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Psychomotor domain was classified by Simpson in

A. A. 1962

B. B. 1972

C. C. 1982

D. D. 1992

Correct answer is: B. B. 1972

Explain:

Simpson's Psychomotor Domain is a classification system that outlines different levels of motor skills and physical abilities. Developed by R. H. Dave Simpson in 1972, this taxonomy provides a framework for educators to describe and categorize the development of physical skills in learners. The levels in Simpson's Psychomotor Domain are hierarchical, with each level building upon the previous one. Here are the levels in Simpson's Psychomotor Domain, along with descriptions of each:

Perception:
This level involves the ability to use sensory cues to guide physical movements.
Learners develop the ability to interpret visual, auditory, and tactile cues to understand their environment and respond accordingly.
Set:
Set refers to the readiness or mental preparation to perform a physical skill.
At this level, learners develop the focus, concentration, and mental attitude necessary to engage in physical activity effectively.
Guided Response:
Guided Response involves the imitation or following of demonstrated movements or instructions.
Learners observe a model or receive verbal instructions and then attempt to replicate the movements with guidance and assistance.
Mechanism:
Mechanism refers to the ability to perform a physical skill with a degree of proficiency and coordination.
At this level, learners develop the motor coordination and control necessary to execute movements accurately and efficiently.
Complex Overt Response:
Complex Overt Response involves the coordination of multiple motor skills to perform a task or activity.
Learners combine and sequence movements in a coordinated manner to achieve a specific goal or outcome.
Adaptation:
Adaptation refers to the ability to modify or adjust movements in response to changing conditions or circumstances.
Learners demonstrate flexibility and adaptability in their motor skills, making adjustments as needed to meet the demands of the task or environment.
Origination:
Origination is the highest level in Simpson's Psychomotor Domain and involves the ability to create new movements or perform tasks independently.
At this level, learners demonstrate mastery of motor skills and the ability to innovate, improvise, and problem-solve in physical activities.
These levels provide a framework for educators to assess and plan instruction in physical education, sports training, and other domains where motor skills are essential. By understanding the progression of skills outlined in Simpson's Psychomotor Domain, educators can tailor their teaching methods and interventions to support learners' development of physical abilities effectively.

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Affective domain was divided into subgroups by Krathwhol in

A. A. 1954

B. B. 1964

C. C. 1974

D. D. 1984

Correct answer is: B. B. 1964

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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Psychomotor domain was divided by Simpson in

A. A. Four subgroups

B. B. Five subgroups

C. C. Six subgroups

D. D. Seven subgroups

Correct answer is: D. D. Seven subgroups

Explain:

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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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Students find/explore the information themselves in

A. A. lecture method

B. B. Discovery method

C. C. Both

D. D. none

Correct answer is: B. B. Discovery method

Explain:

Students find/explore the information themselves in (b) Discovery method.

In the Discovery method, students are actively engaged in exploring and discovering information on their own through hands-on activities, experiments, problem-solving tasks, research, and inquiry-based learning. This approach encourages students to take ownership of their learning process, fostering curiosity, critical thinking, and independent exploration. In contrast, the lecture method typically involves the instructor delivering information to students in a more passive manner, with limited opportunities for active exploration or discovery by the students themselves.

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Teacher performs practically and explains in

A. A. Lecture method

B. B. discovery method

C. C. demonstration method

D. D. Problem solving method

Correct answer is: C. C. demonstration method

Explain:

Teacher performs practically and explains in (c) demonstration method.

In the demonstration method, the teacher performs a task or experiment to illustrate a concept or process while explaining it to the students. This approach allows students to observe the procedure firsthand and understand the underlying principles through visual and auditory cues. The demonstration method is often used in science and technical subjects where hands-on learning and visual demonstrations are beneficial for understanding complex concepts.

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