Blooms Taxonomy

Question 1

Which of the following statement best describes the affective domain of educational objectives?

I. Learning related to intellectual knowledge, skills, and abilities

II. Learning related to changes in interests, attitudes, and values

Answer 1

Only II

Question 2

Statement I: Bloom’s Taxonomy is a framework for organizing and categorizing different levels of learning objectives.

Statement II: Bloom’s Taxonomy is primarily used to assess students’ prior knowledge and identify areas where additional instruction is needed.

In light of the above statements, choose the most appropriate answer from the options given below:

Answer 2

Statement I is correct but Statement II is incorrect

Question 3

“Learners will be able to measure the correct volume of a chemical using a measuring Flask”. Above objective will fall under which category of educational objectives suggested by Anderson and Krathwohl ?

Answer 3

Procedural knowledge of application level

Question 4

Sequence the first five levels of objectives as divided by Anita Harrow for Psychomotor objectives-

A. Reflex movements
B. Physical abilities
C. Perceptual abilities
D. Skilled movements
E. Fundamental movements

Answer 4

Reflex
Funda
Perceptual
Physical
Skilled

Question 5

Which among the following are not the cognitive processes dimension of Anderson and Krethwohl’s taxonomy of instructional objectives:
A. Understand
B. Comprehension
C. Apply
D. Synthesis
E. Evaluate

Answer 5

B and D only

Question 6

Which of the following is NOT a higher-order thinking skill?

1. Analysis
2. Evaluation
3. Creation
4. Recall

Answer 6

Recall

Question 7

Application, analysis and synthesis are examples of

1. higher-order thinking skills.
2. lower-order thinking skills.
3. declarative knowledge.
4. procedural knowledge.

Answer 7

1. higher-order thinking skills.

Question 8

Assertion (A) : Humans are able to learn and remember new things in motor and cognitive domains throughout their life span.

Reason (R) : Outcome of a severely deprived childhood can be easily changed in later years. Choose the correct option.

1. Both (A) and (R) are true and (R) is the correct explanation of (A).
2. Both (A) and (R) are true but (R) is not the correct explanation of (A).
3. (A) is true but (R) is false.
4. Both (A) and (R) are false.

Answer 8

(A) is true but (R) is false.

Question 9

Which domain or aspect of student’s behavior is related to his interests and attitudes ?

1. Cognitive domain
2. Intelligence domain
3. Psychomotor domain
4. Emotional domain

Answer 9

Emotional Domain

Question 10

What is the correct sequence from lower to higher, for indicating learning outcomes related to affective domain?
(A) Receiving
(B) Valuing
(C) Responding
(D) Organization
(E) Characterization

Choose the correct answer from the options given below:
1. (A), (B), (C), (D) and (E)
2. (A), (C), (B), (D) and (E)
3. (C), (D), (E), (A) and (B)
4. (B), (C), (A), (D) and (E)

Answer 10

(A), (C), (B), (D) and (E)

Question 11

Which of the following is considered as the objective of application?
1. Use vocabulary
2. Read effectively
3. Put central words in your own words
4. Define statement

Answer 11

Use vocabulary

Question 12

“Automated, unconscious mastery of activities and related skills at strategic level” with reference to classification of objectives of learning in the psychomotor domain proposed by R.H. Dave means

1. Manipulation
2. Articulation
3. Naturalization
4. Precision

Answer 12

Naturalization

Question 13

Which of the following assessment area of learning outcomes will belong to the category of lower level?
1. ability to analyze the facts and information
2. ability to create and synthesize various facts together
3. mastery of facts and information as shown in reproducing them when asked for
4. ability to use standards and arriving at decisions

Answer 13

3. mastery of facts and information as shown in reproducing them when asked for

Question 14

Which of the following learning strategies are not developed by B.S. Bloom ?
1. Division of contents into units
2. Diagnose the learning difficulties
3. Attain mastery level by teachers
4. Administering unit test

Answer 14

Attain mastery level by teachers

Question 15

Which of the following learning outcome based behaviours belong to the category of being high in terms of taxonomic categories in cognitive domain?
a) Analysis
b) Application
c) Comprehension
d) Creation
e) Critical thinking
f) Knowledge
Select the correct answer from the following options.
1. (a), (c) and (e)
2. (a), (d) and (e)
3. (b), (d) and (f)
4. (c), (d) and (e)

Answer 15

2. (a), (d) and (e)

Question 16

Level 1: Recall
Definition: Remembering previously learned material; may involve the recall of a wide range of material from specific facts to complete theories, but merely requires bringing to mind the appropriate information.
Example:
A three-year-old child can usually be expected to:
a. Cry when separated from his or her mother
b. Have imaginary friends
c. Play with other children of the same age
d. Constantly argue with older siblings

Question 17

Level 2: Comprehension
Definition: The ability to grasp the meaning of material; may be shown by translating material from one form to another; by interpreting material (explaining or summarizing), by estimating future trends (predicting consequences of effects).
Example:

The termination process is MOST often associated with:

a. Evaluating goals and accomplishments
b. Implementing a plan of action
c. Setting limits
d. Developing a contract

Answer 17

a. Evaluating goals and accomplishments

Question 18

Level 3: Application
Definition: The ability to use learned materials in new and concrete situations; may include the application of such things as rules, methods, concepts, principles, laws, and theories.

Example:
Mrs. H has had little energy to care for her young children or her house since her husband died a few months ago. She has no income and little food. The protective service agency has become involved since her children were left unsupervised. What is the FIRST goal to work toward in implementing a treatment plan for Mrs. H?
a. Help her grieve her husband’s death
b. Get a volunteer parent aid to help with parenting skills
c. Help her get AFDC and food stamps
d. Refer her for medication for depression

Question 19

Level 4: Analysis
Definition: The ability to break down material into its component parts so that its organizational structure may be understood; may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved.
Example:
A seven-year-old boy is brought to a child guidance clinic by his parents for treatment. The boy is hyperactive, has violent temper tantrums, is difficult to control, and gets along poorly with his peers. He has a history of a difficult, high forceps delivery, projectile vomiting, and was a fussy, irritable baby. The social worker should:
a. Refer the child to a neurologist
b. Begin psychotherapy with the parents
c. Ascertain what the parents have done to reinforce this behavior
d. See the parents and child together for therapy

Question 20

Level 5: Synthesis
Definition: The ability to put parts together to form a new whole; may involve the production of a plan of operation or a set of abstract relations

Example:
A fourteen-year-old girl refuses to attend school despite pleading by both of her parents. A physical examination reveals no medical problem, and a joint assessment by the social worker and psychiatrist indicates no apparent reactive element instigating the sudden school avoidance. The girl appears depressed; she herself is unsure of why she is not attending school. The BEST intervention by the social worker is to:
a. Recommend that the girl remain home for at least another week without pressure
b. Intervene with school authorities to provide her with home tutoring when absent
c. Urge all concerned to apply pressure to achieve return to school and arrange an
appointment with the girl
d. Begin to assist the family to explore alternative schools for possible transfer