Curriculum Design & Development Flashcards

A trainer is designing an intersectionality module. Which curriculum approach best helps learners understand how multiple identities interact?

Answer: Using composite character case studies that reflect overlapping identities and compounding disadvantage

Composite case studies with overlapping identities help learners see how intersecting factors create unique and compounded experiences of bias or privilege.

Which of the following BEST describes the difference between diversity training 'content validity' and 'face validity'?

Answer: Content validity measures whether topics genuinely match job-relevant competencies; face validity measures whether learners perceive it as relevant

Content validity is the substantive alignment of training content with actual competency requirements, while face validity is the learner's subjective perception of relevance.

A CDT is asked to design microlearning modules for a diversity training initiative. What is the defining characteristic of microlearning?

Answer: Short, focused learning units targeting a single concept or skill

Microlearning is defined by its tight focus on a single learning objective, delivered in brief, digestible segments that fit into the flow of work.

When designing a diversity curriculum for an organization with a history of DEI resistance, which approach is most likely to increase buy-in?

Answer: Lead with business case data linking DEI to organizational performance outcomes

Connecting DEI training to measurable business outcomes frames it as strategically relevant, which tends to reduce resistance from skeptical stakeholders.

Which curriculum design element best supports learners with disabilities in a diversity training program?

Answer: Applying Universal Design for Learning (UDL) principles to offer multiple means of representation, engagement, and expression

UDL builds accessibility into the curriculum's core design, ensuring all learners can engage without needing separate accommodations.

A CDT is evaluating whether a diversity curriculum achieved its intended outcomes. Which level of Kirkpatrick's model measures whether participants changed their on-the-job behavior?

Answer: Level 3 — Behavior

Kirkpatrick Level 3 (Behavior) evaluates the degree to which participants apply what they learned back on the job.

When selecting subject matter experts (SMEs) to inform diversity curriculum content, which consideration is MOST important?

Answer: SMEs should represent diverse lived experiences relevant to the topics being covered

Diverse SMEs bring authentic perspectives that improve the accuracy, relevance, and credibility of diversity curriculum content.