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Critical Thinking MCQs with Answers

Welcome to the Critical Thinking MCQs with Answers . In this post, we have shared Critical Thinking Online Test for different competitive exams. Find practice Critical Thinking Practice Questions with answers in Aptitude Test exams here. Each question offers a chance to enhance your knowledge regarding Critical Thinking.

Critical thinking is the skill to analyze information thoroughly and make informed judgments. To engage in critical thinking, it’s essential to recognize your own biases and assumptions when processing information and to employ consistent criteria when assessing sources.

Critical Thinking Online Quiz

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• Test Name:  Critical Thinking MCQ Quiz Practice
• Type:  MCQ’s
• Total Questions:  40
• Total Marks:  40
• Time:  40 minutes

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Critical Reasoning: Practice Questions

• 2nd floors do not have lifts    
• 7th floors have lifts    
• Only floors above the 3rd floors have lifts
• All floors may be reached by lifts
• To call men intelligent who are not strikingly so must be to use the concept with undue imprecision
• Every empirical concept has a degree of vagueness    
• Calling someone intelligent or not depends upon one's whim
• There is no need to be as indecisive as the writer of the above
• The poachers arrested in Zinbaku between 1970 and 1980 were rarely sentenced to long prison terms
• Because of highly publicized campaigns against the slaughter of elephants, demand for ivory fell between 1970 and 1980
• The elephant   population in neighbouring Mombasa rose slightly between 1970 and 1980
• In Zinbaku, between 1970 and 1980, thousands of acres of forest, the elephant's natural habitat, were cleared for farming
• The roads outside highway would be as convenient as highway for most drivers of trucks..
• Most of the roads outside highways are not ready to handle truck traffic.
• Most trucks that are currently running in highway have a capacity of more than 8 tons.
• Cars are at greater risk of being involved in collisions than are trucks.
• Basics of Critical Reasoning
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• A group of Japanese researchers found that the successful work teams were led by dominant leaders
• University researchers found that there was a significant correlation between team productivity and the extent to which team members understood and complied with the group's objectives
• American researchers found that successful team members tended to rate their fellow members more favourably
• Industrial Psychologists of UK found that work groups who tended to participate in after-hours social activities were more productive
• Success in starting a new business largely depends on sound financial planning
• Venture capitalists are motivated by non-monetary gains    
• Social incentives motivate investors just as much as financial rewards
• None of these
• Highways are experiencing overcrowded traffic mainly because of sharp increases in car traffic
• Many drivers of trucks would rather buy trucks with a capacity of less than 8 tons than be excluded from highways.
• The number of collisions that occur near highways has reduced in recent years
• Trucks that have a capacity of more than 8 tons cause a disproportionately large number of collisions on highways
• Importing oil on tankers is currently less expensive than drilling for it offshore.
• Tankers can easily be redesigned so that their use entails less risk of an oil spill.
• The impact of offshore operations on the environment can be reduced by careful management.
• Oil spills caused by tankers have generally been more serious than those caused by offshore operations.

• All three types of households, urban, suburban, and rural, spend more of their income on housing than all other purchases combined.
• Rural households have lower housing and food costs than do either urban or suburban households.
• The median income of suburban and urban households is generally more than that of rural households.
• The average rural households include more people than does the average urban or suburban holds.
• Many sugar factories that are large consumers of sugarcane increase their production of sugarcane-based ethanol, yet their overall consumption of sugarcane decreased.
• Rainfall in sugarcane-growing regions was higher than it had been during previous year, allowing the growers to save money on expensive artificial irrigation.
• Sugarcane growers have saved money on wages by switching from paying labourers a daily wage to paying them by the amount harvested.
• Many small sugarcane growers joined together to form an association of sugarcane producers and began to buy supplies at low group rates.
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• Critical Reasoning: Concepts and Practice

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A Crash Course in Critical Thinking

What you need to know—and read—about one of the essential skills needed today..

Posted April 8, 2024 | Reviewed by Michelle Quirk

• In research for "A More Beautiful Question," I did a deep dive into the current crisis in critical thinking.
• Many people may think of themselves as critical thinkers, but they actually are not.
• Here is a series of questions you can ask yourself to try to ensure that you are thinking critically.

Conspiracy theories. Inability to distinguish facts from falsehoods. Widespread confusion about who and what to believe.

These are some of the hallmarks of the current crisis in critical thinking—which just might be the issue of our times. Because if people aren’t willing or able to think critically as they choose potential leaders, they’re apt to choose bad ones. And if they can’t judge whether the information they’re receiving is sound, they may follow faulty advice while ignoring recommendations that are science-based and solid (and perhaps life-saving).

Moreover, as a society, if we can’t think critically about the many serious challenges we face, it becomes more difficult to agree on what those challenges are—much less solve them.

On a personal level, critical thinking can enable you to make better everyday decisions. It can help you make sense of an increasingly complex and confusing world.

In the new expanded edition of my book A More Beautiful Question ( AMBQ ), I took a deep dive into critical thinking. Here are a few key things I learned.

First off, before you can get better at critical thinking, you should understand what it is. It’s not just about being a skeptic. When thinking critically, we are thoughtfully reasoning, evaluating, and making decisions based on evidence and logic. And—perhaps most important—while doing this, a critical thinker always strives to be open-minded and fair-minded . That’s not easy: It demands that you constantly question your assumptions and biases and that you always remain open to considering opposing views.

In today’s polarized environment, many people think of themselves as critical thinkers simply because they ask skeptical questions—often directed at, say, certain government policies or ideas espoused by those on the “other side” of the political divide. The problem is, they may not be asking these questions with an open mind or a willingness to fairly consider opposing views.

When people do this, they’re engaging in “weak-sense critical thinking”—a term popularized by the late Richard Paul, a co-founder of The Foundation for Critical Thinking . “Weak-sense critical thinking” means applying the tools and practices of critical thinking—questioning, investigating, evaluating—but with the sole purpose of confirming one’s own bias or serving an agenda.

In AMBQ , I lay out a series of questions you can ask yourself to try to ensure that you’re thinking critically. Here are some of the questions to consider:

• Why do I believe what I believe?
• Are my views based on evidence?
• Have I fairly and thoughtfully considered differing viewpoints?
• Am I truly open to changing my mind?

Of course, becoming a better critical thinker is not as simple as just asking yourself a few questions. Critical thinking is a habit of mind that must be developed and strengthened over time. In effect, you must train yourself to think in a manner that is more effortful, aware, grounded, and balanced.

For those interested in giving themselves a crash course in critical thinking—something I did myself, as I was working on my book—I thought it might be helpful to share a list of some of the books that have shaped my own thinking on this subject. As a self-interested author, I naturally would suggest that you start with the new 10th-anniversary edition of A More Beautiful Question , but beyond that, here are the top eight critical-thinking books I’d recommend.

The Demon-Haunted World: Science as a Candle in the Dark , by Carl Sagan

This book simply must top the list, because the late scientist and author Carl Sagan continues to be such a bright shining light in the critical thinking universe. Chapter 12 includes the details on Sagan’s famous “baloney detection kit,” a collection of lessons and tips on how to deal with bogus arguments and logical fallacies.

Clear Thinking: Turning Ordinary Moments Into Extraordinary Results , by Shane Parrish

The creator of the Farnham Street website and host of the “Knowledge Project” podcast explains how to contend with biases and unconscious reactions so you can make better everyday decisions. It contains insights from many of the brilliant thinkers Shane has studied.

Good Thinking: Why Flawed Logic Puts Us All at Risk and How Critical Thinking Can Save the World , by David Robert Grimes

A brilliant, comprehensive 2021 book on critical thinking that, to my mind, hasn’t received nearly enough attention . The scientist Grimes dissects bad thinking, shows why it persists, and offers the tools to defeat it.

Think Again: The Power of Knowing What You Don't Know , by Adam Grant

Intellectual humility—being willing to admit that you might be wrong—is what this book is primarily about. But Adam, the renowned Wharton psychology professor and bestselling author, takes the reader on a mind-opening journey with colorful stories and characters.

Think Like a Detective: A Kid's Guide to Critical Thinking , by David Pakman

The popular YouTuber and podcast host Pakman—normally known for talking politics —has written a terrific primer on critical thinking for children. The illustrated book presents critical thinking as a “superpower” that enables kids to unlock mysteries and dig for truth. (I also recommend Pakman’s second kids’ book called Think Like a Scientist .)

Rationality: What It Is, Why It Seems Scarce, Why It Matters , by Steven Pinker

The Harvard psychology professor Pinker tackles conspiracy theories head-on but also explores concepts involving risk/reward, probability and randomness, and correlation/causation. And if that strikes you as daunting, be assured that Pinker makes it lively and accessible.

How Minds Change: The Surprising Science of Belief, Opinion and Persuasion , by David McRaney

David is a science writer who hosts the popular podcast “You Are Not So Smart” (and his ideas are featured in A More Beautiful Question ). His well-written book looks at ways you can actually get through to people who see the world very differently than you (hint: bludgeoning them with facts definitely won’t work).

A Healthy Democracy's Best Hope: Building the Critical Thinking Habit , by M Neil Browne and Chelsea Kulhanek

Neil Browne, author of the seminal Asking the Right Questions: A Guide to Critical Thinking, has been a pioneer in presenting critical thinking as a question-based approach to making sense of the world around us. His newest book, co-authored with Chelsea Kulhanek, breaks down critical thinking into “11 explosive questions”—including the “priors question” (which challenges us to question assumptions), the “evidence question” (focusing on how to evaluate and weigh evidence), and the “humility question” (which reminds us that a critical thinker must be humble enough to consider the possibility of being wrong).

Warren Berger is a longtime journalist and author of A More Beautiful Question .

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85 Critical Thinking Questions to Carefully Examine Any Information

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The ability to think critically will often determine your success in life.

Let’s face it. Every day, we are bombarded by news, social media updates, and an avalanche of information. If you take all of this at face value, it’s easy to be deceived, misled or ripped off.

That’s why it’s important to  develop a mindset that focuses on critical thinking . This is a skill that needs to be developed in the classroom. But it’s also a valuable life skill.

With that in mind, the following post will share 85 critical thinking questions you can use to increase your awareness about different problems by carefully examining available information. 

Let’s get started…

Table of Contents

What Are Critical Thinking Questions?

Critical thinking questions are inquiries that help you think rationally and clearly by understanding the link between different facts or ideas. These questions create a seemingly endless learning process that lets you critique, evaluate, and develop a depth of knowledge about a given subject. Moreover, you get to reinforce your viewpoints or see things in a new way.

We make decisions every day, whether at work or home. Adopting logical, rational, and practical approaches in addressing various issues requiring critical thinking is essential in decision-making. Therefore, before arriving at a decision, always ask yourself relevant questions and carefully analyze the matter’s pros and cons.

Critical Thinking Questions When in an Argument

When you make an argument using a critical thinking approach, you focus on justified claims that are valid and based on evidence. It helps one establish a strong argument.

• Do I disagree with the other person? Might the person I'm arguing with be misinformed on what they are saying?
• Would I be comfortable saying what I am telling him/her if I was in front of a group of people? 
• What would happen if I lose this argument? Is engaging in this argument worth my time and energy? How will I feel if I lose?
• Is there room for ambiguity or misinterpretation? Are we arguing because I didn't make my point explicit? Should I take my time to understand his school of thought?
• Do I need some rest before saying something? Am I arguing because of other reasons other than the issues at hand? Do I need to take some time and cool down?

• Is it more important that I’m right? Am I trying to ask to prove an unnecessary point?
• Is this argument inductive, deductive, or abductive? Is it a weak or strong argument that I need to engage in? Is it compelling or sound? 
• Is my opponent sincere? Given that they are wrong, are they willing to admit that they are wrong? Can they depend on available evidence, wherever it leads?
• Are my opponents only trying to shift their burden to me? What is the best way to prove them wrong without making them feel bad?
• Are the people I'm arguing with only interested in winning, or are they trying to pass some information across and help me discover the truth?

Critical Thinking Questions When Reading a Book 

When you read a book, you probably ask yourself many “why” questions. Why is this a problem? Why did the character say that? Why is this important? The most challenging part of reading a book is assessing the information you are reading. These questions can help.

• If I learn only two things from this book, what will they be? How will they help me? How will I apply them in my daily life?
• What message are the authors trying to pass across? Are they making suggestions or providing evidence for their arguments?
• Given that almost every book is about solving problems, what is the most prevalent issue that the author is trying to solve?
• What is the author’s writing style? What strategy or master plan does the author employ to convey his/her main ideas throughout the book?
• Do I have background information about the book’s topic? If so, how is what the author is saying different from what I already know?
• What didn’t I understand from the book? Should I re-read the book to understand everything the writer is trying to convey?
• Which sections of the book do I love the most, and why? Generally, do I like this book? Should I look for more books that are written by the same author?
• If I had a chance to meet this book’s author, what questions would I ask him/her? What would I tell the writer about the book? Is it a great book worth recommending to your friends and family members?
• Who are the main characters of the book? If there is only one main character, what overarching goal does the character accomplish?
• In what ways did the protagonist change from the start of the book to the end? What caused the changes? Was the protagonist reckless in some ways? Which ways?

Critical Thinking Questions to Spot a Scam

Asking questions when you feel that a fraud or a scam is being presented to you is a good way to stretch your critical thinking muscles. Are you being emailed or messaged by a stranger? Or maybe there are other red flags you are unsure about. If so, ask these questions.

• Does it seem to be too good to be true? Is this stranger pushy or trying to lure me into making a poor decision?
• When trying out online dating: Is my new “friend” professing strong feelings towards me although we’ve only interacted for a few hours?
• Why is a stranger calling me to ask about my Social Security Number (SSN), personal contact information, or bank details while claiming they are from the bank or a phone company? 
• When buying products online, why does the seller ask me to pay for goods using an insecure payment option like Bitcoin or money order?
• Does the email I have received have any spelling or grammatical errors? Is the language used overly formal or informal?
• If I do a quick search about the exact words of the email I received, does Google indicate it's a fraud or scam?
• Why should a stranger manipulate me using obvious questions like “Would you want to be rich or poor?” While they already know the answer?
• Is the email asking me to download an attachment? Or click a link to some insecure website? 
• Is the person trying to make me feel selfish or guilty for not sending them money, whether for a donation or buying a product? 
• Is the stranger portraying a sense of urgency and using pressure tactics? Are they telling me that their family member needs urgent medical attention?

Critical Thinking Questions About Your Life

It can also help to ask yourself a few critical thinking questions about your life. This way, you can gather basic information and uncover solutions to problems you might not have otherwise thought of.

• Where do I wish to be in a few years, probably two, three, or five years? What short-term and long-term goals should I set?
• What have I achieved so far from the time I set my previous goals? What should I be grateful for?
• Do I have any values that guide me in life? If so, what are these values? Am I always true to these values?
• Am I always worried about what people around me think? Can I act independently without the need to meet social expectations?
• What should people say about me at my funeral? Would they talk about how good I made them feel or how rich and flashy I was?
• If I wasn't afraid of anyone or anything, what would I have done? What if I didn't have any fear in me?
• If today was my last day, what extraordinary thing would I do? Can I do it right now?
• What should I do with the things that matter the most to me? 
• What things will make the greatest difference in my future life if I take action now?
• How should I react when I feel unwanted by the people I love the most? Should I tell them?

Critical Thinking Questions for a Debate or Discussion

When you are in the middle of a debate or discussion, you need to know that what you are saying is fact, have evidence to support your claim, and position yourself as an expert in what you are saying. Here are some critical thinking questions to ask when you are in a debate or discussion.

• Is there fairness in this discussion? Is the moderator supporting one side? Do they want to make one side look stupid or wrong? 
• What is the aim of this discussion? Is there a major problem that needs to be solved? If so, how can I help solve it?
• Who are the people affected by this discussion? If they were here, what would they say?
• Do my views on this discussion matter? If I raise my point, will I be redundant?
• What am I supposed to learn from this debate, and how can I use what I have learned in my daily life?
• Does the audience seem to be biased towards one side? Are they booing one side? What can I do even if it's our opponents being booed?
• Who are the discussion panel members? What views have they held about this kind of discussion or any other related discussions in the past?
• How can I make my point without being ambiguous? Before I speak, should I take down some notes to avoid any confusion during my speech?
• Am I ready to apologize if I make a mistake during the discussion? If so, what are the limits?
• What information does my team, or I need before this discussion? 

Critical Thinking Questions About Lying

Admitting when you are wrong, choosing not to cheat, and sharing constructive feedback are all ways to show your honesty. Here are some critical thinking skills to ask regarding lying.

• Will the lie hurt those I am telling, or will it help them? What if being honest might cause my friend unnecessary pain?
• Should I be the one telling this person a lie, or I let someone else do it? 
• Will I be the one hurt if I tell this lie? Will my friend feel I am a betrayer? Will it affect our friendship?
• Do they answer my questions in detail, or are they always trying to ignore and dodge the main problem?
• What if I ask these people the same question using different terms and wording? Will they give me the same response?
• Did the tone of my friend suddenly change after I asked him/her this question? Do they sound louder, faster, or slower compared to how they usually speak?
• Does this person have something to gain by lying to me? What is their motive?
• Does this person take a sudden pause or hesitate more than usual when responding to my question?
• When I look at these people's faces, do their facial expressions match what they say?
• Should I believe this person or not? What are my intuitions? Does it look like they are telling the truth?
• Do they blink like other days when I ask them questions? Are they always trying to avoid direct eye contact?
• Why do they seem uncomfortable when it’s just a normal conversation?  

Critical Thinking Questions When Presented With a Claim

Critical thinking is much more than just evaluating whether a claim is true or not. It also means a critical thinker reflects on what follows from true claims.

• What does this claim mean, and what are its implications? What if it's a false claim?
• Which of my morals, values, or beliefs do I have to give up to accept this claim?
• Do professionals in this field agree or disagree with the claim that has been made?
• Do they have evidence to back their claim? Which is the most robust evidence to support the claim?
• What argument can I come up with to refute this claim? Or what is the best view that can support this claim?
• Who is the primary source of the claim being made? Is the basis of the claim reliable?
• Is it a claim, or it's just an opinion?
• Is the claim likely to be 100% false, true, or partially true?
• Am I allowed to refute the claim and table my evidence, or is it one-sided?

Critical Thinking Interview Questions

Critical thinking skills are valuable in any industry or field and for almost all roles. During a job interview, you will be asked questions so the potential employer can assess your skills and see how you use logic. Your critical thinking ability is just one vital part that can play into your professional development.

• Is there a time you had to convince someone to use an alternate approach to solve a problem?
• Have you ever had to make a difficult decision quickly?
• How would you handle a situation where your supervisor handled something wrong or made a mistake?
• What is one of the most difficult decisions you have ever had to make at work?
• How would you solve a disagreement between coworkers when approaching a project?
• Can you describe a time when you anticipated a problem ahead of time and took the appropriate steps to stop the problem from becoming an issue?
• If you discover a cheaper way to do something or a better solution to a problem and try to explain it to your supervisor, but they don’t understand, what do you do?

Critical Thinking Questions for Kids

We can’t leave the kids out either. Critical thinking questions for kids get them thinking and talking. It also allows a parent to get to know their child better.

• How many grains of sand do you think are on the beach?
• What would happen if it stopped raining?
• Do you think there is life on other planets?
• Should children be able to set their own bedtimes?
• How would you describe what a tree looks like without saying green or leaves?
• Can you name five different emotions?
• Can you talk for five minutes without uttering “um?”

What Are the Basic Principles of Critical Thinking?

Your critical thinking skills involve gathering complete information, understanding and defining terms, questioning the methods by which we get facts, questioning the conclusions, and looking for hidden assumptions and biases.

Additionally, we can’t expect to find all of the answers, and we need to take the time to examine the big picture of it all.

Here are the basic principles:

• Disposition: Someone with critical thinking skills is often skeptical, open-minded, and practices fair-mindedness. They can look at different viewpoints and change positions if the evidence and reason lead them to do so.
• Criteria: In order to think critically, one must also apply criteria. Certain conditions must be met before someone believes in something. The information needs to be from credible sources.
• Argument: An argument is simply a statement or proposition that is shown with supporting evidence. When you use your critical thinking skills, you identify, evaluate, and construct your argument.
• Reasoning: With critical thinking comes reasoning. You must examine logical relationships among the statements being made.
• Point of View: Critical thinkers can see things from different perspectives and different points of view.

What Are Good Analysis Questions?

Analysis is a part of critical thinking that allows you to examine something carefully. Someone with analytical skills can examine the information presented, understand what that information means, and then properly explain that information to others. Analysis in critical thinking provides more clarity on the information you process.

When analyzing, you may ask yourself, “how do I know this,” how would I solve this problem,” and “why does it matter?”

Why Is Critical Thinking an Important Skill?

Critical thinking skills allow you to express thoughts, ideas, and beliefs in a better way. It also leads to improved communication while allowing others to understand you better. Critical thinking fosters creativity and encourages out-of-the-box thinking. This is a skill that can be applied to many different areas of your life.

For example, knowing the answers to critical thinking questions for a job interview will better prepare you for the interview. Many employers, during questioning, are likely to ask you critical thinking questions to assess if you have the ability to evaluate information effectively so you can make more informed decisions.

Final Thoughts on Critical Thinking Questions

Although it's common to get torn between making two or more choices, nobody wants to make the wrong decision. The only thing you can do to avoid this is use critical thinking questions to examine your situation. The answers to these questions will help you make informed decisions and help you comprehend crucial matters in your life. 

Want to learn more about critical thinking and decision-making using a real-life example? Here is  how Jeff Bezos uses critical thinking  to make some of the most challenging life decisions.

Finally, if you want to ask better questions, then watch this short, 20-minute course to learn how to have a great conversation with virtually anyone .

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Pushing Critical Thinking Skills With Multiple-Choice Questions: Does Bloom's Taxonomy Work?

2018, Academic medicine : journal of the Association of American Medical Colleges

Medical school assessments should foster the development of higher-order thinking skills to support clinical reasoning and a solid foundation of knowledge. Multiple-choice questions (MCQs) are commonly used to assess student learning, and well-written MCQs can support learner engagement in higher levels of cognitive reasoning such as application or synthesis of knowledge. Bloom's taxonomy has been used to identify MCQs that assess students' critical thinking skills, with evidence suggesting that higher-order MCQs support a deeper conceptual understanding of scientific process skills. Similarly, clinical practice also requires learners to develop higher-order thinking skills that include all of Bloom's levels. Faculty question writers and examinees may approach the same material differently based on varying levels of knowledge and expertise, and these differences can influence the cognitive levels being measured by MCQs. Consequently, faculty question writers may perceive...

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imtiaz uddin

ABSTRACT Objective: To develop clinical reasoning and problem-solving skills, medical students must be assessed at a high level of cognition according to Bloom's taxonomy. MCQs are the most employed assessment tools in medical education. Study Design: Quantitative cross-sectional study Place and Duration of Study: This study was conducted at the Department of Pharmacology, Bacha Khan Medical College Mardan from 2016 to 2019. Materials and Methods: A quantitative cross-sectional study has been performed using 250 MCQs in the final assessment exam of Bacha Khan Medical College Mardan. Each MCQ was analysed separately by five independent assessors to score it according to modified Bloom's Taxonomy. Three students also analysed each MCQ for the level of cognition. Inter-rater reliability was determined both for students and faculty. Item Analysis for MCQs was also performed. Results: The findings showed that for high-level MCQs, inter-rater reliability between faculty was in a good range of 0.78 while between faculty and students were low as 0.27. It was also found that most high-level MCQs were in the poor discriminative index. Conclusion: Low inter-rater reliability between students and faculty shows that faculty may create an MCQ at a high level, but the students' approach towards it may be lower order. Along with improving the assessment standards, it is also necessary to explore other factors, especially the teaching strategies to foster high-level critical thinking and clinical reasoning in medical students. Key Words: Clinical reasoning, MCQs, Item analysis Citation of article: Imtiaz Uddin, Sadia H, Lajber M, Husnain, Afzal S. Creating High Cognitive level MCQS will Drive Students to Clinical Reasoning? A case study. Med Forum 2022;33(3):141-144.

INTED Proceedings

Dr Jorge Reyna

For decades, medical education has used Multiple Choice Questions (MCQs) in undergraduate, postgraduate, and specialist training programs. With the development of Learning Management Systems (LMS) in the early 1990s, educators adapted paper-based MCQs for formative and summative assessments. Technology allowed automated feedback, question shuffling, instant marking, and 'branching' based on student responses. With the advent of e-learning authoring tools in the early 2000s, it became possible to create interactive online tests with images, animations, videos, drag-anddrop elements, blanks to fill in, and hotspots. Effective MCQ writing involves understanding educational concepts like learning taxonomies, constructive alignment, approaches to learning, cognitive load, and student motivation to learn. It is also essential when structuring a question to avoid ambiguity and to have the imagination to write MCQs that measure application of knowledge. Whether a basic or advanced topic, it is possible to design MCQs that measure higher-order thinking that require the student to apply their knowledge rather than simply recalling it. MCQs with hypothetical scenarios can measure higher-order thinking and promote deep learning. However, preparing the students for this type of examination is essential to enhance their learning experience. This article discusses the theoretical considerations involved in writing MCQs for medical education which encourage deep learning and improve the student learning experience.

Rochelle E Tractenberg

Multiple choice (MC) questions from a graduate physiology course were evaluated by cognitive-psychology (but not physiology) experts, and analyzed statistically, in order to test the independence of content expertise and cognitive complexity ratings of MC items. Integration of higher order thinking into MC exams is important, but widely known to be challenging—perhaps especially when content experts must think like novices. Expertise in the domain (content) may actually impede the creation of higher-complexity items. Three cognitive psychology experts independently rated cognitive complexity for 252 multiple-choice physiology items using a six-level cognitive complexity matrix that was synthesized from the literature. Rasch modeling estimated item difficulties. The complexity ratings and difficulty estimates were then analyzed together to determine the relative contributions (and independence) of complexity and difficulty to the likelihood of correct answers on each item. Cognitive complexity was found to be statistically independent of difficulty estimates for 88 % of items. Using the complexity matrix, modifications were identified to increase some item complexities by one level, without affecting the item’s difficulty. Cognitive complexity can effectively be rated by non-content experts. The six-level complexity matrix, if applied by faculty peer groups trained in cognitive complexity and without domain-specific expertise, could lead to improvements in the complexity targeted with item writing and revision. Targeting higher order thinking with MC questions can be achieved without changing item difficulties or other test characteristics, but this may be less likely if the content expert is left to assess items within their domain of expertise.

Currents in Pharmacy Teaching and Learning

Ricardo Sanchez

Objectives: Developing and testing the cognitive skills and abstract thinking of undergraduate medical students are the main objectives of problem based learning. Modified Essay Questions (MEQ) and Multiple Choice Questions (MCQ) may both be designed to test these skills. The objectives of this study were to assess the effectiveness of both forms of questions in testing the different levels of the cognitive skills of undergraduate medical students and to detect any item writing flaws in the questions. Methods: A total of 50 MEQs and 50 MCQs were evaluated. These questions were chosen randomly from various examinations given to different batches of undergraduate medical students taking course MED 411-412 at the Department of Medicine, Qassim University from the years 2005 to 2009. The effectiveness of the questions was determined by two assessors and was defined by the question's ability to measure higher cognitive skills, as determined by modified Bloom's taxonomy, and its quality as determined by the presence of item writing flaws. 'SPSS15' and 'Medcalc' programs were used to tabulate and analyze the data. Results: The percentage of questions testing the level III (problem solving) cognitive skills of the students was 40% for MEQs and 60% for the MCQs; the remaining questions merely assessed the recall and comprehension. No significant difference was found between MEQ and MCQ in relation to the type of questions (recall; comprehension or problem solving x 2 = 5.3, p = 0.07).The agreement between the two assessors was quite high in case of MCQ (kappa=0.609; SE 0.093; 95%CI 0.426-0.792) but lower in case of MEQ (kappa=0.195; SE 0.073; 95%CI 0.052-0.338). 16% of the MEQs and 12% of the MCQs had item writing flaws. Conclusion: A well constructed MCQ is superior to MEQ in testing the higher cognitive skills of undergraduate medical students in a problem based learning setup. Constructing an MEQ for assessing the cognitive skills of a student is not a simple task and is more frequently associated with item writing flaws.

Medical Science Educator

Alicia Richards

Background Analytic thinking skills are important to the development of physicians. Therefore, educators and licensing boards utilize multiple-choice questions (MCQs) to assess these knowledge and skills. MCQs are written under two assumptions: that they can be written as higher or lower order according to Bloom’s taxonomy, and students will perceive questions to be the same taxonomical level as intended. This study seeks to understand the students’ approach to questions by analyzing differences in students’ perception of the Bloom’s level of MCQs in relation to their knowledge and confidence. Methods A total of 137 students responded to practice endocrine MCQs. Participants indicated the answer to the question, their interpretation of it as higher or lower order, and the degree of confidence in their response to the question. Results Although there was no significant association between students’ average performance on the content and their question classification (higher or lower)...

Journal of Veterinary Medical Education

Margaret Barr

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Supplement to Critical Thinking

How can one assess, for purposes of instruction or research, the degree to which a person possesses the dispositions, skills and knowledge of a critical thinker?

In psychometrics, assessment instruments are judged according to their validity and reliability.

Roughly speaking, an instrument is valid if it measures accurately what it purports to measure, given standard conditions. More precisely, the degree of validity is “the degree to which evidence and theory support the interpretations of test scores for proposed uses of tests” (American Educational Research Association 2014: 11). In other words, a test is not valid or invalid in itself. Rather, validity is a property of an interpretation of a given score on a given test for a specified use. Determining the degree of validity of such an interpretation requires collection and integration of the relevant evidence, which may be based on test content, test takers’ response processes, a test’s internal structure, relationship of test scores to other variables, and consequences of the interpretation (American Educational Research Association 2014: 13–21). Criterion-related evidence consists of correlations between scores on the test and performance on another test of the same construct; its weight depends on how well supported is the assumption that the other test can be used as a criterion. Content-related evidence is evidence that the test covers the full range of abilities that it claims to test. Construct-related evidence is evidence that a correct answer reflects good performance of the kind being measured and an incorrect answer reflects poor performance.

An instrument is reliable if it consistently produces the same result, whether across different forms of the same test (parallel-forms reliability), across different items (internal consistency), across different administrations to the same person (test-retest reliability), or across ratings of the same answer by different people (inter-rater reliability). Internal consistency should be expected only if the instrument purports to measure a single undifferentiated construct, and thus should not be expected of a test that measures a suite of critical thinking dispositions or critical thinking abilities, assuming that some people are better in some of the respects measured than in others (for example, very willing to inquire but rather closed-minded). Otherwise, reliability is a necessary but not a sufficient condition of validity; a standard example of a reliable instrument that is not valid is a bathroom scale that consistently under-reports a person’s weight.

Assessing dispositions is difficult if one uses a multiple-choice format with known adverse consequences of a low score. It is pretty easy to tell what answer to the question “How open-minded are you?” will get the highest score and to give that answer, even if one knows that the answer is incorrect. If an item probes less directly for a critical thinking disposition, for example by asking how often the test taker pays close attention to views with which the test taker disagrees, the answer may differ from reality because of self-deception or simple lack of awareness of one’s personal thinking style, and its interpretation is problematic, even if factor analysis enables one to identify a distinct factor measured by a group of questions that includes this one (Ennis 1996). Nevertheless, Facione, Sánchez, and Facione (1994) used this approach to develop the California Critical Thinking Dispositions Inventory (CCTDI). They began with 225 statements expressive of a disposition towards or away from critical thinking (using the long list of dispositions in Facione 1990a), validated the statements with talk-aloud and conversational strategies in focus groups to determine whether people in the target population understood the items in the way intended, administered a pilot version of the test with 150 items, and eliminated items that failed to discriminate among test takers or were inversely correlated with overall results or added little refinement to overall scores (Facione 2000). They used item analysis and factor analysis to group the measured dispositions into seven broad constructs: open-mindedness, analyticity, cognitive maturity, truth-seeking, systematicity, inquisitiveness, and self-confidence (Facione, Sánchez, and Facione 1994). The resulting test consists of 75 agree-disagree statements and takes 20 minutes to administer. A repeated disturbing finding is that North American students taking the test tend to score low on the truth-seeking sub-scale (on which a low score results from agreeing to such statements as the following: “To get people to agree with me I would give any reason that worked”. “Everyone always argues from their own self-interest, including me”. “If there are four reasons in favor and one against, I’ll go with the four”.) Development of the CCTDI made it possible to test whether good critical thinking abilities and good critical thinking dispositions go together, in which case it might be enough to teach one without the other. Facione (2000) reports that administration of the CCTDI and the California Critical Thinking Skills Test (CCTST) to almost 8,000 post-secondary students in the United States revealed a statistically significant but weak correlation between total scores on the two tests, and also between paired sub-scores from the two tests. The implication is that both abilities and dispositions need to be taught, that one cannot expect improvement in one to bring with it improvement in the other.

A more direct way of assessing critical thinking dispositions would be to see what people do when put in a situation where the dispositions would reveal themselves. Ennis (1996) reports promising initial work with guided open-ended opportunities to give evidence of dispositions, but no standardized test seems to have emerged from this work. There are however standardized aspect-specific tests of critical thinking dispositions. The Critical Problem Solving Scale (Berman et al. 2001: 518) takes as a measure of the disposition to suspend judgment the number of distinct good aspects attributed to an option judged to be the worst among those generated by the test taker. Stanovich, West and Toplak (2011: 800–810) list tests developed by cognitive psychologists of the following dispositions: resistance to miserly information processing, resistance to myside thinking, absence of irrelevant context effects in decision-making, actively open-minded thinking, valuing reason and truth, tendency to seek information, objective reasoning style, tendency to seek consistency, sense of self-efficacy, prudent discounting of the future, self-control skills, and emotional regulation.

It is easier to measure critical thinking skills or abilities than to measure dispositions. The following eight currently available standardized tests purport to measure them: the Watson-Glaser Critical Thinking Appraisal (Watson & Glaser 1980a, 1980b, 1994), the Cornell Critical Thinking Tests Level X and Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), the Ennis-Weir Critical Thinking Essay Test (Ennis & Weir 1985), the California Critical Thinking Skills Test (Facione 1990b, 1992), the Halpern Critical Thinking Assessment (Halpern 2016), the Critical Thinking Assessment Test (Center for Assessment & Improvement of Learning 2017), the Collegiate Learning Assessment (Council for Aid to Education 2017), the HEIghten Critical Thinking Assessment (https://territorium.com/heighten/), and a suite of critical thinking assessments for different groups and purposes offered by Insight Assessment (https://www.insightassessment.com/products). The Critical Thinking Assessment Test (CAT) is unique among them in being designed for use by college faculty to help them improve their development of students’ critical thinking skills (Haynes et al. 2015; Haynes & Stein 2021). Also, for some years the United Kingdom body OCR (Oxford Cambridge and RSA Examinations) awarded AS and A Level certificates in critical thinking on the basis of an examination (OCR 2011). Many of these standardized tests have received scholarly evaluations at the hands of, among others, Ennis (1958), McPeck (1981), Norris and Ennis (1989), Fisher and Scriven (1997), Possin (2008, 2013a, 2013b, 2013c, 2014, 2020) and Hatcher and Possin (2021). Their evaluations provide a useful set of criteria that such tests ideally should meet, as does the description by Ennis (1984) of problems in testing for competence in critical thinking: the soundness of multiple-choice items, the clarity and soundness of instructions to test takers, the information and mental processing used in selecting an answer to a multiple-choice item, the role of background beliefs and ideological commitments in selecting an answer to a multiple-choice item, the tenability of a test’s underlying conception of critical thinking and its component abilities, the set of abilities that the test manual claims are covered by the test, the extent to which the test actually covers these abilities, the appropriateness of the weighting given to various abilities in the scoring system, the accuracy and intellectual honesty of the test manual, the interest of the test to the target population of test takers, the scope for guessing, the scope for choosing a keyed answer by being test-wise, precautions against cheating in the administration of the test, clarity and soundness of materials for training essay graders, inter-rater reliability in grading essays, and clarity and soundness of advance guidance to test takers on what is required in an essay. Rear (2019) has challenged the use of standardized tests of critical thinking as a way to measure educational outcomes, on the grounds that  they (1) fail to take into account disputes about conceptions of critical thinking, (2) are not completely valid or reliable, and (3) fail to evaluate skills used in real academic tasks. He proposes instead assessments based on discipline-specific content.

There are also aspect-specific standardized tests of critical thinking abilities. Stanovich, West and Toplak (2011: 800–810) list tests of probabilistic reasoning, insights into qualitative decision theory, knowledge of scientific reasoning, knowledge of rules of logical consistency and validity, and economic thinking. They also list instruments that probe for irrational thinking, such as superstitious thinking, belief in the superiority of intuition, over-reliance on folk wisdom and folk psychology, belief in “special” expertise, financial misconceptions, overestimation of one’s introspective powers, dysfunctional beliefs, and a notion of self that encourages egocentric processing. They regard these tests along with the previously mentioned tests of critical thinking dispositions as the building blocks for a comprehensive test of rationality, whose development (they write) may be logistically difficult and would require millions of dollars.

A superb example of assessment of an aspect of critical thinking ability is the Test on Appraising Observations (Norris & King 1983, 1985, 1990a, 1990b), which was designed for classroom administration to senior high school students. The test focuses entirely on the ability to appraise observation statements and in particular on the ability to determine in a specified context which of two statements there is more reason to believe. According to the test manual (Norris & King 1985, 1990b), a person’s score on the multiple-choice version of the test, which is the number of items that are answered correctly, can justifiably be given either a criterion-referenced or a norm-referenced interpretation.

On a criterion-referenced interpretation, those who do well on the test have a firm grasp of the principles for appraising observation statements, and those who do poorly have a weak grasp of them. This interpretation can be justified by the content of the test and the way it was developed, which incorporated a method of controlling for background beliefs articulated and defended by Norris (1985). Norris and King synthesized from judicial practice, psychological research and common-sense psychology 31 principles for appraising observation statements, in the form of empirical generalizations about tendencies, such as the principle that observation statements tend to be more believable than inferences based on them (Norris & King 1984). They constructed items in which exactly one of the 31 principles determined which of two statements was more believable. Using a carefully constructed protocol, they interviewed about 100 students who responded to these items in order to determine the thinking that led them to choose the answers they did (Norris & King 1984). In several iterations of the test, they adjusted items so that selection of the correct answer generally reflected good thinking and selection of an incorrect answer reflected poor thinking. Thus they have good evidence that good performance on the test is due to good thinking about observation statements and that poor performance is due to poor thinking about observation statements. Collectively, the 50 items on the final version of the test require application of 29 of the 31 principles for appraising observation statements, with 13 principles tested by one item, 12 by two items, three by three items, and one by four items. Thus there is comprehensive coverage of the principles for appraising observation statements. Fisher and Scriven (1997: 135–136) judge the items to be well worked and sound, with one exception. The test is clearly written at a grade 6 reading level, meaning that poor performance cannot be attributed to difficulties in reading comprehension by the intended adolescent test takers. The stories that frame the items are realistic, and are engaging enough to stimulate test takers’ interest. Thus the most plausible explanation of a given score on the test is that it reflects roughly the degree to which the test taker can apply principles for appraising observations in real situations. In other words, there is good justification of the proposed interpretation that those who do well on the test have a firm grasp of the principles for appraising observation statements and those who do poorly have a weak grasp of them.

To get norms for performance on the test, Norris and King arranged for seven groups of high school students in different types of communities and with different levels of academic ability to take the test. The test manual includes percentiles, means, and standard deviations for each of these seven groups. These norms allow teachers to compare the performance of their class on the test to that of a similar group of students.

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300+ mcqs on critical reasoning, writing & presentation, critical reasoning, writing & presentation multiple choice questions.

1. Which of the following is essential for developing critical thinking? A. Blind faith

B. prejudice

C. Questioning attitude

D. none of these

Answer: C. Questioning attitude

2. Critical thinking helps us to……… A. Deviate

C. accept everything

D. develop ego

Answer: B. focus

3. To become a good decision maker, one has to develop A. Bia

B. dependance on others

C. irrationality

D. critical thinking

Answer: D. critical thinking

4. Which of the following is not a barrier to critical thinking? A. print media

D. influence of print and electronic media

Answer: C. courage

5. Which of the following is not a barrier to critical thinking? A. fear

C. emotions

D. free thinking

Answer: D. free thinking

6. In critical thinking,we are concerned with………. A. opinion

B. ego centrism

C. argument

D. personal interest

Answer: C. argument

7. To attempt to persuade by giving good reason is to give ………. A. argument

B. suggestion

D. preference

Answer: A. argument

8. An argument is always backed by……… A. emotion

C. evidence

D. criticism

Answer: C. evidence

9. The principal claim of an argument is called……….. A. premise

B. Evidence

C. conclusion

D. Signposts

Answer: C. conclusion

10. The supporting statement of an argument is known as A. premise

B. conclusion

Answer: A. premise

11. to call a string of statements, arguments, they must be A. related

C. different

D. none of the above

Answer: A. related

12. The expressions that are used to differentiate between the premises and conclusions of an argument is called A. Indicator word

B. principal claim

C. Supporting statements

D. Evidence

Answer: A. Indicator word

13. Which of the following is a criterion for evaluating an argument? A. Truth content

B. indicator words

C. sign posts

D. emotional content

Answer: A. Truth content

14. An argument should have…………..to consider it as a valid argument. A. Logical structure

B. proper nouns

C. interesting facts

Answer: A. Logical structure

15. There are mainly ……… types of arguments A. One

Answer: D. two

16. The conclusion is guaranteed to be true in ………..argument A. Logical

B. inductive

D. Deductive

Answer: D. Deductive

17. An argument is rendered invalid when it lacks A. Logical support

Answer: A. Logical support

18. ……………is a lexical ambiguity. A. Equivocation

B. ambhi body

C. straw man fallacy

D. composition

Answer: A. Equivocation

19. Fallacy of ambhibody is a ………….. fallacy. A. Syntactic

D. rational

Answer: A. Syntactic

20. The fallacy of attributing the property of parts of a thing to the whole thing is called………… A. Fallacy of Composition

B. fallacy of relevance

C. Fallacy of division

D. complex Question

Answer: A. Fallacy of Composition

21. When we attribute the properties of the part to the whole, we have A. Fallacy of emotion

B. fallacy of Composition

D. Fallacy of Fragments

Answer: C. Fallacy of division

22. Distorting author’s speech by shifting emphasis to one’s own benefit results in…….. A. Fallacy of emphasi

B. Straw ma fallacy

C. begging the Question

D. Division

Answer: A. Fallacy of emphasi

23. ……….is an extreme sort of fallacy of emphasis A. Ad hominem

B. Argumentum ad Populam

C. Straw man

D. Red herring

Answer: D. Red herring

24. Introduction of a topic different from the topic under consideration to divert attention is called ………….. A. Ad hominem

25. A poorly based premise or an inadequately supported conclusion leads to the ……………. A. Fallacy of Ambiguity

B. Unwarranted assumption

C. fallacy of relevance

D. fallacy of Composition

Answer: B. Unwarranted assumption

26. When the conclusion of an argument is already assumed in its premises, it leads to ….fallacy A. Complex queestion

B. Begging the Question

C. Appeal to pity

D. Ad Hominem

Answer: B. Begging the Question

27. The assumption that ‘the repeated occurance of an event that departs from the expected norm indicates that the event will soon’ leads to …………. A. Gambler’s fallacy

Answer: A. Gambler’s fallacy

28. When we do not mention all the alternatives there are to choose from, but mention only some, we commit the fallacy of………….. A. False diachotomy

B. Gambler’s fallacy

C. Begging the Question

D. Appeal to pity

Answer: A. False diachotomy

29. …………….fallacy is known as ‘look who’s talking fallacy’ A. False diachotomy

D. Tu Quoque

Answer: D. Tu Quoque

30. We appeal to ………in ‘argumentum ad populum’ A. Emotion

D. Ignorance

Answer: A. Emotion

31. We appeal to ………in ‘Argumentum ad Misericordiam’ A. Emotion

Answer: B. pity

32. Since is an indicator word for …………….. A. conclusion

D. suggestion

Answer: B. premise

33. ………..fallacy is an appeal to force A. Argumentum ad Misericordiam

B. argumentum ad populum

C. argumentum ad Baculum

D. argumentum ad Ignoratium

Answer: C. argumentum ad Baculum

34. When we say that something is true or false because it cannot be proved the other way , we commit the fallacy of…………. A. Argumentum ad Misericordiam

D. argumentum ad Ignoratiam

Answer: D. argumentum ad Ignoratiam

35. ‘ Ignoratio elenchi’ is caused by …………… A. irrelevant conclusion

Answer: A. irrelevant conclusion

36. Argumentum ad verecundiam is caused by appealing to A. irrelevant conclusion

D. Inappropriate authority

Answer: D. Inappropriate authority

37. When the conclusion does not follow from the premises we have ………. Fallacy A. False diachotomy

D. Non Sequitur

38. ‘Non Sequitur’ means ……..in latin A. does not follow

B. look who is talking

C. Inappropriate authority

D. divine fallacy

Answer: A. does not follow

39. The fallacy of considering event ‘x’ as the cause of event ‘y’ only because ‘y’ occurred after ‘X’ is known as A. False diachotomy

C. post hoc

Answer: C. post hoc

40. The argument that the event ‘Y’ must inevitably follow from the event ‘X’ without enough justification for support is called A. Slippery Slope

Answer: A. Slippery Slope

41. When we ask for justifications, we are thinking A. critically

B. emotionally

C. foolishly

D. academicaly

Answer: A. critically

42. The supported statements of an argument is called A. Sign

D. validity

Answer: B. conclusion

43. Critical thinking is based on A. emotion

D. philosophy

Answer: C. reason

44. Logical content ensures the……………… of an argument. A. Validity

Answer: A. Validity

45. Thed truth of the conclusion is guaranteed in A. argument

B. deductive argument

C. fallacies

D. inductive argument

Answer: B. deductive argument

46. When we go wrong factually in an argument ,we have…………….. A. logical fallacie

B. ambiguity

C. factual fallacy

Answer: C. factual fallacy

47. …………..is a syntactic fallacy A. Equivocation

B. strawman

C. Ambhiboly

D. Composition

Answer: C. Ambhiboly

48. Informal fallacies are classified into………… A. 5

Answer: B. 3

49. All the formal fallacies belong to the group of A. nonsequitar fallacy

B. equivocation

C. persuation

D. begging the question

Answer: A. nonsequitar fallacy

50. Deliberative persuasion is associated with the A. past

D. infinity

Answer: B. future

51. The type of persuasion which seeks to persuade a perso to do something he othrwise would not do is called……….. A. deliberative

B. Forensic

C. ceremonial

D. obligatory

Answer: A. deliberative

52. That which seeks to defend or condemn one’s actions by depending on the past is ………… persuasion A. deliberative

Answer: B. Forensic

53. The type of persuasio that is associated with the present is A. deliberative

Answer: C. ceremonial

54. Proper organisation of relevant points in a critical discourse is called A. Sequencing of argument

B. conclusion of an argument

C. introduction

D. selection

Answer: A. Sequencing of argument

55. In a critical discourse, the main argument is presented and proven in A. Confirmation

B. introduction

C. refutation

D. conclusion

Answer: A. Confirmation

56. Confirmation should present the arguments in the A. descending order of strength

B. one after another

C. ascending order of strength

D. as main points

Answer: C. ascending order of strength

57. Scholarly articles are always written by……………..people. A. Ignorant people

B. experts in a particular field

Answer: B. experts in a particular field

58. Sign posting involves the use of A. premise

D. articles

Answer: B. indicator words

59. …………….. is not a standared of critical writing A. vaguenes

C. precision

D. relevance

Answer: A. vaguenes

60. Underlining the important parts of a text while reading is called………….. A. Summary

B. Praphrase

D. Annotating

Answer: D. Annotating

61. ……………….is a reference guide to the recently published articles in periodicals A. Encyclopaedia

B. Scholarly article

C. Readers Guide to Periodical Literature

D. Timesw of India

Answer: C. Readers Guide to Periodical Literature

62. The main idea or the main perspective of a research is called…………. A. Thesi

C. research

Answer: A. Thesi

63. Academic writing aims at providing……………kind of information A. pleasure

B. Objective and fact based information

C. knowledge

D. relaxation

Answer: B. Objective and fact based information

64. Cue words are used to …………… A. Decorate

B. organize

C. indicate signal shifts in thoughts

D. provide additional information

Answer: C. indicate signal shifts in thoughts

65. To note down only the important points while reading, we use ………….method A. Summary

B. Annotation

C. questions

D. Paraphrase

Answer: A. Summary

66. To communicate all the ideas given in the original text to the readers, use …………….method of note taking. A. Summary

Answer: D. Paraphrase

67. Proof reading gives attention to……………… A. punctuations and the writing mechanic

C. validity

Answer: A. punctuations and the writing mechanic

68. ……………helps a reader to understand the writers idea properly A. Punctuation

B. synonyms

C. Adjectives

Answer: A. Punctuation

69. …………punctuation is used to form compound adjectives that come before nouns A. Question mark

D. Brackets

Answer: B. Dashes

70. To write about the purpose and result of doing something …………style of writing is used. A. Narrative

B. Cause and effect

C. Argumentative

D. Decorative

Answer: B. Cause and effect

71. ………..style is used for organising information. A. Comparison and contrast

B. Narrative

C. Cause and effect

D. Argumentative

Answer: A. Comparison and contrast

72. The number of women MPs has increased ……………..across the country. A. Significantly

B. significant

C. significance

Answer: A. Significantly

73. He tried………….to find a job. A. Hard

Answer: A. Hard

74. He got one job………. A. Eventually

C. eventual

Answer: A. Eventually

75. Do you…………..feel nervous . A. Usually

Answer: A. Usually

76. He ……………his friend. A. Underestimate

B. estimation

C. estimate

D. underestimation

Answer: A. Underestimate

77. Recent researches show that……………..is the cause of rise in crime. A. Unemployment

B. employer

C. unemployer

Answer: A. Unemployment

78. One has to pay higher tax on a…………property. A. Commercial

B. commerce

C. commercialization

Answer: A. Commercial

79. The changes are …………. A. Manageable

Answer: A. Manageable

80. This department……….. in Chemistry. A. Specialize

B. specialize

C. specialize

Answer: A. Specialize

81. Is there …………….market nearby? A. A

Answer: A. A

82. I bought a new pen. ……………pen writes well. A. The

Answer: A. The

83. …………peacock was seen in the park. A. A

84. …………..project reports are in the drawer. A. The

85. You …………..called yesterday A. ought have

B. ought to have

Answer: B. ought to have

86. Judging by the size of the puddle outside, it ……. all night along A. must be

B. must have rained

D. None of these

Answer: B. must have rained

87. He is fond …………music. A. of

Answer: A. of

88. He is…….. to go. A. of

Answer: B. about

89. Success depends ……….how you work. A. of

Answer: B. on

90. The earth goes………. the sun. A. of

Answer: B. round

91. College expenses in the USA start to before you enroll. A. Put on

Answer: C. add up

92. The research will be ……….in three phases. A. carried out

D. looked after

Answer: A. carried out

93. The people need a government they can………… A. carried out

Answer: D. rely on

94. Words that add quality to the verb are called A. adverb

C. prepositions

D. proper nouns

Answer: A. adverb

95. Adjectives modify……….. A. noun

Answer: A. noun

96. Words formed from the initial letters of words are called A. acronym

B. Synonyms

C. Antonyms

D. Homonyms

Answer: A. acronym

97. We are from Italy. We are…… A. American

C. Italians

Answer: C. Italians

98. A formal letter is written for ……………purpose. A. official purpose

B. Personal purpose

C. Entertainment

D. Self Introduction

Answer: A. official purpose

99. ………….is a self introduction by an individual. A. Formal letter

C. project report

D. Application

Answer: B. CV

100. Questionnaire is tool used in …………. A. Survey

C. Documentation

Answer: A. Survey

101. The format followed for documentation in the case of languages is………. A. MLA

Answer: A. MLA

102. Science subjects use …….style of formating A. MLA

Answer: C. APA

103. …………..is an interview request. A. Covering letter

Answer: A. Covering letter

104. ………………becomes the key to the beginning of presentation. A. The audience

B. Black board

C. the medium

D. the speaker

Answer: A. The audience

105. The decision makers of a presentation are…………… A. The Primary Audience

B. The secondary audience

C. the Speaker

D. the listener

Answer: B. The secondary audience

106. The formal audience of a presentation are A. The Primary Audience

Answer: A. The Primary Audience

107. Misinterpreting the opponents arguments in a weaks way to refute it easily is called ………fallacy. A. Ad hominem

Answer: C. Straw man

108. The part of a presentation in which you gather information regarding your audience is A. Self Introduction

B. ice breaking session

C. question answer session

D. formal session

Answer: B. ice breaking session

109. ………………is the appropriate medium for addressing a global audience. A. Video presentation

B. Loud speaker

D. Computer

Answer: A. Video presentation

110. Beginning a presentation with a surprising fact is called……………. A. Von Restorff effect

B. Attention seeker

C. Surprising

Answer: A. Von Restorff effect

111. ……………..is aprimary visual aid used in classrooms. A. Black Board

C. Flipchart

Answer: A. Black Board

112. ……………is not a barrier to critical thinking A. egocentrism

B. thinking in binaries

C. self will to express ones arguments

D. social influence.

Answer: C. self will to express ones arguments

113. Resources that are based on a particular subject area are called A. general interest resource

B. articles

C. scholarly resources

Answer: C. scholarly resources

114. When you need a book on up-to-date information , you should consider…………. A. The publisher of the book

B. the date of publication

C. the back ground of the author

D. the cover page of the book

Answer: B. the date of publication

115. ……………renders the audience amenable to the speaker’s arguments A. A proper introduction

C. confirmation

D. Refutation

Answer: A. A proper introduction

116. ……………type of introduction uses contradictory statements to introduce the topic A. Introduction inquisitive

B. Introduction paradoxical

C. Introduction corrective

D. Introduction narrative

Answer: B. Introduction paradoxical

117. Story telling makes use of……………. A. Introduction inquisitive

Answer: D. Introduction narrative

118. What is the purpose of statement of fact A. Introduce the topic

B. give a proper conclusion

C. informing the audience with the essential background details

Answer: C. informing the audience with the essential background details

119. …………….is the core of a discourse A. Introduction

C. Confirmation

D. refutation

Answer: C. Confirmation

120. The main argument of a discourse is presented and proven in …………….. A. Introduction

121. The arguments and facts of a discourse are restated in……………….. A. Introduction

122. The use of indicator words to differentiate between the conclusion and premises of an argument is called A. Sign posting

C. cue words

Answer: A. Sign posting

123. Which of the following is a type of persuasive discourse A. Argument

C. Suggestion

Answer: A. Argument

124. ‘Being true to facts’ means being ………….. A. Precise

B. accurate

D. confusing

Answer: B. accurate

125. When you become more specific, you become A. Precise

Answer: A. Precise

126. The main idea or the main perspective of a chosen topic is called A. Idea

Answer: C. Thesis

127. Which of the following is a good way to Gather first hand information in a research subject? A. print source

B. Electronic sources

C. internet

D. interviews

Answer: D. interviews

128. Marking up or highlighting the reading by making notes in the margins is called A. Annotating the text

C. paraphrase

Answer: A. Annotating the text

129. Which form of note taking is suited for getting only the main points ? A. Summary

B. paraphrase

C. Direct Quote

130. Taking the information from a source and putting it in one’s own words without condensing it is called A. Summary

Answer: B. paraphrase

131. Which of the following is a condensed version of the original text in one’s own words A. Summary

132. Which form of note taking is suited for communicating all the data of a source to the readers? A. Summary

133. The recommended pace of an effective communication is A. 110-120 words/ minute

B. 150-200 words/ minute

C. 80-110 words/ minute

Answer: A. 110-120 words/ minute

134. Which of the following is a barrier to effective presentation A. rhearsal

B. positive posture

C. eye contact

D. feeble voice

Answer: D. feeble voice

135. Expand OHP A. Over Head Projector

B. Open head Projector

C. Over Hearing Programme

D. Open Handle Projector

Answer: A. Over Head Projector

136. It is preferable to use …….words in each line while preparing transparencies. A. 8

Answer: B. 6

137. You can have a maximum of ……..words in a transparency A. 6

Answer: D. 48

138. Visual aid suited for presenting information to a small group of 15 to 20 persons A. Flip chard

D. White board

Answer: A. Flip chard

139. The normal order of presentation is A. First list the main points and then elaborate

B. First give a summary

C. Start with elaboration

D. just give the main points

Answer: A. First list the main points and then elaborate

140. The last part of a presentation is A. Conclusion

B. main body

C. Question Answer session

Answer: C. Question Answer session

141. First and foremost technique of an effective presentation is A. Surprise and grab attention

B. give a good summary

D. Conclude

Answer: A. Surprise and grab attention

142. Which of the following is a technique for effective presentation A. repetition

B. fast pace

C. loe voice

D. inadequate words

Answer: A. repetition

143. Trimming your presentation means A. deleting unnecesary information

B. using decorative words

C. Adding information

D. concluding the presentation

Answer: A. deleting unnecesary information

144. Which of the following helps us to identify the objective of the presentation? A. ice breaking

C. Question

D. good posture

Answer: A. ice breaking

145. Documentation means A. Citing the source

B. recording information

C. reading text

Answer: A. Citing the source

146. ………….establishes the credibility of the writer A. Source

B. documenting the sources

C. lack of citation

Answer: B. documenting the sources

147. To cite a source in text using MLA format, write A. the last name of the author followed by page number in parentheses

B. Pge number only

C. full name of the author

D. name of the text

Answer: A. the last name of the author followed by page number in parentheses

148. In documenting the source, they are arranged A. alphabetically

B. based on size

C. based on importance

D. numerically

Answer: A. alphabetically

149. Title of articles from newspapers, journals and magazines are written with A. bracket

B. parentheses

C. Quotation

Answer: C. Quotation

150. While documenting the sources, the author’s name is given in A. proper order

B. in the reverse order

C. first name only

D. last name only

Answer: B. in the reverse order

151. The writer’s indication in an accepted format that he or she has used the words, ideas or information from another source is called A. Documentation

D. contents

Answer: A. Documentation

152. ‘ A short written statement containing only the most important ideas in a speech or article is A. index

B. Acknowledgment

C. Abstract

Answer: C. Abstract

153. An abstract should ideally be about………..long A. 200 word

B. 700 words

C. 50 words

D. 100 words

Answer: A. 200 word

154. ‘ A class at a university or college for a small group of students and a teacher to study or discuss a particular topic is A. Seminar

B. abstract

Answer: A. Seminar

155. The title of a seminar paper should be A. long

B. brief and exact

C. brief and vague

D. Long and exact

Answer: B. brief and exact

156. …………..is a set of questions written in order to collect maximum factual information from people regarding their likes and habits A. questionnaire

B. check list

Answer: A. questionnaire

157. ………method is used to know the actual status of a thing at the time of study A. Survey

158. The results of a survey are valid only during A. present

Answer: A. present

159. …………….communicates your skills to your potential employer A. Application

C. Questionnaire

Answer: A. Application

160. Rajeevan has been working for me ……………. Five years A. for

Answer: A. for

161. ………….there is a growing interest in film studies A. recently

C. last week

Answer: A. recently

162. Verbs that change in different ways to form their past tense are called A. regular verb

B. irregular verbs

D. Passives

Answer: B. irregular verbs

163. The plural of formula is A. formulea

B. formulae

Answer: B. formulae

164. ………came from the media on how to escape from the bomb attack A. advice

C. informations

Answer: A. advice

165. This is the man ……….took my book A. Who

Answer: A. Who

166. ………………is used to give additional information A. bracket

C. parentheses

D. full stop

Answer: C. parentheses

167. The punctuation used in contractions is A. apostrophe

B. Quotation mark

D. semicolon

Answer: A. apostrophe

168. The punctuation used for enclosing comment , correction or explanation is A. bracket

Answer: A. bracket

169. …………..in a quote indicate that some part of the material has been left out A. Ellipse

Answer: A. Ellipse

170. ……………is used to indicate a break or a sudden turn in thought A. Em dash

Answer: A. Em dash

171. To introduce a list at the end of a sentence, we use a A. Ellipse

Answer: B. colon

172. To separate two related but independent clauses, we use A. bracket

D. semi colon

Answer: D. semi colon

173. …………….is used to end a sentence A. Period

Answer: A. Period

174. ………………voice is preferable in academic writing A. Active

D. none of them

Answer: B. passive

175. When you want to emphasize the result more than the cause, use A. Active

176. ………..is usually used for strong writing A. Active

Answer: A. Active

177. Which of the following is an uncountable noun A. Sugar

D. all of them

Answer: A. Sugar

178. Martha is from the United States. She is ……………. A. American

C. United Statian

Answer: A. American

179. Connectors that link words, phrases or clauses are called A. Preposition

B. phrasal verbs

C. conjunctions

D. auxiliaries

Answer: C. conjunctions

180. ‘the’ is a…………. A. defenite article

B. indefenite article

C. preposition

D. conjunction

Answer: A. defenite article

181. Figures and tables are used to ……………. A. summarise information

B. to show percentage

C. reveal a pattern

D. show comparative data

Answer: A. summarise information

182. To show relative percentage or proportions, we use A. pie chart

Answer: A. pie chart

183. The relationship between two variables can be shown visually using A. map

C. diagrams

D. pictures

Answer: B. graph

184. To show locations we use………… A. map

Answer: A. map

185. Comparative data can be summarised visually using A. map

D. bar diagram

Answer: D. bar diagram

186. Unacknowledged use of resources is called A. plagiarism

B. documentation

Answer: A. plagiarism

187. The sentence that states the main point that you are going to explain in a paragraph is called A. Main sentence

B. top sentence

C. Topic sentence

Answer: C. Topic sentence

188. Two or more sentences running together without any punctution in between them is called A. fragmentation

B. comma splice

Answer: D. none of these

189. Two or more sentences linked together by commas instead of being separated by period results in A. fragmentation

Answer: B. comma splice

190. Words having the same or almost the same meaning as another word are called A. synonym

B. antonyms

C. homonyms

D. acronyms

Answer: A. synonym

191. The process of sub ordination results in the formation of …………….. sentences A. compound

Answer: B. complex

Critical Reasoning, Writing and Presentation Objective Questions with Answers Pdf Download Online Quiz Test

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These mcqs are very helping for me in my university exam preparation thanks

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