CT Feedback Methods 3

Question 1

Which component is NOT typically part of effective written feedback on a learner's assignment?

Accepted Answer

Comparison to other learners' scores

Answer

Comparing a learner to peers introduces social comparison that can be demotivating and is not a criterion-referenced feedback practice.

Question 2

A trainer uses rubrics to provide feedback on learner presentations. The primary advantage of rubric-based feedback is:

Accepted Answer

It provides consistent, criteria-based feedback across all learners

Answer

Rubrics establish clear, shared criteria that make feedback consistent, transparent, and aligned to performance expectations.

Question 3

In the context of CT exam preparation, 'descriptive feedback' differs from 'evaluative feedback' primarily because it:

Accepted Answer

Describes what was observed without judging its quality

Answer

Descriptive feedback narrates what the trainer observed without rendering a value judgment, helping learners understand exactly what occurred.

Question 4

A learner repeatedly makes the same error after receiving feedback. The trainer's best next step is to:

Accepted Answer

Diagnose why the feedback isn't leading to change and adjust the approach

Answer

When feedback doesn't produce change, the trainer must investigate whether the issue is clarity, motivation, skill gap, or another barrier and adapt accordingly.

Question 5

Which questioning technique can a trainer use to make feedback more interactive and learner-driven?

Accepted Answer

Socratic questioning that guides the learner to self-discover the issue

Answer

Socratic questioning engages learners in critical thinking, helping them arrive at insights about their own performance rather than passively receiving critique.

(CT) Certified Trainer Practice Test

(CT) Certified Trainer Practice Test

CT Feedback Methods 3