TEFL EXAM QUESTIONS WITH
CORRECT SOLUTIONS||UPDATED
2025/2026 SYLLABUS||100%
GUARANTEED PASS||A+
GRADED||<<NEWEST VERSION>>||
What are 3 steps in the paraphrasing process? - ANSWER ✓ Reword, Rechech, &
Rearrange
Bloom's taxonomy (1 of 2) - ANSWER ✓ Benjamin Bloom studied learning and
came to the conclusion that learning activities could be categorized into 6 segments
based on the level of thinking that they require. He framed his theory into the
shape of a triangle with the lowest-level thinking at the bottom. He did this because
even though the lower-level activities require less thinking, they provide the base
for higher-level thinking. He believed (as many do) it is hard to extend your
learning on a topic if you do not understand the topic itself. We will discuss each
category in reverse order, starting with what Bloom labeled as the lowest level of
thinking.
Bloom's taxonomy: Remember - ANSWER ✓ At the base of this triangle,
representing the lowest level of thinking, is any activity that requires a student to
recall facts and basic concepts. These types of activities are extremely important in
a student's learning, since it is hard to take the next step without first knowing the
basic facts. Activities that require students to remember include defining words,
memorizing facts, listing things, and repeating information.
Bloom's taxonomy: Understand - ANSWER ✓ At the next level of thinking,
teachers ask students to comprehend what they are memorizing and repeating. In
order for students to explore content in any way, they need to comprehend what
they are studying. Activities that require students to explain ideas or concepts
include classifying information, describe, discuss, and explain information.
Bloom's taxonomy (2 of 2): Apply - ANSWER ✓ Once students understand the
information they are learning, they can take the next step and apply what they
,learned to new situations. This displays a higher level of thinking because the
student needs to understand the concept enough to apply it to something different.
For example: a student may recite Romeo & Juliet which displays memory. They
may comprehend the play enough to explain it, which displays understanding.
Now, if they can take that comprehension of the play and use it to understand
Othello, they are applying their knowledge. Activities that require students to apply
their knowledge include implementing plans, solving problems, and demonstrating
knowledge.
Bloom's taxonomy: Analyze - ANSWER ✓ True analysis of a concept requires a
student to have accomplished all the levels of thinking that come before it. In order
to delve into a topic and analyze more than what is explicitly stated, a student
needs to understand it completely. When students analyze, they draw connections
between ideas and explore connotative and deep meaning. Activities that require
students to analyze include differentiating information, organizing information,
comparing and contrasting, and experimenting.
Bloom's taxonomy: Evaluate - ANSWER ✓ The act of evaluating does not
necessarily require much thinking; we are constantly in judgment of things we
know nothing about. However, to make an accurate judgment about something,
you need to completely understand it. Ask your students if Americans were
justified in fighting against the British in the American Revolution. They will need
to understand how the war began, why each side fought, then make a determination
about the colonies' justification. Activities that require students to justify a stand or
decision include appraisals, arguments, judgments, and critiques.
Bloom's taxonomy: Create - ANSWER ✓ The highest level of thinking, according
to Bloom, is when you ask your students to synthesize what they have learned and
create something new. The idea behind the emphasis on this skill is that students
need to understand something completely to now go and create something of their
own that is related. Activities that require students to synthesize their knowledge
include designing, assembling, constructing, writing (something original), etc.
Pedagogy - Behaviorism (1 of 2): Positive reinforcement - ANSWER ✓ When an
outsider rewards a desired behavior by providing a desired stimulus. An example
of this is giving a student a good grade for working hard on an assignment.
Pedagogy - Behaviorism (1 of 2): Negative reinforcement - ANSWER ✓ This is
probably the most misunderstood term in behaviorism. The word negative refers to
, removal, and the word reinforcement refers to a stimulus. Therefore, negative
reinforcement is when an outsider rewards a desired behavior by removing an
undesirable stimulus. An example of this would be rewarding a student for good
behavior by not yelling at him or her like you normally would.
Pedagogy - Behaviorism (1 of 2): Positive punishment - ANSWER ✓ This is
when an outsider presents the subject with an undesirable stimulus as a
consequence of doing something wrong or not doing something right. An example
of this would be giving a student an F for not doing his or her work.
Pedagogy - Behaviorism (1 of 2): Negative punishment - ANSWER ✓ This is
when an outsider removes a desired stimulus from the subject as a consequence of
doing something wrong or not doing something right. An example of this would be
telling a student he or she can no longer sit with friends because he or she is
misbehaving.
Classic Conditioning - ANSWER ✓ which refers to conditioning involuntary
behavior (a dog does not choose to salivate)
Operant Conditioning - ANSWER ✓ B.F. Skinner extended this idea, referring to
his ideas as operant conditioning, which refers to conditioning voluntary actions
through reinforcement and punishment.
Behaviorism (2 of 2): Theories 1 - ANSWER ✓ Learners are not active in the
learning process, but rather passive participants who are simply responding to
stimuli.
Behaviorism (2 of 2): Theories 2 - ANSWER ✓ Learners begin as a blank page,
and behavior is only shaped when stimuli provide either positive or negative
reinforcement.
Behaviorism (2 of 2): Theories 3 - ANSWER ✓ The more a behavior is
reinforced, whether negatively or positively, the more likely the student is to repeat
that behavior.
Behaviorism (2 of 2): Theories 4 - ANSWER ✓ In the same way, the more a
behavior is punished, whether negatively or positively, the less likely the student is
to repeat that behavior.
CORRECT SOLUTIONS||UPDATED
2025/2026 SYLLABUS||100%
GUARANTEED PASS||A+
GRADED||<<NEWEST VERSION>>||
What are 3 steps in the paraphrasing process? - ANSWER ✓ Reword, Rechech, &
Rearrange
Bloom's taxonomy (1 of 2) - ANSWER ✓ Benjamin Bloom studied learning and
came to the conclusion that learning activities could be categorized into 6 segments
based on the level of thinking that they require. He framed his theory into the
shape of a triangle with the lowest-level thinking at the bottom. He did this because
even though the lower-level activities require less thinking, they provide the base
for higher-level thinking. He believed (as many do) it is hard to extend your
learning on a topic if you do not understand the topic itself. We will discuss each
category in reverse order, starting with what Bloom labeled as the lowest level of
thinking.
Bloom's taxonomy: Remember - ANSWER ✓ At the base of this triangle,
representing the lowest level of thinking, is any activity that requires a student to
recall facts and basic concepts. These types of activities are extremely important in
a student's learning, since it is hard to take the next step without first knowing the
basic facts. Activities that require students to remember include defining words,
memorizing facts, listing things, and repeating information.
Bloom's taxonomy: Understand - ANSWER ✓ At the next level of thinking,
teachers ask students to comprehend what they are memorizing and repeating. In
order for students to explore content in any way, they need to comprehend what
they are studying. Activities that require students to explain ideas or concepts
include classifying information, describe, discuss, and explain information.
Bloom's taxonomy (2 of 2): Apply - ANSWER ✓ Once students understand the
information they are learning, they can take the next step and apply what they
,learned to new situations. This displays a higher level of thinking because the
student needs to understand the concept enough to apply it to something different.
For example: a student may recite Romeo & Juliet which displays memory. They
may comprehend the play enough to explain it, which displays understanding.
Now, if they can take that comprehension of the play and use it to understand
Othello, they are applying their knowledge. Activities that require students to apply
their knowledge include implementing plans, solving problems, and demonstrating
knowledge.
Bloom's taxonomy: Analyze - ANSWER ✓ True analysis of a concept requires a
student to have accomplished all the levels of thinking that come before it. In order
to delve into a topic and analyze more than what is explicitly stated, a student
needs to understand it completely. When students analyze, they draw connections
between ideas and explore connotative and deep meaning. Activities that require
students to analyze include differentiating information, organizing information,
comparing and contrasting, and experimenting.
Bloom's taxonomy: Evaluate - ANSWER ✓ The act of evaluating does not
necessarily require much thinking; we are constantly in judgment of things we
know nothing about. However, to make an accurate judgment about something,
you need to completely understand it. Ask your students if Americans were
justified in fighting against the British in the American Revolution. They will need
to understand how the war began, why each side fought, then make a determination
about the colonies' justification. Activities that require students to justify a stand or
decision include appraisals, arguments, judgments, and critiques.
Bloom's taxonomy: Create - ANSWER ✓ The highest level of thinking, according
to Bloom, is when you ask your students to synthesize what they have learned and
create something new. The idea behind the emphasis on this skill is that students
need to understand something completely to now go and create something of their
own that is related. Activities that require students to synthesize their knowledge
include designing, assembling, constructing, writing (something original), etc.
Pedagogy - Behaviorism (1 of 2): Positive reinforcement - ANSWER ✓ When an
outsider rewards a desired behavior by providing a desired stimulus. An example
of this is giving a student a good grade for working hard on an assignment.
Pedagogy - Behaviorism (1 of 2): Negative reinforcement - ANSWER ✓ This is
probably the most misunderstood term in behaviorism. The word negative refers to
, removal, and the word reinforcement refers to a stimulus. Therefore, negative
reinforcement is when an outsider rewards a desired behavior by removing an
undesirable stimulus. An example of this would be rewarding a student for good
behavior by not yelling at him or her like you normally would.
Pedagogy - Behaviorism (1 of 2): Positive punishment - ANSWER ✓ This is
when an outsider presents the subject with an undesirable stimulus as a
consequence of doing something wrong or not doing something right. An example
of this would be giving a student an F for not doing his or her work.
Pedagogy - Behaviorism (1 of 2): Negative punishment - ANSWER ✓ This is
when an outsider removes a desired stimulus from the subject as a consequence of
doing something wrong or not doing something right. An example of this would be
telling a student he or she can no longer sit with friends because he or she is
misbehaving.
Classic Conditioning - ANSWER ✓ which refers to conditioning involuntary
behavior (a dog does not choose to salivate)
Operant Conditioning - ANSWER ✓ B.F. Skinner extended this idea, referring to
his ideas as operant conditioning, which refers to conditioning voluntary actions
through reinforcement and punishment.
Behaviorism (2 of 2): Theories 1 - ANSWER ✓ Learners are not active in the
learning process, but rather passive participants who are simply responding to
stimuli.
Behaviorism (2 of 2): Theories 2 - ANSWER ✓ Learners begin as a blank page,
and behavior is only shaped when stimuli provide either positive or negative
reinforcement.
Behaviorism (2 of 2): Theories 3 - ANSWER ✓ The more a behavior is
reinforced, whether negatively or positively, the more likely the student is to repeat
that behavior.
Behaviorism (2 of 2): Theories 4 - ANSWER ✓ In the same way, the more a
behavior is punished, whether negatively or positively, the less likely the student is
to repeat that behavior.
