Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

NISU Concepcion Campus, D.B. Oñate St. Poblacion, Concepcion, Iloilo

Multiple Choice

Directions: Choose the correct answer and write the

answer in the paper. I will read the question and choices
twice.

1. It is a way of grouping or categorizing objects

of events in our mind.

A. Concept
B. Prototype
C. Schemas
D. Script

2. Learning a concept involves learning specific

features that characterize positive instance of the
concept. Included here are defining features and
correlational feature.

A. Concepts as feature lists

B. Concepts as prototype
C. Concepts as exemplars
D. Concepts as examples

3. It is usually formed based on the positive

instances that learners encounter most often.
Example, close your eyes now and for a moment think
of a cat. Picture in mind what it looks like, you
probably thought of an image of the common cat we
see, rather than some rare breed or species.

A. Concepts as feature lists

B. Concepts as prototype
C. Concepts as exemplars
D. Concepts as examples

4. Represent a variety of examples. It allows

learner to know that an example under a concept may
have variability.

A. Concepts as feature lists

B. Concepts as prototype
C. Concepts as examplars
D. Concepts as examples

5. It is an idea or a visual image of a “Typical”

example.

A. Concept
B. Prototype
C. Schemas
D. Script
 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Concepcion Campus, D.B. Oñate St. Poblacion, Concepcion, Iloilo

6. This is also called cognitive constructivism. It

emphasizes individual, internal construction of
knowledge. It is largely based on Piaget's theory.

A. Individual Constructivism
B. Social Constructivism
C. Cognitive Process
D. Constructivism

7. This view emphasizes that "knowledge exists in a

social context and is initially shared with others
instead of being represented solely in the mind of
an individual." It is based on Vygotsky's theory.

A. Individual Constructivism
B. Constructivism
C. Social Constructivism
D. Cognitive Process

8. They see learners as active thinkers who interpret

new information based on what they already know. They
construct knowledge in a way that makes sense to them.

A. Learners construct understanding

B. Learning is facilitated by social interaction.
C. New learning depends on current understanding.
D. Meaningful learning occurs within authentic
learning tasks.

9. Background information is very important. It is

through the views or scheme that the learner has that
new information will be interpreted.

A. Meaningful learning occurs within authentic

learning tasks
B. Learning is facilitated by social interaction
C. New learning depends on current understanding
D. Learners construct understanding

10. Learners have a lot of opportunities to cooperate

and collaborate to solve problems and discover things.
Teachers play the role of a facilitator rather than an
expert who has all knowledge.

A. Meaning learning occurs within authentic learning

tasks
B. Learners construct understanding
C. New learning depends on current understanding
D. Learning is facilitated by social interaction

11. This type of transfer refers to transfer between

very similar contexts.

A. Far transfer
B. Near transfer
 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Concepcion Campus, D.B. Oñate St. Poblacion, Concepcion, Iloilo

C. Negative transfer

12. This type of transfer occurs when learning in one

context impacts negatively on performance in another.

A. Far transfer
B. Positive transfer
C. Negative transfer

13. This types of transfer occurs when learning in one

context improves performance in some other context.
For instance, a speaker of Spanish would find it
easier to learn Mexican language that Japanese.

A. Negative Transfer
B. Positive Transfer
C. Near Transfer

14. This type of transfer refers to transfer between

contexts that, on appearance, seem remote and alien to
one another.

A. Positive Transfer
B. Far Transfer
C. Near Transfer

15. This is also called “general transfer”.

A. Far transfer
B. Positive transfer
C. Negative transfer

16. The change was made because knowledge does not

refer to a cognitive or thinking level. Knowledge is
the object of thinking. Remember is an appropriate
word for the first thinking level which involves
recalling and retrieving knowledge.

A. The comprehension level was changed to understand

B. The knowledge level was changed to remember
C. Synthesis was changed to create and was placed as
the highest level.

17. It includes the hierarchical ordered levels of

thinking. The thinking levels move from the simplest
to the most complex. The levels are remember,
understand, apply, analyze, evaluate and create.

A. The Cognitive Dimension

B. Knowledge Dimension
C. Revised Taxonomy
 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Concepcion Campus, D.B. Oñate St. Poblacion, Concepcion, Iloilo

18. The knowledge that teachers aim to teach and

students aim to learn can be about facts, concepts,
procedures and metacognitive knowledge.

A. The Cognitive Dimension

B. Knowledge Dimension

C. Revised Taxonomy

19. Remains to be in hierarchical levels of increasing

complexity, it is intended to be more flexible, in
that it allows the categories to overlap.

A. Revised Taxonomy

B. Old Taxonomy

C. Bloom Taxonomy

20. Teachers are likely to use the word understand

when referring to their work rather than comprehension.

A. The knowledge level was changed to remember.

B. Synthesis was changed to create and was placed as

the highest level.

C. The comprehension level was changed to understand.

21. Occurs when learning in one context improves

performance.

A. transfer Learning

B. positive transfer

C. Types of transfer

22. Transfer occurs when learning in one context

Impact Negativily.

A. Negative transfer

B. Negative Mindset

C. Sychomotor

23. Transfer very similar Context.

A. Far transfer

B. Specific transfer

C. Near transfer
 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Concepcion Campus, D.B. Oñate St. Poblacion, Concepcion, Iloilo

24. Refers to transfer Between Context.

A. Near transfer

B. Far transfer

C. Positive transfer

25. Transfer Learning Happens when learning in one

context.

A. Explain

B. Transfer Learning

C. Types of learning

26. It is a vital that we remember what we learn.

A. Creative

B. Memory

C. Practical

D. Analytical

27. Apply and put to action what we learn.

A. Memory

B. Analytical

C. Creative

D. Practical

28. Use critical thinking to evaluate the things we

learn.

A. Analytical

B. Memory

C. Practical

D. Creative

29. Be innovative in finding better ways of doing

things and solving problem.

A. Practical

B. Analytical

C. Creative
 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Concepcion Campus, D.B. Oñate St. Poblacion, Concepcion, Iloilo

D. Memory

30. Help the person. Determine if a certain idea is

good.

A. Creative skills

B. Analytical skills

C. Practical skills

D. Memory skills

31. Allow a person to come up with a new idea, usually

to answer a need or solve a problem.

A. Memory skills

B. Practical skills

C. Analytical skills

D. Crative skills

32. Helps us recall facts and pieces of information.

A. Practical skills

B. Creative skills

C. Memory skills

D. Analytical skills

33. Enable a person to apply what one has learned.

A. Practical skills

B. Memory skills

C. Analytical skills

D. Creative skills

34. A hierarchical ordering of skills in different

domains whose primary use is to help teachers teach
and students learn effectively and efficiently.

A. Transfer of Learning

B. The Revised Bloom's Taxonomy

C. Sternberg Intelligence Theory

D. Problem Solving and Creativity

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Concepcion Campus, D.B. Oñate St. Poblacion, Concepcion, Iloilo

35. An in-depth understanding and of these applied

concepts, rules and principles, these are broken down
into parts.

A. Analysis

B. knowledge

C. Application

D. comprehension

36. A still higher level of thinking is when students

put together elemen of what has been learned in a new
way.

A. Knowledge

B. Synthesis

C. Evaluation

D. application

37. They come up with wholistic, complete, more

integrated, or even a new view or perspective of what
was learned. With a full grasp of what was learned,
the students can now assess of judge, based on a set
of standards, on what they have learned.

A. Synthesis

B. Application

C. Evaluation

D. analysis

38. The cognitive and the knowledge dimensions. The

cognitive dimension includes the hierarchical ordered
levels of thinking. The thinking levels move from the
simplest to the most complex. The levels are remember,
understand, apply, analyze, evaluate and create.

A. synthesis

B. The cognitive domain

C. The knowledge dimension

D. The revised taxonomy.

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Concepcion Campus, D.B. Oñate St. Poblacion, Concepcion, Iloilo

39. Is a mental activity directed toward purposive

adaptation to, selection and shaping of, real-world
environments relevant to one's life.

A. Intelligence

B. Wisdom

C. Synthesized

D. Creativity

40. According to her successful intelligence is the

ability to succeed in life,given one's own goals,
within one's environmental contexts.

A. Torrance

B. Sternberg

C. Bruner's

D. Eggen and Kauchak

41. Refers to the production of ideas that show a

variety of possibilities or realms of thoughts.

A. fluency

B. flexibility

C. Elaboration

D. originality

42. Is the process of enhancing ideas by providing

more details.

A. Fluency

B. Flexibility

C. Elaboration

D. originality

43. Involves the production of ideas that are unique

or unusual.lt involves synthesis or putting
information about a topic back together in a new way.

A. fluency

B. flexibility

C. Elaboration
 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Concepcion Campus, D.B. Oñate St. Poblacion, Concepcion, Iloilo

D. originality

44. Refers to the production of a great number of

ideas or alternate solutions to a problem implies
understanding, not just remembering information that
is learned.

A. fluency

B. flexibility

C. Elaboration

D. originality

45. A common framework for creative thinking process

is describe by (1979)

A. robert sternberg

B. david krathwohlT

C. torrance

D. Vygotsky

46. It is an idea or a visual image of a “Typical”

example.

A. Concept
B. Prototype
C. Schemas
D. Script

47. This is also called cognitive constructivism. It

emphasizes individual, internal construction of
knowledge. It is largely based on Piaget's theory.

A. Constructivism
E. Social Constructivism
F. Cognitive Process
G. Individual Constructivism

48. This view emphasizes that "knowledge exists in a

social context and is initially shared with others
instead of being represented solely in the mind of
an individual." It is based on Vygotsky's theory.

A. Individual Constructivism
B. Social Constructivism
C. Constructivism
D. Cognitive Process
 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Concepcion Campus, D.B. Oñate St. Poblacion, Concepcion, Iloilo

49. They see learners as active thinkers who interpret

new information based on what they already know. They
construct knowledge in a way that makes sense to them.

A. Learners construct understanding

B. Learning is facilitated by social interaction.
C. New learning depends on current understanding.
D. Meaningful learning occurs within authentic
learning tasks.

50. Background information is very important. It is

through the views or scheme that the learner has that
new information will be interpreted.

A. Meaningful learning occurs within authentic

learning tasks
B. Learning is facilitated by social interaction
C. New learning depends on current understanding
D. Learners construct understanding