1. B
Recognizes mastery in instructional design, delivery, and evaluation.

2. B
Adult learners engage best when learning is problem-centered and relevant.

3. A
Combining peer and learner feedback provides reliable performance data.

4. A
Design phase establishes goals and measurable objectives.

5. B
NTSP aligns resources and training requirements for mission readiness.

6. B
Scenario-driven activities promote skill application and retention.

7. A
Formative evaluation enhances ongoing instruction quality.

8. B
JDTA defines required job skills and knowledge.

9. B
Effective mentoring promotes feedback and professional growth.

10. C
Psychomotor domain assesses physical skill performance.

11. B
SMART objectives make goals measurable and trackable.

12. B
MTS aligns with Navy mission readiness standards.

13. B
Intrinsic motivation grows from personal relevance and purpose.

14. B
Two-way communication improves understanding and engagement.

15. A
Analysis defines the problem, learner needs, and performance gaps.

16. B
Testing plan outlines methods for assessing objectives.

17. A
Compliance ensures alignment with NETC and NAVEDTRA policies.

18. B
Constructivism supports using prior experiences in learning.

19. B
Evaluation determines if learning outcomes meet performance goals.

20. B
Mentors provide coaching and model instructional excellence.

21. B
MTS mastery includes designing, developing, and evaluating curriculum.

22. A
Summative evaluation assesses overall program effectiveness post-delivery.

23. A
Effective feedback is specific, timely, and actionable.

24. B
Andragogy emphasizes autonomy and self-direction in adults.

25. B
Bloom’s Taxonomy organizes objectives from basic to complex.

26. A
TPP documents training requirements and compliance standards.

27. B
CTTL lists tasks and duties foundational to course design.

28. B
Open-ended questioning promotes reflection and problem-solving.

29. C
The affective domain relates to attitudes and motivation.

30. A
NAVEDTRA 43100 Series governs MTS qualification and guidance.

31. A
Two-way dialogue improves communication and instructional impact.

32. B
Curriculum evaluation ensures improved learner and mission performance.

33. B
MTS mentors use collaboration to build competence and confidence.

34. C
Designing content directly around measurable performance outcomes ensures that learning materials align with what trainees must actually do on the job. This approach supports mastery and evaluation consistency.

35. B
Integrating scenario-based learning helps bridge the gap between knowledge and application. It engages learners in realistic problem-solving, improving performance-based skill transfer.

36. C
Encouraging reflective practice and self-assessment fosters continuous professional growth. It helps MTS candidates critically evaluate their instructional methods and make improvements autonomously.