ALIGNMENT OF TEST QUESTIONS

TO THE DIFFERENT LEVELS OF

COGNITIVE PROCESS DIMENSIONS
1. How would you reproduce a circle?

Answer: REMEMBERING
2. Consider the short paragraph below, in what section of
an essay could you possibly read this?
Now that you have heard all about what the library has to
offer, are you still feeling a little insecure about using it? If so,
consider talking with one of the librarians. Their job is to make
you feel at ease.

A. Introduction C. Conclusion Answer:

B. Body D. Title EVALUATION
2. What do you call an effort used to gain support in
order to win an election?
A. campaign C. platform
B. effort D. Title

Answer:
REMEMBERING
 OBJECTIVES:

1. RECALL/REVISIT THE DIFFERENT COGNITIVE PROCESS

DIMENSIONS
2. EVALUATE THE FORMULATED MULTIPLE CHOICE
QUESTIONS
3. ALIGN THE FORMULATED MULTIPLE CHOICE
QUESTIONS TO THE TOS COGNITIVE PROCESS
DIMENSION
Bloom's Revised Taxonomy in
Assessment
 REMEMBERING
Definition: retrieve, recall, or recognize relevant
knowledge from long-term memory

EXAMPLE
• recall dates of important events in Philippine history,
• remember the components of a bacterial cell
 REMEMBERING
Appropriate learning outcome verbs: 

cite, define, describe, identify, label, list, match, name,

outline, quote, recall, report, reproduce, retrieve,
show, state, tabulate, draw, locate, find, state, relate,
tell, memorize, recite, select, recognize
 REMEMBERING
QUESTION STARTERS: 

1. What happened after…?

2. When did the _____happen?
3. How would you describe…?
4. Find the meaning of…?
5. How would you reproduce …?
 UNDERSTANDING
Definition: demonstrate comprehension through one or
more forms of explanation

EXAMPLES:
• classify a physical illness
• compare ritual practices in two different religions
 UNDERSTANDING
Appropriate learning outcome verbs: 

abstract, arrange, articulate, associate, categorize,

clarify, classify, compare, compute, conclude, contrast,
convert, defend, diagram, differentiate, discuss,
distinguish, estimate, exemplify, explain, extend,
extrapolate, generalize, interpret, outline, restate,
summarize
 UNDERSTANDING
Appropriate learning outcome verbs: (continuation) 
interpolate, interpret, match, outline, paraphrase,
predict, rearrange, reorder, rephrase, represent,
restate, summarize, transform, and translate.
 UNDERSTANDING
QUESTION STARTERS: 

1. How would you classify the type of…?

2. What is the main idea of…?
3. Which statements support..?
4. What can you say about…?
5. How would you compare …? contrast..?
 APPLYING
Definition: use information or a skill in a new
situation
EXAMPLES:
• use Newton's second law to solve a problem for which it is
appropriate,
• carry out a multivariate statistical analysis using a data set not
previously encountered
 APPLYING
Appropriate learning outcome verbs: 
apply, calculate, carry out, classify, complete,
compute, demonstrate, dramatize, employ, examine,
execute, experiment, generalize, illustrate, implement,
infer, interpret, manipulate, modify, operate,
organize, outline, predict, solve, transfer, translate,
and use.
 APPLYING
QUESTION STARTERS: 

1. What elements would you choose to change…?

2. How would you organize ____ to show…?
3. What would be the result if...?
4. What approach would use to…?
5. How would you solve___using what you have
learned...?
 ANALYZING
Definition: break material into its constituent parts
and determine how the parts relate to one another
and/or to an overall structure or purpose
EXAMPLES:
• analyze the relationship between different flora and fauna in an
ecological setting
• analyze the relationship between different characters in a play
• analyze the relationship between different institutions in a society
 ANALYZING
Appropriate learning outcome verbs: 
analyze, arrange, break down, categorize, classify,
compare, connect, contrast, deconstruct, detect,
diagram, differentiate, discriminate, distinguish,
divide, explain, identify, integrate, inventory, order,
organize, relate, separate, and structure
 ANALYZING
QUESTION STARTERS: 

1. What conclusions can you draw…?

2. How would you classify…?
3. What evidence can you find...?
4. What is the theme …?
5. Why do you think…?
 EVALUATING
Definition: make judgments based on criteria and
standards
EXAMPLES:
• detect inconsistencies or fallacies within a process or product,
• determine whether a scientist's conclusions follow from
observed data
• judge which of two methods is the way to solve a given problem
• determine the quality of a product based on disciplinary criteria
 EVALUATING
Appropriate learning outcome verbs: 
 appraise, apprise, argue, assess, compare, conclude,
consider, contrast, convince, criticize, critique, decide,
determine, discriminate, evaluate, grade, judge,
justify, measure, rank, rate, recommend, review,
score, select, standardize, support, test, and validate
 EVALUATING
QUESTION STARTERS: 

1. How would you rate or evaluate…?

2. What is your opinion of…?
3. Why was it better than...?
4. What would you recommend…?
5. How would you prove…? disprove…?
 CREATING
Definition: put elements together to form a new
coherent or functional whole; reorganize elements into a
new pattern or structure
EXAMPLES:
• design a new set for a theater production,
• write a thesis, develop an alternative hypothesis based on criteria,
• invent a product,
• compose a piece of music,
• write a play
 CREATING
Appropriate learning outcome verbs: 
 arrange, assemble, build, collect, combine, compile, compose,
constitute, construct, create, design, develop, devise,
formulate, generate, hypothesize, integrate, invent, make,
manage, modify, organize, perform, plan, prepare, produce,
propose, rearrange, reconstruct, reorganize, revise, rewrite,
specify, synthesize, and write.
 CREATING
QUESTION STARTERS: 

1. How would you improve…?

2. What alternative can you propose…?
3. How would you test or formulate a theory for...?
4. What you predict as outcome of…?
5. What changes would you make to solve…?
 TABLE OF SPECIFICATION
Cognitive Process Dimensions
Content
Learning Competencies No. of Days No. of Items
Standard
Remembering Understanding Applying Analyzing Evaluating Creating

EN10G-IVa-32: Observe
The learner the language of research, 6 6.0 1,2,4 3       6,7
demonstrates campaign, and advocacy
understanding of
how world literature Identify key structural
serves as a vehicle elements and language 5 5.0   10   5,8,9   11
of expressing and features of an exposition
resolving conflicts EN10WC-Ic-12.2 Formulate
between and statement of opinion or 4 4.0 12     13,15   14
among individuals assertion
or groups through EN10WC-IIb-13.2:
using strategies in Formulate claims of fact, 4 4.0   16     18 17,19
official reading, policy , and value
listening, and EN10WC-Ih-12-3:
viewing to evaluate Compose an exposition
text content, 5 5.0   24   20,21,22   23
expressing one's stand on
elements, features, an issue
and properties; Deliver a prepared or
extemporaneous impromptu talk on an issue
and impromptu employing the technique in 8 8.0 29 27 26 31 25 28,30,32
public speaking; public speaking
and using
affirmation and Compose text which
negation markers. include multimodal 8 8.0 39 38 33,37    
34,35,36,40
elements
 QUESTIONS
1. Which is the correct order in conducting research?
1. Ask a question A. 123456
2. Analyze results B. 134256
3. Make a hypothesis C. 134526
4. Test the hypothesis
D. 342156
5. Draw conclusions
6. Communicate results
REMEMBERING
EN10G-IVa-32: Observe the language of research, campaign, and advocacy
 QUESTIONS
2. A group of students would like to identify the communicative
strategies used by students in learning English. What is the best
action in order to gather the data competently?

A. Attend a session in the STEM class

B. Conduct research
C. Promote an advocacy
D. Promote for campaign activities

REMEMBERING
EN10G-IVa-32: Observe the language of research, campaign, and advocacy
 QUESTIONS
3. In which step of the scientific method does the paragraph
belong?
The study reveals the comprehension skill of the sophomore students enrolled
at the College of Arts and Sciences in terms of reading performance levels.
Among the three reading comprehension skills measured in the six areas of
specialization, it appears that the literal skill ranked first with an average of
84.4% and rated “excellent”. This is followed by the interpretative skill with an
obtained mean of 70.9 and rated “very good”. Last in the rank among the
three reading performance levels is the critical skill with an obtained mean of
51.6 and interpreted “good”.
 QUESTIONS

A. Drawing conclusions
B. Interpreting data
C. Making hypothesis
D. Making observations

UNDERSTANDING
EN10G-IVa-32: Observe the language of research, campaign, and advocacy
 QUESTIONS
5. Consider the short paragraph below, in what section of an
essay could you possibly read this?
Now that you have heard all about what the library has to offer, are you
still feeling a little insecure about using it? If so, consider talking with one of
the librarians. Their job is to make you feel at ease.

A.Introduction C. Conclusion
B. Body D. Title
ANALYZING
Identify key structural elements and language features of an exposition
 Just like what I said, let us support the use of paper bags and ban the use of plastic
containers! There are three pressing reasons why we need to put our force together
while we still have the chance to save the delirious condition of our environment. First,
it was confirmed that the clogging of our drainage and water system is because of
plastic containers. Another is the wrong practice that the children might develop when
they witness their own parents’ lack of concern about the deliberate throwing of
polystyrene and mineral water bottles anywhere. Lastly, our municipality is determined
to win the Green Community Award that will give our community a five-million cash
reward that can be used in several environment-friendly projects that are at hand.
Again, I am calling for your immediate response, so that this community will be
safer especially for the generation to come.

6. What advocacy do you have in mind after reading the campaign

speech above?
CREATING
A. Equal opportunities to all; stop discrimination!
B. Reduce! Reuse! Recycle!
C. Save our Earth! Stop Plastic Pollution!
D. Zero Waste for Zero Loss

CREATING

EN10G-IVa-32: Observe the language of research, campaign, and

advocacy
 QUESTIONS
17. Read the statement from Franz Sorilla IV. If you were to
formulate a claim of policy, which from the options is the best?

“We cannot prevent natural disasters from happening and with our
increasing misuse and abuse of our natural resources, these disasters would
just increase in intensity. What is necessary is for the government,
environmental sectors, and sustainable businesses to come together.”
- Franz Sorilla IV
 QUESTIONS
A. Citizens ought to prevent natural resources and natural disasters
B. It is necessary for the government, environmental sectors, and
sustainable businesses to come together.
C. Natural disasters must be prevented from happening by prohibiting
abuse of natural resources.
D. The government, environmental sectors, and sustainable businesses
should come together to prevent the increasing abuse of natural
resources.
CREATING

EN10WC-IIb-13.2: Formulate claims of fact, policy, and value

 QUESTIONS
23. Your younger brother is struggling with his homework on
exposition writing. As he approached you for help, he presented
his stand on the given topic: “E-books have many disadvantages in
comparison with their benefits. “
Recalling your knowledge on the structures of an exposition, how would
you assist your brother in developing the body of his paragraph?
 QUESTIONS
1. E-books strain our eyes when we read them for a long time on
a mobile device.
2. E-books cannot be read when our devices run out of battery.
3. E-books are portable. You can carry a whole library of
hundreds of books with you
4. E-books do not hold our attention in the same way traditional
books do.
5. E-books are delivered almost instantaneously. You can
purchase, download, and start reading them within minutes

EN10WC-Ih-12-3: Compose an exposition expressing one's stand on an

issue CREATING
30. When you wanted to conclude your speech with a
recommendation, how would you end your talk on “Handguns
and Automatic Weapons Should be banned?
A. In conclusion, I ask, how many more people will die needlessly before our
lawmakers ban the sale or ownership of handguns and automatic weapons?
B. Now that you have heard all about what the library has to offer, are you still feeling
a little insecure about using it? If so, consider talking with one of the librarians. Their
job is to make you feel at ease.
C. Sadly, it seems that Congress will continue to focus on getting rid of guns instead of
getting rid of the drug dealers and other criminals who use guns.
D. To conclude, we must keep the gun control issue alive. Write to you representative
and support gun control laws.
CREATING
Deliver a prepared or impromptu talk on an issue employing the technique in
public speaking
39. Why is it important to learn how to create multimodal texts?

A. It allows learners to experience learning in a variety of ways.

B. It encourages students to understand the ways media shapes
their world.
C. It improves learners' attention span
D. All of these statements about multimodal texts are correct.

ANALYZING
Compose text which include multimodal elements
LET’S THESE IN MIND
 REMEMBERING
Definition: retrieve, recall, or recognize relevant
knowledge from long-term memory
 UNDERSTANDING
Definition: demonstrate comprehension through one or
more forms of explanation
 APPLYING
Definition: use information or a skill in a new
situation
 ANALYZING
Definition: break material into its constituent parts
and determine how the parts relate to one another
and/or to an overall structure or purpose
 EVALUATING

Definition: make judgments based on criteria and

standards
 CREATING
Definition: put elements together to form a new
coherent or functional whole; reorganize elements into a
new pattern or structure
 Reference:

Anderson, Lorin W., and David R. Krathwohl, eds.

2001. A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom's Taxonomy of
Educational Objectives. New York: Addison Wesley
Longman, Inc.