CRI Curriculum Design & Development 4 — Questions and Answers
Question 1: In the ADDIE instructional design model, what is the primary purpose of the 'Analysis' phase?
- Creating instructional materials and media
- Identifying learner needs, gaps, and goals (Correct answer)
- Testing the curriculum with a pilot group
- Evaluating the effectiveness of instruction post-delivery
Correct answer: Identifying learner needs, gaps, and goals
The Analysis phase identifies the problem, target audience, existing knowledge, learning environment, and goals before any design begins.
Question 2: Which approach to sequencing court reporting curriculum content presents prerequisite skills before more complex ones?
- Chronological sequencing
- Hierarchical sequencing (Correct answer)
- Thematic sequencing
- Modular sequencing
Correct answer: Hierarchical sequencing
Hierarchical sequencing ensures prerequisite skills (like steno theory) are mastered before advancing to dependent skills (like speed building).
Question 3: A CRI candidate reviewing a syllabus sees the phrase 'Students will appreciate the importance of accuracy.' Why is this a poor learning objective?
- It does not reference a specific textbook chapter
- It uses an unobservable, unmeasurable verb (Correct answer)
- It lacks a time frame for completion
- It is too specific for a program-level outcome
Correct answer: It uses an unobservable, unmeasurable verb
Verbs like 'appreciate' are internal states that cannot be observed or measured; effective objectives require observable, measurable action verbs.
Question 4: Which type of validity evidence confirms that a court reporting certification exam covers the full range of competencies required in the profession?
- Construct validity
- Concurrent validity
- Content validity (Correct answer)
- Predictive validity
Correct answer: Content validity
Content validity ensures an assessment adequately samples the domain of knowledge and skills relevant to the profession being tested.
Question 5: What distinguishes summative evaluation from formative evaluation in curriculum development?
- Summative evaluation is used only for student grading, not program improvement
- Summative evaluation occurs after implementation to judge overall effectiveness (Correct answer)
- Formative evaluation is conducted by external accreditors only
- Summative evaluation is always quantitative while formative is always qualitative
Correct answer: Summative evaluation occurs after implementation to judge overall effectiveness
Summative evaluation takes place after the curriculum has been implemented to determine its overall effectiveness and outcomes.
Question 6: An instructor building a court reporting curriculum wants to ensure prerequisite skills are reinforced at higher levels throughout the program. This is an example of:
- Horizontal articulation
- Vertical articulation (Correct answer)
- Modular design
- Competency-based progression
Correct answer: Vertical articulation
Vertical articulation ensures skills introduced at one level are reinforced and built upon in subsequent levels of the program.
Question 7: In competency-based education (CBE), students advance when they:
- Complete a required number of course hours
- Demonstrate mastery of defined competencies (Correct answer)
- Achieve a passing grade on a single final exam
- Attend a minimum percentage of class sessions
Correct answer: Demonstrate mastery of defined competencies
CBE measures progression by demonstrated mastery of specific competencies rather than time spent in class or seat hours.
CRI Curriculum Design & Development 4
In the ADDIE instructional design model, what is the primary purpose of the 'Analysis' phase?