CRI Instructional Design & Delivery 2 — Questions and Answers
Question 1: Which instructional design model uses the steps: Define, Design, Demonstrate, Do, and Debrief?
- ADDIE
- The 5D Model (Correct answer)
- Bloom's Taxonomy
- Gagne's Nine Events
Correct answer: The 5D Model
The 5D Model structures instruction around Define, Design, Demonstrate, Do, and Debrief phases.
Question 2: A CRI instructor notices that students plateau at 140 wpm despite daily practice. The BEST corrective strategy is to:
- Increase drill speed beyond their current plateau
- Reduce practice session length to prevent fatigue
- Diagnose specific stroke errors causing hesitation at speed (Correct answer)
- Move students to a new theory chapter for variety
Correct answer: Diagnose specific stroke errors causing hesitation at speed
Diagnosing the specific strokes causing hesitation targets the root cause of the plateau rather than simply pushing speed or changing topics.
Question 3: According to adult learning theory, which factor MOST motivates adult learners in a court reporting program?
- External rewards such as grades
- Relevance of material to their professional goals (Correct answer)
- Competition with peer students
- Instructor-centered lecture format
Correct answer: Relevance of material to their professional goals
Andragogy holds that adults are most motivated when learning is clearly connected to their immediate professional or life goals.
Question 4: When designing a speed-building lesson for intermediate students, the MOST effective sequencing approach is:
- Introduce new vocabulary, then drill at target speed
- Drill at target speed first, then analyze errors
- Build from slightly below comfort speed to target speed in increments (Correct answer)
- Begin at target speed and hold there for the full session
Correct answer: Build from slightly below comfort speed to target speed in increments
Incremental speed progression allows students to consolidate accuracy before pushing to new speed thresholds.
Question 5: A student consistently misstrokes a specific brief. Which instructional technique is MOST appropriate?
- Assign the student extra reading on theory principles
- Use massed repetition of the correct stroke immediately after identifying it (Correct answer)
- Ignore single-brief errors and focus on overall speed
- Replace the brief with a longer form to avoid confusion
Correct answer: Use massed repetition of the correct stroke immediately after identifying it
Massed repetition immediately following error identification helps overwrite the incorrect motor pattern before it becomes habitual.
Question 6: Which type of assessment BEST measures a student's readiness to advance to the next speed tier?
- Formative quiz on theory rules
- Summative speed take at the target wpm with defined accuracy threshold (Correct answer)
- Peer review of notes
- Self-assessment checklist
Correct answer: Summative speed take at the target wpm with defined accuracy threshold
A summative speed take at the target wpm with a defined accuracy threshold directly measures the skill required for advancement.
Question 7: In the context of CRI instruction, 'chunking' refers to:
- Breaking a steno session into timed intervals
- Grouping related information to reduce cognitive load (Correct answer)
- Dividing students into skill-level cohorts
- Segmenting audio files for dictation practice
Correct answer: Grouping related information to reduce cognitive load
Chunking organizes related concepts into meaningful units, reducing cognitive load and improving retention.
CRI Instructional Design & Delivery 2
Which instructional design model uses the steps: Define, Design, Demonstrate, Do, and Debrief?