Pretest Posttest

PRETEST/POSTTEST
School-Based Training on Higher Order Thinking Skills –

Professional Learning Package (HOTS-PLP) in English, Science, and
Mathematics
November 25-27, 2024
1) Which of the following is/are a higher-order thinking skill/s?

i. comparing different views
ii. making informed generalization
iii. listing information previously memorized
iv. recalling ideas or experiences in a sequence
a) i and ii
b) i and iii
c) ii and iii
d) ii and iv
2) How many levels of SOLO are there?

a) 3
b) 4
c) 5
d) 6
3) What does SOLO stand for?

a) Standard of Observed Learning Outcome
b) Standard of Observed Learner’s Outcome
c) Structure of Observed Learning Outcome
d) Structure of Observed Learner’s Outcome
4) What is the SOLO level where conclusions can be held open for logical
alternatives?
a) Unistructural
b) Multistructural
c) Relational
d) Extended abstract
5) What is the SOLO level illustrated in the figure?

a) Unistructural
b) Multistructural
c) Relational
6) The teacher assigns students to work in pairs for short discussion
activities. Which learning approach does the teacher exemplify?
a) inquiry-based
b) metacognitive
c) cooperative and collaborative
d) critical thinking and problem-solving
7) Students are trained in planning how to approach a learning task, using

appropriate skills and strategies to solve a problem, monitoring their
own comprehension of a text, and evaluating their progress toward the
completion of a task. Which learning approach do these activities
characterize?
a) inquiry-based
b) metacognitive
8) Which learning approach does the teacher exhibit when he or she

engages learners in different kinds of questions, gets them to develop
different skills, gives them varied assignments, and gets them to work
together?
a) inquiry-based
b) metacognitive
9) Analyze the question below and identify its SOLO level.

How would you classify an egg-laying animal covered with
dry, scaly skin and four legs used for crawling?
a) Unistructural
b) Multistructural
c) Relational
10) Analyze the question below and identify its SOLO level.
Enumerate the step-by-step process of making homemade
ice cream.
a) Unistructural
b) Multistructural
c) Relational
11) Which of the following statements is/are best to remember when

writing rationalizations?
I. Keep it concise but complete.
II. Focus on two things – explain why the answer is at the same solo
framework level (or multiple possible levels) with the question
and check on the accuracy of the concept.
III. Ensure the connection among the required competency, stem,
question, and acceptable answer.
IV. Do not accept the answer of the students if it goes
beyond a unistructural or multistructural level question.
a) I only
b) II and III
c) I, II and III
d) I, II, III and IV
12) To which classroom teaching-learning process may a teacher

use SOLO?
a) objective setting/motivation
b) review of previous lesson
c) assignment setting
d) assessment of learning
13) Which of the following statement best describes SOLO as a

framework? Choose one.
a) It connects students’ prior and new learning.
b) It requires students to connect ideas.
c) It supports learning.
d) It encompasses learning.
14) The SOLO model may be adopted by all teachers because its
focus is relevant to all subjects and all learning activities in schools.
Which of the following is NOT TRUE about using the SOLO model
in the teaching and learning process?
a) SOLO motivates students to ponder where they are presently
in terms of their level of understanding, and what they must
do to progress.
b) SOLO has been used as a framework in the development of the
three professional standards in the context of Philippine
education.
c) SOLO offers clear learning pathways that help teachers
focus on content knowledge.
d) SOLO offers assistance in writing only test questions that
can differentiate higher-order and lower-order ideas.
15) Which best explains a prestructural response?

a) It has no significance.
b) It is not clear.
c) It is wrong.
d) It does not connect ideas.
16) Which statement supports the use of SOLO in determining the

level of the students’ performance?
a) SOLO shows student knowledge via his or her responses.
b) Students show evidence of knowledge through observable
outcome.
c) Responses may be labelled using SOLO codes.
d) SOLO shows interplay between what is taught and what is
learned.
17) Which of the following statements is/are best to remember
when writing rationalizations?
I. Keep it concise but complete.
II. Focus on two things – explain why the answer is at the same solo
framework level (or multiple possible levels) with the question and
check on the accuracy of the concept.
III. Ensure the connection among the required competency, stem,
question, and acceptable answer.
IV. Do not accept the answer of the students if it goes beyond a
unistructural or multistructural level question.
a) I only
b) II and III
c) I, II and III
d) I, II, III and IV
18) To which classroom teaching-learning process may a teacher

use SOLO?
a) objective setting/motivation
b) review of previous lesson
c) assignment setting
d) assessment of learning
19) Which of the following statement best describes SOLO as a

framework? Choose one.
a) It connects students’ prior and new learning.
b) It requires students to connect ideas.
c) It supports learning.
d) It assesses learners.
20) The SOLO model may be adopted by all teachers because its
focus is relevant to all subjects and all learning activities in schools.
Which of the following is NOT TRUE about using the SOLO model
in the teaching and learning process?
a) SOLO motivates students to ponder where they are presently
in terms of their level of understanding, and what they must
do to progress.
b) SOLO has been used as a framework in the development of the
three professional standards in the context of Philippine
education.
c) SOLO offers clear learning pathways that help teachers
focus on content knowledge.
d) SOLO helps in writing only test questions that can
differentiate higher-order and lower-order ideas
1. a) i and ii
(Comparing different views and making informed generalizations are higher-order thinking skills.
Listing and recalling are lower-order thinking skills.)
2. c) 5
(SOLO taxonomy has five levels: Prestructural, Unistructural, Multistructural, Relational, and
Extended Abstract.)
3. c) Structure of Observed Learning Outcome

(SOLO stands for “Structure of Observed Learning Outcome.”)
4. d) Extended abstract
(At the extended abstract level, students can generalize and hold conclusions open for logical
alternatives.)
5. For this, I would need to see the figure, but based on typical SOLO structures:
c) Relational or d) Extended abstract are common in examples involving synthesis and evaluation.
6. c) Cooperative and collaborative

(Working in pairs for discussions exemplifies a cooperative and collaborative approach.)
7. b) Metacognitive
(Activities such as planning, monitoring, and evaluating are associated with metacognitive
strategies.)
8. c) Cooperative and collaborative

(The question describes collaborative tasks and teamwork.)
9. c) Relational
(Classifying animals based on specific characteristics involves connecting multiple ideas, typical of
the relational level.)
10. b) Multistructural
(Listing steps in a process is typically a multistructural task as it involves multiple elements but
lacks synthesis.)
11. c) I, II, and III

(Statements I, II, and III are crucial for writing rationalizations. Statement IV is too restrictive.)
12. d) Assessment of learning

(SOLO is often used to assess levels of learning and understanding.)
13. b) It requires students to connect ideas

(SOLO emphasizes the increasing complexity of ideas and connections between them.)
14. d) SOLO helps in writing only test questions that can differentiate higher-order and lower-
order ideas
(This is not true; SOLO also assists in other aspects of teaching beyond just test questions.)
15. a) It has no significance

(A prestructural response indicates little to no understanding of the task.)
16. b) Students show evidence of knowledge through observable outcomes

(SOLO is about measuring the complexity of student responses as an indication of learning.)
17. c) I, II, and III
18. d) Assessment of learning

(SOLO is primarily used for assessing the depth and structure of learning.)
19. b) It requires students to connect ideas

(SOLO is focused on how students connect and integrate ideas.)
20. d) SOLO helps in writing only test questions that can differentiate higher-order and lower-
order ideas (SOLO’s application goes beyond test questions and can inform various aspects of
teaching and learning.)

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PRETEST/POSTTEST

School-Based Training on Higher Order Thinking Skills –

1) Which of the following is/are a higher-order thinking skill/s?

2) How many levels of SOLO are there?

3) What does SOLO stand for?

5) What is the SOLO level illustrated in the figure?

7) Students are trained in planning how to approach a learning task, using

8) Which learning approach does the teacher exhibit when he or she

9) Analyze the question below and identify its SOLO level.

11) Which of the following statements is/are best to remember when

12) To which classroom teaching-learning process may a teacher

13) Which of the following statement best describes SOLO as a

15) Which best explains a prestructural response?

16) Which statement supports the use of SOLO in determining the

18) To which classroom teaching-learning process may a teacher

19) Which of the following statement best describes SOLO as a

3. c) Structure of Observed Learning Outcome

6. c) Cooperative and collaborative

8. c) Cooperative and collaborative

11. c) I, II, and III

12. d) Assessment of learning

13. b) It requires students to connect ideas

15. a) It has no significance

16. b) Students show evidence of knowledge through observable outcomes

18. d) Assessment of learning

19. b) It requires students to connect ideas

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