RCI Curriculum Design & Development 3 — Questions and Answers
Question 1: Which Bloom's Taxonomy level is targeted by an objective asking learners to 'demonstrate the steps of a rescue breath on a manikin'?
- Knowledge
- Comprehension
- Application (Correct answer)
- Synthesis
Correct answer: Application
Performing a skill on a manikin requires learners to apply learned procedures in a practical context, which corresponds to the Application level.
Question 2: In curriculum design, 'terminal objectives' differ from 'enabling objectives' in that terminal objectives describe:
- Individual sub-skills needed to build toward a goal
- The final learner performance expected at course completion (Correct answer)
- Content covered in the last lesson only
- Objectives linked to written examinations
Correct answer: The final learner performance expected at course completion
Terminal objectives state the overall competency a learner must demonstrate by the end of a course, while enabling objectives are the smaller steps that build toward it.
Question 3: A Red Cross program coordinator wants to ensure a new aquatics curriculum is evidence-based. Which source carries the highest authority for content validation?
- Instructor anecdotal experience
- Peer-reviewed research and national safety standards (Correct answer)
- Popular swim coaching blogs
- Most recent participant feedback surveys
Correct answer: Peer-reviewed research and national safety standards
Peer-reviewed research and nationally recognized safety standards provide the most credible, validated foundation for evidence-based curriculum development.
Question 4: Which instructional design principle is violated when a course includes extensive information that does not relate to any of its stated learning objectives?
- Fidelity
- Alignment (Correct answer)
- Accessibility
- Andragogy
Correct answer: Alignment
Alignment requires that all course content directly supports stated learning objectives; unrelated content violates this principle and can dilute learner focus.
Question 5: When selecting media and materials for a Red Cross course, the PRIMARY consideration should be:
- Cost of production
- Whether the media supports achievement of the learning objectives (Correct answer)
- Instructor familiarity with the technology
- Visual appeal and production quality
Correct answer: Whether the media supports achievement of the learning objectives
Media selection must be driven by whether it effectively helps learners achieve the targeted objectives, not by production value or convenience.
Question 6: Formative assessment during curriculum development most commonly serves which purpose?
- Assigning final grades to participants
- Providing feedback that guides ongoing revision of instructional materials (Correct answer)
- Certifying learner competency at course completion
- Evaluating instructor performance annually
Correct answer: Providing feedback that guides ongoing revision of instructional materials
Formative assessment gathers data during development or instruction to identify gaps and refine materials before final delivery or certification.
Question 7: A Red Cross instructor updates a course by replacing a lecture segment with a scenario-based simulation. This change primarily improves which dimension of instructional design?
- Content breadth
- Learner engagement and transfer of learning (Correct answer)
- Course duration efficiency
- Compliance with administrative requirements
Correct answer: Learner engagement and transfer of learning
Scenario-based simulations increase active engagement and improve transfer by placing learners in realistic contexts that mirror real-world application.
RCI Curriculum Design & Development 3
Which Bloom's Taxonomy level is targeted by an objective asking learners to 'demonstrate the steps of a rescue breath on a manikin'?