form one chain: intended, built and checked learning are the same learning.
Q55. A blueprint that gives 10 percent of marks to creating in a test for young pupils in Class 3 is most likely:
- (A) Wrong, because creating can never be tested at primary level, in ordinary classroom practice
- (B) Wrong, because primary tests must be entirely recall, in the lesson as planned, for the class as a whole
- (C) Reasonable, because every test must give creating the most marks, during the teaching of the unit
- (D) Reasonable, if the course included some simple creating tasks suited to their age
Show Answer
Answer: D – Creating can be tested at primary level in age-appropriate forms, such as making a simple poster or story, so a small share is reasonable.
Q56. When diagnosing a test in which pupils scored well on recall items but poorly on application items, a teacher should first consider whether:
- (A) Pupils were given too much time for the test, in the teacher’s lesson plan
- (B) Pupils were seated too close together in the hall, as part of normal classroom work
- (C) Pupils were actually taught to apply the learning, or only to recall it
- (D) Pupils had the textbook open during the test, in the context of the topic being taught
Show Answer
Answer: C – Poor application scores often reveal an instruction gap: pupils were never taught or practised at applying, not merely a test fault.
Q57. Which of the following is the most useful use of Bloom’s taxonomy for a teacher marking a question paper?
- (A) Counting the total number of questions on the paper, when the lesson is delivered in class
- (B) Checking the handwriting of the pupils, as part of the planned learning for the term
- (C) Checking whether the marks reward the thinking levels the course actually aimed at
- (D) Deciding the colour of ink for marking, for the pupils taking part in the lesson, in ordinary classroom practice
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Answer: C – Marking with the taxonomy in mind means checking that marks follow the intended levels, not merely counting questions.
Q58. A lesson on the water cycle has an objective at the ‘understand’ level. Which test item matches it best?
- (A) Design a completely new system for supplying water to a city, in the lesson as planned
- (B) Explain, in your own words, why water evaporates faster on a hot, windy day
- (C) State the boiling point of water from memory, for the class as a whole, during the teaching of the unit
- (D) Judge whether the water cycle is more important than the carbon cycle, in the teacher’s lesson plan
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Answer: B – Explaining evaporation in one’s own words is understanding, while designing is creating, stating is remembering and judging is evaluating.
Q59. An objective that asks pupils to recall the names of the parts of a flower belongs in which cell of the taxonomy table?
- (A) Remembering factual knowledge, because it asks for recall of basic terms and details
- (B) Creating metacognitive knowledge, because it asks for a new design, as part of normal classroom work
- (C) Evaluating procedural knowledge, because it asks for a judgement of method, in the context of the topic being taught
- (D) Applying conceptual knowledge, because it asks for use of a principle, when the lesson is delivered in class
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Answer: A – Recalling names is remembering, and names are factual knowledge, so the item sits in the remembering-factual cell.
Q60. After writing a blueprint, a teacher finds that the planned marks add up to 55 for a 50-mark paper. The correct response is to:
- (A) Increase the paper to 55 marks without telling anyone, as part of the planned learning for the term
- (B) Delete the blueprint and set questions at random, for the pupils taking part in the lesson
- (C) Give every pupil five extra marks to make up the difference, in ordinary classroom practice
- (D) Reduce some allocations until the planned marks total exactly 50 for the paper
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Answer: D – A blueprint must total the paper’s marks, so allocations are adjusted until they sum to the full total.