CT Instructional Design & Curriculum Development 2

Question 1

A trainer is using Bloom's Taxonomy to write learning objectives. Which verb is most appropriate for the 'Analysis' level?

Accepted Answer

Differentiate

Answer

Differentiate is an analysis-level verb because it requires learners to distinguish between components, which is a hallmark of Bloom's Analysis level.

Question 2

What is the primary purpose of a needs analysis in curriculum development?

Accepted Answer

To identify the gap between current and desired performance

Answer

A needs analysis identifies the performance gap between what learners currently do and what they should be able to do after training.

Question 3

Which instructional design model emphasizes rapid prototyping and iterative development rather than linear phases?

Accepted Answer

SAM (Successive Approximation Model)

Answer

SAM uses iterative cycles of design, prototype, and review, making it faster and more flexible than the linear ADDIE model.

Question 4

A trainer discovers that adult learners in her course have widely varying prior knowledge. Which curriculum strategy best addresses this?

Accepted Answer

Use a pre-assessment to allow learners to skip mastered content

Answer

Pre-assessments enable differentiated pathways so learners engage only with content they haven't yet mastered, respecting varied backgrounds.

Question 5

In the ADDIE model, during which phase would a trainer create storyboards and draft participant workbooks?

Accepted Answer

Development

Answer

Development is the phase where actual training materials—storyboards, workbooks, e-learning modules—are built based on the design blueprint.

(CT) Certified Trainer Practice Test

(CT) Certified Trainer Practice Test

CT Instructional Design & Curriculum Development 2