MTB-MLE FINALS
  • 1. Who are the authors responsible for revising Bloom’s Taxonomy in the early 2000s?
A) Anderson and Krathwohl
B) Tolman and Bandura
C) Skinner and Ausubel
D) Thorndike and Pavlov
  • 2. Imagine you are an educator designing a curriculum for a high school science class. You want to ensure your students not only remember and understand the scientific concepts but also apply, analyze, evaluate, and create based on what they’ve learned. Which instructional design framework should you use to achieve this goal?
A) Gardner’s Multiple Intelligences
B) Vygotsky’s Zone of Proximal Development
C) Maslow’s Hierarchy of Needs
D) Bloom’s Taxonomy (Revised)
  • 3. You notice that your students are proficient in remembering facts but struggle with creating original projects. According to the revised Bloom’s Taxonomy, which sequence of learning objectives should you follow to help students develop higher-order thinking skills?
A) Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
B) Remembering, Understanding, Analyzing, Applying, Evaluating, Creating
C) Remembering, Understanding, Applying, Analyzing, Creating, Evaluating
D) Remembering, Applying, Analyzing, Understanding, Evaluating, Creating
  • 4. It is one of the levels of cognitive learning in the Bloom’s Taxonomy wherein it means to grasp the meaning of something which we explain, paraphrase, report, describe, and summarize.
A) Remembering
B) Understanding
C) Analyzing
D) Applying
  • 5. As an educator, you are tasked with improving the effectiveness of the K-12 Curriculum Guide. Which of the following is the primary applications of Revised Bloom’s Taxonomy in educational settings?
A) Implementing technology in the classroom
B) Analyzing data trends in business management
C) Planning and revising curricula
D) Creating marketing campaigns for products
  • 6. Why was the Revised Bloom’s Taxonomy developed?
A) To enhance communication among educators about teaching and assessment techniques
B) To simplify classroom management for teachers
C) To promote memorization-based learning strategies
D) To standardize grading systems in schools
  • 7. What does the Revised Bloom’s Taxonomy provide for teachers?
A) A method for streamlining lesson plans without differentiation
B) A framework for meaningful assessment and learning objectives
C) A guide for eliminating student-centered learning activities.
D) A tool for grading student solely based on memorization
  • 8. In what way does the Revised Bloom’s Taxonomy support educators?
A) By discouraging collaboration among teachers on instructional methods By discouraging collaboration among teachers on instructional methods
B) By limiting their ability to tailor instruction to individual student needs
C) By providing a shared language for discussing teaching and assessment strategies
D) By promoting a one-size-fits all approach to teaching
  • 9. A student is asked to develop a new story in their mother tongue based on traditional folklore. From the level, “Create” of cognitive learning in the Bloom’s Taxonomy (Revised) best describes this task?
A) Design
B) Develop
C) Compose
D) Invent
  • 10. David Krathwohl’s collaboration with Benjamin Bloom resulted in the refinement and expansion of Bloom’s original taxonomy, focusing more on:
A) Affective domain of learning
B) Psychomotor skills development
C) Cognitive processes and levels of understanding
D) Social and emotional intelligence in education
  • 11. What is the purpose of the Analysis in the Addie model?
A) identity learning needs and goals
B) Implement the training program
C) assess the effectiveness of the program
D) Develop learning materials
  • 12. Which phase of the ADDIE model involves executing the training program w/ the learners?
A) Implementation
B) Design
C) Development
D) Analysis
  • 13. What role does the Development phase play in the ADDIE model?
A) implementing instructional design
B) assessing learner performance
C) creating learning materials
D) planning the training program
  • 14. What does the Evaluation phase in the ADDIE model focus on?
A) Developing instructional strategy
B) implementing training materials
C) Identifying learning needs
D) assessing program effectiveness
  • 15. Which phase of the Addie model emphasizes the creation of instructional strategy and content?
A) Analysis
B) Development
C) Implementation
D) Design
  • 16. What is emphasized in the fourth stage, “Independent construction of the genre?”
A) Teacher's modeling of language
B) Co-creation of texts
C) Apply knowledge in an authentic task
D) Preparation for new learning
  • 17. Which of the following activities is NOT mentioned as part of the first stages of the acting Learning Cycle?
A) Mathematical problem solving
B) Communicative activities
C) Hands-on activities
D) Reading strategies
  • 18. What is the first stage of the Teaching-Learning Cycle proposed by Hammond et al. (1992)
A) Modeling the genre under focus
B) Building knowledge of the field
C) Independent construction of the genre
D) Joint construction of the genre
  • 19. Which of the following is NOT a genre mentioned in the instructional sequence for the Teaching Learning Cycle?
A) Autobiography
B) Movie review
C) Scientific report
D) Recipe
  • 20. What is the purpose of the second stage, "Modeling the genre under focus
A) To outline schematic structures and model language
B) To prepare learners for the new learning
C) To transition from oral to written language
D) To apply knowledge in an authentic task
  • 21. During which stage do teachers and students co-create a text?
A) Modeling the genre under focus
B) Building knowledge of the field
C) Independent construction of the genre
D) Joint construction of the genre
  • 22. What is the focus of the integrative approach in the Teaching-Learning Cycle?
A) Isolated language exercises
B) Wide coverage of many topic
C) Memorizing and reciting texts
D) Studying materials in depth
  • 23. What is the main objective of the evaluation component in the instructional sequences
A) To make summative decisions only
B) To improve the programme through formative and summative evaluation
C) To punish students for poor performance
D) To rank students against each other
  • 24. Marc, apply new information in their discussion in their project with his groupmates. What principle of David Merrill's he use?
A) Integration Principle
B) Activation Principle
C) Application principle
D) Demonstration Principle
  • 25. Jordan, connect in his previous knowledge to connect a new knowledge to solve a problem. What principle of David Merrill's he use?
A) Demonstration Principle
B) Integration Principle
C) Application principle
D) Activation Principle
  • 26. It is a principle that demonstrate the knowledge in multiple ways.
A) Application principle
B) Integration Principle
C) Activation Principle
D) Demonstration principle
  • 27. What principle that the learners must apply their new information and mistakes on their own.
A) Application principle
B) Integration principle
C) Activation principle
D) Task-centered principle
  • 28. It is a principle that the learners will starts with a real-world task or problem.
A) Activation principle
B) Demonstration principle
C) Task-centered principle
D) Application principle
  • 29. Help learners apply new knowledge and learn from any mistakes. Provide guidance at the start, if needed, and then gradually reduce support.
A) Activation principle
B) Task- centered
C) Integration principle
D) Application principle
  • 30. Reflect on the new knowledge and discuss or write about how they will use it at work.
A) Application principle
B) Task-centered Principle
C) Integration principle
D) Activation Principle
  • 31. is an example of the application principle: activities such as exercises, quizzes, role playing, reflection, and discussion that provide opportunities for the learner to retrieve and apply new knowledge.
A) Retrieval practice
B) Task-centered Principle
C) Activation Principle
D) Application principle
  • 32. This principle help learner’s existing knowledge base to connect previous knowledge with the new knowledge.
A) Principle
B) Existing Principle
C) Task-centered Principle
D) none of the above
  • 33. This principle help the learners to start with a real-world problem
A) Task-centered Principle
B) Integration Principle
C) Activation Principle
D) Problem Principle
  • 34. This can be done by telling a story or asking a thought-provoking question.
A) Gain the student’s attention
B) Stimulate recall of prior learning
C) Inform students of the objectives
  • 35. Test learner knowledge against established criteria
A) Assess performance
B) Enhance retention and transfer to job
C) Stimulate recall of prior learning
  • 36. Learner's activities that recall, utilize, and evaluate knowledge.
A) Provide learner guidance
B) Elicit performance
C) Provide Feedback
  • 37. Establishes expectations for the course and criteria for measuring success or failure.
A) Gain the student’s attention
B) Stimulate recall of prior learning
C) Inform students of the objectives
  • 38. Use immediate feedback to reinforce knowledge.
A) Provide learner guidance
B) Elicit performance
C) Provide Feedback
  • 39. Help students make sense of new information by relating it to something they already know or something they have already experienced.
A) Stimulate recall of prior learning
B) Provide feedback
C) Assess performance
  • 40. It provide access to content on Blackboard so students can access it outside of class.
A) Assess performance
B) Provide feedback
C) Present the content
  • 41. It Explain clearly to students what is expected for them to understand and any instructions needed to achieve successful outcomes.
A) Provide learner guidance
B) Provide feedback
C) Provide student guidance
  • 42. Avoid isolating course content.
A) Enhance retention and transfer to job.
B) Provide feedback
C) Provide learner guidance
D) Present the content
  • 43. Concentrate on the behavior, not the person. One strategy is to open by stating the behavior in question, then describing how you feel about it, and ending with what you want. For example, “I would love to see you do more of X as it relates to Y”.
A) Present the content
B) Provide learner guidance
C) Provide feedback
  • 44. What is the main focus of the integrative approach in language learning?
A) writing skills development
B) social purposes accomplishment
C) Reading skills development
D) Grammar rules learning
  • 45. According to the integrative approach, how are grammatical rules typically taught in the language classroom?
A) ignored completely
B) Through written exercises only
C) integrated w/in communicative activities
D) Emphasized through rote memorization
  • 46. in what way does the integrative approach differ from the behaviorist assumption in language learning?
A) By neglecting the importance of authentic language environments
B) By emphasizing passive learning over active engagement
C) By avoiding social interaction in the classroom
D) By focusing on individual thinkers rather than blank slates
  • 47. How does an integrative approach in education relate to real life situations?
A) It discourages students from making connections bet different subjects
B) It limits students’ ability to apply learned knowledge in practical settings
C) It helps students understand the connections bet. what they learn in school and real life situations
D) It prevents students from seeing the relationships bet school learning and real life situations
  • 48. The teaching -learning cycle proposed by Hammons, Burns, Joyca, Brosnan, and Gerot consists of how many stages
A) 6
B) 5
C) 3
D) 4
  • 49. In the stage “Building knowledge of the field” in the Teaching-Learning Cycle, learners engage in:
A) Memorization of facts
B) isolation from prior experiences
C) Passive listening
D) roleplay and communicative activities
  • 50. “Joint construction of the genre” in the Teaching-Learning Cycle involves:
A) transition form written to oral language
B) Individual creation of texts
C) co-creating a text between teachers and students
D) Ignoring vocabulary acquisition
  • 51. The stage “independent construction of the genre” focuses on:
A) Application of learned concepts in authentic tasks
B) passive learning
C) Memorization of vocabulary
D) avoidance of the editing process
  • 52. The instructional model discussed allows for teaching in a variety of genres including:
A) experiment
B) music notation
C) Narratives, arguments, and book reports
D) Math problems
  • 53. According to the instructional model, which skills can second language learners develop?
A) gardening
B) Listening, speaking, reading and writing
C) painting
D) coding
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