BTC Test Final Review Questions & Answers 2024/2025
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BTC
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BTC
BTC Test Final Review Questions & Answers 2024/2025
Bloom's Taxonomy - ANSWERScategorizes and describes the levels of thinking at which a learner can operate, can be a useful tool for students as they develop the study strategies necessary to succeed in college
remembering 1 - ANSWERSinvolv...
BTC Test Final Review Questions &
Answers 2024/2025
Bloom's Taxonomy - ANSWERScategorizes and describes the levels of thinking at which a learner can
operate, can be a useful tool for students as they develop the study strategies necessary to succeed in
college
remembering 1 - ANSWERSinvolves the retrieval of information from long-term memory. Being able to
recall basic information is essential for meaningful learning and is necessary in the completion of
complex tasks. (remembering a phone number, the correct spellings of common words, key events in
history, the teachings of significant philosophers)
understanding 2 - ANSWERSAt this level, students are able to construct meaning from what they have
learned and to build connections between new information and prior knowledge. At this level, students
are able to interpret, explain, and classify information.
applying 3 - ANSWERSAt this level, an individual employs the knowledge he or she has acquired to new
situations in order to execute familiar procedures or apply familiar procedures to unfamiliar tasks. When
learners reach this level, they must draw on the abilities developed at the lower levels of Bloom's
Taxonomy, first remembering (level 1) the needed knowledge and understanding (level 2) that
information in order to apply it to a new situation.
analyzing 4 - ANSWERSAt this level, learners break materials or concepts into their components and use
analytical-thinking skills to examine those components, determining how they are related to each other
and the overall structure/concept. Students operating at this level are able to differentiate, analyze, or
organize
evaluating 5 - ANSWERSStudents operating at this level can make judgments based on criteria and
standards. They are able to examine information, a product, or a process and formulate their own
judgment about it. For example, is a Mac better than a PC?
creating 6 - ANSWERSAt this level, students can demonstrate the ability to generate ideas, alternatives,
and hypotheses; to create procedures for the completion of a project or task; or to produce an original
product, such as a play, essay, or presentation.
, Cornell method - ANSWERSmethod of note taking where the student divides the paper into 3 sections (a,
b, c).
Section B: notes written in paragraph form (general ideas)
Section A: Recall or cue
Section C: summary of the information
concept maps - ANSWERShierarchical—beginning with the key concept at the top of the map. Students
who prefer information presented in a structured, linear fashion
mind mapping - ANSWERSThe most important concept is at the center of the illustration. Students who
learn more easily from figures and drawings may prefer the less structured format
Elaborative interrogation - ANSWERSinvolves integrating new information into an existing base of
knowledge about a particular concept or idea. Students can use consistent prompts, such as "Why does
X exist?" or "Why is Z true (or untrue)?" to begin the process of relating new information to what they
already know.
self-explanation - ANSWERSinvolves integrating new information but without the use of consistent
prompts. With this technique, a student may be asked to solve a problem for "X." Following his or her
attempt at solving the problem, the student would be asked to explain the steps taken to solve the
problem and then relate those to his or her prior knowledge
Practice testing - ANSWERSstrategy that may involve explaining a particular answer or approach to
solving a problem. As the name implies, students who use this technique practice problems, develop and
answer questions, or quiz themselves on information that may be included on a test or exam.
distributed practice - ANSWERSstrategy where students attempt to learn new information (using any of
the study techniques or a combination of approaches) over a prolonged period of time. In other words,
this strategy encourages students to learn or study something new in study sessions that are spread out
over a period of time rather than scheduled back-to-back.
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