Which type of question is likely to require lower-level thinking skills in students?

The type of question that is likely to require lower-level thinking skills in students is a convergent question. Convergent questions are designed to elicit specific information and require students to draw upon existing knowledge to arrive at a single correct answer. These questions often focus on recall, comprehension, and application of information, which are foundational levels of thinking in Bloom's Taxonomy.

For example, a convergent question might ask a student to summarize a piece of text or identify a fact. These types of questions do not encourage extensive analysis, synthesis, or evaluation; instead, they direct students to focus on factual information, making them more accessible in terms of cognitive demand.

In contrast, divergent questions foster creativity and require students to generate multiple possible answers or solutions, while inquiry-based questions encourage exploration and deeper questioning about concepts. Reflective questions prompt students to think back on their learning and experiences, requiring higher levels of cognition. Therefore, convergent questions align more closely with lower-level thinking skills as they emphasize recall and direct understanding rather than analysis or evaluation.