Which type of questioning is characterized as Low-Order questioning?

Low-order questioning primarily involves questions that require basic recall or recognition of information. This type of questioning is aimed at assessing a student's memory and ability to remember facts or concepts that have previously been taught. Recall questions typically involve straightforward prompts that ask students to retrieve specific information without requiring deeper cognitive engagement or analysis.

For example, a recall question might ask a student to name the components of a particular hair treatment or list the steps of a specific procedure. The focus is on recalling information rather than applying, analyzing, or evaluating it, which aligns well with the definition of low-order questioning.

Other types of questions, such as open-ended questions, challenge students to articulate their thoughts and ideas more elaborately, allowing for multiple perspectives and deeper exploration of concepts. High-order questions often require students to engage in critical thinking and apply their knowledge in complex ways, such as synthesizing information or forming an argument. True or False questions, while they can assess knowledge, are typically more simplistic than fully engaging recall questions, as they often rely on simple factual recognition.

Overall, recall questions exemplify low-order questioning by focusing on factual knowledge rather than deeper cognitive skills.