CT Instructional Design & Curriculum Development 4

Question 1

A trainer notices learners consistently struggle with the same concept midway through the course. What is the best immediate design response?

Accepted Answer

Insert a formative assessment and remediation activity at that point

Answer

A formative assessment at the trouble spot identifies individual gaps and allows remediation activities to address them before learners advance to dependent content.

Question 2

Which of the following best illustrates the '72-hour rule' related to learning retention?

Accepted Answer

Learners should review new material within 72 hours to prevent significant forgetting

Answer

Research on the forgetting curve shows that reviewing material within 72 hours of initial learning dramatically slows the rate of forgetting.

Question 3

In curriculum development, what does 'backward design' (Wiggins & McTighe) require a designer to establish first?

Accepted Answer

The desired learning outcomes and assessment evidence

Answer

Backward design starts with identifying desired end results and acceptable evidence of learning before planning instructional activities.

Question 4

A curriculum designer is choosing between synchronous and asynchronous delivery. Which factor most strongly favors asynchronous design?

Accepted Answer

Learners are globally distributed across many time zones

Answer

Asynchronous delivery eliminates time-zone scheduling barriers, making it ideal when learners are distributed globally and cannot attend simultaneously.

Question 5

What does 'chunking' refer to in the context of instructional design?

Accepted Answer

Breaking content into small, manageable segments to reduce cognitive load

Answer

Chunking organizes information into small, digestible units, aligning with Miller's Law and cognitive load theory to prevent working memory overload.

(CT) Certified Trainer Practice Test

(CT) Certified Trainer Practice Test

CT Instructional Design & Curriculum Development 4