MTS Instructional Design Principles 3

Question 1

According to cognitive load theory, 'germane cognitive load' refers to:

Accepted Answer

Mental resources used to build and automate schemas

Answer

Germane load is the productive mental effort learners invest in forming and automating new schemas in long-term memory.

Question 2

In the SAM (Successive Approximation Model), the design phase differs from ADDIE primarily because it:

Accepted Answer

Uses rapid prototyping and iterative feedback cycles

Answer

SAM is an agile alternative to ADDIE that emphasizes rapid prototyping, small iterations, and continuous stakeholder feedback.

Question 3

A Master Training Specialist is reviewing a lesson plan and notices objectives use the verb 'understand.' The BEST correction is to replace it with:

Accepted Answer

Demonstrate

Answer

'Understand' is not measurable; 'demonstrate' is an observable, measurable action verb appropriate for a behavioral objective.

Question 4

Scaffolding in instructional design refers to:

Accepted Answer

Providing temporary support that is gradually removed as competence grows

Answer

Scaffolding involves offering guided support (hints, prompts, worked examples) and fading that support as learners become more capable.

Question 5

Which learning theory underpins the use of positive reinforcement, shaping, and behavioral objectives in training?

Accepted Answer

Behaviorism

Answer

Behaviorism focuses on observable behavior, stimulus-response relationships, and reinforcement to shape learning outcomes.

(MTS) Master Training Specialist Practice Test