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Solo taxonomy important mcqs

Solo taxonomy important mcqs with answers for ppsc fpsc NTS preparation taken from different past papers

some mcqs are repeated because they appear more than one time in exam

1. What is Solo Taxonomy?
a) A learning theory
b) A teaching method
c) A cognitive framework
d) A curriculum design

Answer: c) A cognitive framework

2. Who developed Solo Taxonomy?
a) John Biggs
b) Benjamin Bloom
c) David Ausubel
d) Jean Piaget

Answer: a) John Biggs

3. What are the five levels of Solo Taxonomy?
a) Pre-structural, Uni-structural, Multi-structural, Relational, and Extended Abstract
b) Knowledge, Comprehension, Application, Analysis, and Synthesis
c) Remembering, Understanding, Applying, Analyzing, and Evaluating
d) Bloom’s Taxonomy levels

Answer: a) Pre-structural, Uni-structural, Multi-structural, Relational, and Extended Abstract

4. What is the Pre-structural level in Solo Taxonomy?
a) No understanding or connection to the task
b) A basic understanding of the task
c) A superficial understanding of the task
d) A deep understanding of the task

Answer: a) No understanding or connection to the task

5. What is the Uni-structural level in Solo Taxonomy?
a) One relevant aspect of the task is addressed
b) Multiple aspects of the task are addressed
c) All aspects of the task are addressed
d) The task is not addressed

Answer: a) One relevant aspect of the task is addressed

6. What is the Multi-structural level in Solo Taxonomy?
a) Multiple aspects of the task are addressed separately
b) Multiple aspects of the task are addressed in relation to each other
c) One aspect of the task is addressed in depth
d) The task is not addressed

Answer: a) Multiple aspects of the task are addressed separately

7. What is the Relational level in Solo Taxonomy?
a) Multiple aspects of the task are addressed in relation to each other
b) One aspect of the task is addressed in depth
c) The task is addressed in a superficial way
d) The task is not addressed

Answer: a) Multiple aspects of the task are addressed in relation to each other

 

8. What is the Extended Abstract level in Solo Taxonomy?
a) The task is addressed in a superficial way
b) The task is addressed in a detailed way
c) The task is addressed in relation to other tasks
d) The task is addressed at a high level of abstraction

Answer: d) The task is addressed at a high level of abstraction

9. What is the main purpose of Solo Taxonomy?
a) To assess student learning
b) To design curriculum
c) To evaluate teacher effectiveness
d) To understand cognitive processes

Answer: d) To understand cognitive processes

10. Which level of Solo Taxonomy involves addressing multiple aspects of a task in relation to each other?
a) Uni-structural
b) Multi-structural
c) Relational
d) Extended Abstract

Answer: c) Relational

11. What is the key characteristic of the Pre-structural level?
a) Lack of understanding
b) Superficial understanding
c) Deep understanding
d) Detailed understanding

Answer: a) Lack of understanding

12. Which level of Solo Taxonomy involves addressing one aspect of a task in depth?
a) Uni-structural
b) Multi-structural
c) Relational
d) Extended Abstract

Answer: b) Multi-structural

13. What is the main difference between Solo Taxonomy and Bloom’s Taxonomy?
a) Number of levels
b) Focus on cognitive processes
c) Emphasis on assessment
d) Application in curriculum design

Answer: b) Focus on cognitive processes

14. How many levels are in Solo Taxonomy?
a) 3
b) 4
c) 5
d) 6

Answer: c) 5

15. Which level of Solo Taxonomy involves addressing the task at a high level of abstraction?
a) Uni-structural
b) Multi-structural
c) Relational
d) Extended Abstract

Answer: d) Extended Abstract

16. What is the role of Solo Taxonomy in education?
a) To assess student learning
b) To design curriculum
c) To evaluate teacher effectiveness
d) To understand cognitive processes and improve learning outcomes

Answer: d) To understand cognitive processes and improve learning outcomes

17. Which level of Solo Taxonomy involves no understanding or connection to the task?
a) Pre-structural
b) Uni-structural
c) Multi-structural
d) Relational

Answer: a) Pre-structural

18. How does Solo Taxonomy differ from other cognitive frameworks?
a) Number of levels
b) Focus on cognitive processes
c) Emphasis on assessment
d) Application in curriculum design and understanding cognitive processes

Answer: d) Application in curriculum design and understanding cognitive processes

19. How does Solo Taxonomy support differentiated instruction?
a) By providing a framework for assessment
b) By offering insights into cognitive processes
c) By helping teachers understand and adapt to student cognitive processes
d) By evaluating teacher effectiveness

Answer: c) By helping teachers understand and adapt to student cognitive processes

20. What is the main benefit of using Solo Taxonomy in education?
a) Improved learning outcomes
b) Enhanced teacher effectiveness
c) Better curriculum design
d) More accurate assessment

Answer: a) Improved learning outcomes

21. Which level of Solo Taxonomy involves addressing the task in a detailed way?
a) Uni-structural
b) Multi-structural
c) Relational
d) Extended Abstract

Answer: b) Multi-structural

22. How can Solo Taxonomy be used to evaluate student learning?
a) By assessing student performance against specific criteria
b) By understanding student cognitive processes
c) By designing assessment tasks
d) By developing curriculum

Answer: b) By understanding student cognitive processes

23. What is the primary focus of Solo Taxonomy?
a) Assessment
b) Curriculum design
c) Cognitive processes
d) Teacher evaluation

Answer: c) Cognitive processes

24. Which level of Solo Taxonomy involves demonstrating a deep understanding of the task?
a) Relational
b) Extended Abstract
c) Multi-structural
d) Uni-structural

Answer: b) Extended Abstract

25. How can Solo Taxonomy be used to support student learning?
a) By providing a framework for assessment
b) By understanding student cognitive processes
c) By designing curriculum
d) By evaluating teacher effectiveness

Answer: b) By understanding student cognitive processes

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