Teacher's questions can require different levels of abstraction in terms of cognitive skills.

Teacher's questions can require different levels of abstraction in terms of cognitive skills.

• A. False
• B. True
• C. Not sure
• D. Sometimes

Answer: (B)

The main idea is that questions can target different depths of thinking. Teachers don’t just ask for facts; they also design prompts that require applying concepts, analyzing relationships, evaluating arguments, or creating new ideas. This range in cognitive demands means questions can be more or less abstract, depending on what the teacher wants to assess. That’s why the statement is true. Saying false would ignore the clear variation in thinking demands across questions; saying not sure or sometimes underneath the breadth would be weaker, since educators routinely use a spectrum of abstraction to gauge understanding.

The main idea is that questions can target different depths of thinking. Teachers don’t just ask for facts; they also design prompts that require applying concepts, analyzing relationships, evaluating arguments, or creating new ideas. This range in cognitive demands means questions can be more or less abstract, depending on what the teacher wants to assess. That’s why the statement is true. Saying false would ignore the clear variation in thinking demands across questions; saying not sure or sometimes underneath the breadth would be weaker, since educators routinely use a spectrum of abstraction to gauge understanding.