Instructional Design & Curriculum Development Flashcards
7 cards from real CPI practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Instructional Design & Curriculum Development flashcards as text
Which concept describes the degree to which an assessment measures what it is intended to measure?
Answer: Validity
Validity refers to the extent to which an assessment accurately measures the specific knowledge or skill it is designed to assess.
A CPI instructor incorporates multiple means of representation, action, and engagement in course design. This reflects which framework?
Answer: Universal Design for Learning (UDL)
Universal Design for Learning provides guidelines to create flexible learning environments that accommodate all learners through multiple means of representation, action/expression, and engagement.
In competency-based education, what determines a student's progression through the curriculum?
Answer: Demonstration of defined competencies
Competency-based education (CBE) allows students to progress upon demonstrating mastery of defined competencies rather than by seat time.
Which of the following is a characteristic of a WELL-WRITTEN course learning objective?
Answer: Is measurable, observable, and learner-centered
Well-written learning objectives are measurable, observable, and describe what the learner will be able to do after instruction, not what the instructor will cover.
An instructor uses concept mapping as a pre-instructional activity. The PRIMARY instructional design purpose is to:
Answer: Activate and assess prior knowledge
Concept mapping as a pre-instructional activity activates prior knowledge and reveals students' existing mental models, helping the instructor connect new content to what students already know.
Which curriculum design model organizes content around broad, overarching concepts rather than isolated facts or topics?
Answer: Concept-based curriculum design
Concept-based curriculum design, associated with H. Lynn Erickson, organizes instruction around transferable conceptual understandings rather than factual coverage.
During the Analysis phase of ADDIE, an instructional designer interviews subject matter experts (SMEs). The PRIMARY goal of this step is to:
Answer: Gather content and determine performance requirements
SME interviews during the Analysis phase help instructional designers gather accurate content, identify performance gaps, and clarify what learners must know and do.