RCI Curriculum Design & Development 2

Question 1

When sequencing curriculum content for a Red Cross course, which organizational strategy places foundational concepts before more complex applications?

Accepted Answer

Scaffolded sequencing

Answer

Scaffolded sequencing builds learner competence by introducing foundational skills first, then layering increasingly complex content on that base.

Question 2

A Red Cross instructor is revising course materials after learners consistently fail a specific skill check. What is the FIRST step in addressing this curriculum problem?

Accepted Answer

Analyze whether the instructional content adequately taught the skill

Answer

Before modifying assessments or timing, an instructor must analyze whether the instructional design adequately covered the knowledge and skill being evaluated.

Question 3

Which term describes the documented match between course learning objectives, instructional activities, and assessment items?

Accepted Answer

Instructional alignment

Answer

Instructional alignment ensures that what is taught, how it is taught, and how learners are assessed all correspond directly to the stated learning objectives.

Question 4

In the ADDIE model, which phase involves creating prototypes, storyboards, or lesson outlines before full production begins?

Accepted Answer

Design

Answer

The Design phase produces blueprints such as storyboards, course outlines, and prototype materials that guide the Development phase.

Question 5

A learner objective that reads 'Students will understand CPR' is considered weak because it lacks which quality?

Accepted Answer

A measurable, observable performance component

Answer

Effective learning objectives must include an observable, measurable action verb so that achievement can be reliably assessed.

(RCI) Red Cross Instructor Certification Practice Test

(RCI) Red Cross Instructor Certification Practice Test

RCI Curriculum Design & Development 2