LECTURER EDUCATION MCQS Archives - Page 54 of 89

The Characteristic of behavioral objective is

A. A. Observable and Immeasurable

B. B. Non- observable

C. C. Observable and measurable

D. D. None of above

Correct answer is: C. C. Observable and measurable

Explain:

The characteristic of a behavioral objective is (c) Observable and measurable.

Behavioral objectives are statements that describe specific observable behaviors that learners should be able to demonstrate after instruction. These objectives are typically framed in terms of what the learner will be able to do, and they are written in a way that allows for clear observation and measurement of the behavior. By making objectives observable and measurable, educators can assess whether learning outcomes have been achieved and track progress effectively.

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The right sequence of sub-groups of psychomotor domain is

A. Perception, Complex over response, Set, Guided, response, Mechanism, adaptation, Organization

B. Set, Origination, Guided response, Mechanism Complex overt response, Adaptation, perception

C. Guided response, Mechanism, perception, Set, Adaptation, Organization, Complex overt response

D. Perception, Set, Guided response, Mechanism, Complex overt response, adaptation, Origination

Correct answer is: D. Perception, Set, Guided response, Mechanism, Complex overt response, adaptation, Origination

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Objective related to affective domain is

A. A. Student can paint a picture

B. B. Student can draw a graph

C. C. Student values honesty

D. D. Student can write a letter

Correct answer is: C. C. Student values honesty

Explain:

The objective related to the affective domain is (c) Student values honesty.

Objectives related to the affective domain focus on the development of attitudes, beliefs, values, and emotional responses. These objectives describe desired changes in learners' feelings, motivations, and behaviors. In the provided example, the objective "Student values honesty" reflects a desired change in the student's attitude or value system, emphasizing the importance of honesty as a guiding principle.

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Bring together scientific ideas to form a unique idea is

A. A. Application

B. B. analysis

C. C. Synthesis

D. D. Evaluation

Correct answer is: C. C. Synthesis

Explain:

Bringing together scientific ideas to form a unique idea is (c) Synthesis.

In Bloom's Taxonomy, synthesis involves integrating, combining, or creating new ideas, concepts, or products from existing knowledge or elements. It requires learners to demonstrate creativity and innovation by generating original solutions, designs, or perspectives that go beyond what has been previously learned or experienced. Therefore, synthesizing scientific ideas to form a unique idea aligns with the concept of synthesis in Bloom's Taxonomy.

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The truth of the conclusion of an inductive argument is___________?

A. A. Certain

B. B. experience

C. C. Observation

D. D. Probable

Correct answer is: D. D. Probable

Explain:

The truth of the conclusion of an inductive argument is (D) probable.

Inductive reasoning involves drawing general conclusions based on specific observations or evidence. Unlike deductive reasoning, where the conclusion follows necessarily from the premises, inductive reasoning allows for the possibility that the conclusion may be true but not certain. Instead, the conclusion is considered probable, as it is based on the available evidence or observations. Inductive arguments aim to support the likelihood or probability of the conclusion rather than providing absolute certainty.

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The classification of cognitive domain was presented by

A. A. Benjamin S. Bloom

B. B. Skinner

C. C. Krathwohl

D. D. Simpson

Correct answer is: A. A. Benjamin S. Bloom

Explain:

The classification of cognitive domain was presented by (A) Benjamin S. Bloom. Benjamin S. Bloom, an American educational psychologist, is renowned for his work on educational taxonomy, particularly for his development of Bloom's Taxonomy. Bloom's Taxonomy categorizes educational objectives into cognitive domains, which include various levels of thinking skills, such as remembering, understanding, applying, analyzing, evaluating, and creating.

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Affective domain is divided into

A. A. four subgroups

B. B. Five subgroups

C. C. Six subgroups

D. D. seven subgroups

Correct answer is: B. B. Five subgroups

Explain:

The affective domain is divided into (b) Five subgroups.

These subgroups, as outlined in Bloom's Taxonomy of the Affective Domain, are:

Receiving: The willingness to attend to certain stimuli or information.
Responding: The willingness to actively participate or respond to stimuli.
Valuing: The internalization of values and beliefs, leading to commitment.
Organization: The organization of values into a coherent belief system.
Characterization by value or belief: The internalization of values to the extent that they become part of one's behavior and identity.
These subgroups represent a hierarchical structure that describes the development of attitudes, beliefs, and values in learners.

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Cognitive domain has

A. A. Three subgroups

B. B. Four subgroups

C. C. Five subgroups

D. D. Six subgroups

Correct answer is: D. D. Six subgroups

Explain:

Apologies for the oversight. You're correct. In the revised version of Bloom's Taxonomy, there are indeed six subgroups in the cognitive domain. These are:

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

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The lowest level of learning in affective domain is

A. A. Responding

B. B. Valuing

C. C. Attending

D. D. Organization

Correct answer is: C. C. Attending

Explain:

The affective domain is divided into (b) Five subgroups.

These subgroups, as outlined in Bloom's Taxonomy of the Affective Domain, are:

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The lowest level of learning in cognitive domain is

A. A. Comprehension

B. B. Application

C. C. Knowledge

D. D. Synthesis

Correct answer is: C. C. Knowledge

Explain:

The lowest level of learning in the cognitive domain is (c) Knowledge.

In Bloom's Taxonomy, knowledge represents the most basic level of cognitive learning. It involves the recall of factual information, concepts, or principles without necessarily understanding their meaning or significance. This level lays the foundation for higher-order thinking skills and serves as a prerequisite for understanding, applying, analyzing, evaluating, and creating within the cognitive domain.

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