Question 1
1. Using the systems approach, what are the direct inputs for subordinate skills analysis?
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The instructional goal. |
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The learner analysis. |
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The context analysis (both learning and performance). |
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The main steps and decision points required to achieve the goal. |
5 points
Question 2
1. Which one of the following analysis formats can be used in performing a cluster analysis?
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Hierarchy |
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advanced |
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Outline |
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B and C |
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All of the above |
5 points
Question 3
1. What do designers call the skills that learners should have mastered before entering given instruction?
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Intellectual skills |
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Superordinate skills |
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Subordinate skills |
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Entry skills |
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Revise instruction |
5 points
Question 4
1. A complex set of system components work together to maintain blood sugar levels. The goal of the system is a stable blood sugar level and periodic blood sugar readings are the feeback mechanism. In the instructional system, what is equivalent to the blood sugar readings in diabetes care?
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the instructor |
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the student |
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a quiz |
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Learning environment |
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All of the above |
5 points
Question 5
1. Which one or ones of the following activites is/are part of ISD?
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Analysis |
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Design and Development |
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Implementation |
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Evaluation |
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All of the above |
5 points
Question 6
1. Performance objectives
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Are based on the instructional analysis |
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Are based on the description of entry skills |
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Identify the skills to be learned |
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All of the above |
5 points
Question 7
1. Instructional goals that require students to recall facts or names reflect what domain of learning?
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Attitudes |
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Intellectual skills |
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Psychomotor skills |
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Verbal information |
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Revise instruction |
5 points
Question 8
1. For which instructional delivery systems is the systems approach appropriate?
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Instructor delivered instruction |
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Print instruction |
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Multimedia |
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Web-based instruction |
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All of the above |
5 points
Question 9
1. What professionals could benefit from using the systems approach to design instruction?
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Instructional designers |
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University faculty |
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Trainers in business |
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Public school teachers |
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All of the above |
5 points
Question 10
1. When analyzing a complex instructional goal that includes intellectual skills, psychomotor skills, attitudes, and verbal information, which of the following analysis procedures are likely to be used?
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Cluster |
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Hierarchy |
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Combination cluster and hierarchy |
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Revise instruction |
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Design and conduct summative evaluation |
5 points
Question 11
1.
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Examine the four main steps required for accomplishing the goal in Figure 4.2. How do you think they should be revised? If revision is needed, choose the most critical one. |
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They are OK as stated. |
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The order must be reorganized so that step 4 becomes step 1. |
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A verb or action term needs to be added to step 3. |
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The behavior needs to be clarified in step 1. |
5 points
Question 12
1. Why is a needs assessment performed relative to instructional goals?
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To locate problem areas (gaps) |
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To design instruction |
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To differentiate between the performance and learning contexts |
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To differentiate between prerequisite ann subordinate skills |
5 points
Question 13
1. What are needs statements?
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Requests for performing a needs assessment |
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Statements of what is needed to achieve organization’s goals |
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Instructional goals |
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Statements of intention to design and develop instruction |
5 points
Question 14
1. What is an instructional goal?
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A process used to solve organizational problems |
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A statement of intended outcomes of instruction |
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The intended outcomes of a needs assessment |
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A process used to identify subordinate skills |
5 points
Question 15
1. What is performance analysis?
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A study to verify a performance problem and determine how it can be resolved |
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A study of prerequirsite skills to determine readiness |
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A study of subordinate skills to determine mastery |
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A careful analysis of an instructional goal |
5 points
Question 16
1. As an instructional designer, what should you do when you encounter a nonspecific or fuzzy instructional goal?
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Send it back to managers |
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Proceed with the fuzzy goal |
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Discard it |
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Analyze it to determine impled outcomes |
5 points
Question 17
1. What information about intended learners should be included in a complete goal statement?
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Achievement levels and experience with goal-related tasks |
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Their family situation |
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Their income levels |
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Prior jobs they have held |
5 points
Question 18
1. What information about the performance context should be included in the instructional goal?
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Work environment |
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Income |
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Work experience |
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Prior training |
5 points
Question 19
1. What is meant by “tools” in the complete instructional goal statement?
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Ability and background the learner can call on |
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Equipment (computers, calculators, job aids) |
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Interpersonal skills to support communication |
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Prerequisite or basic skills |
5 points
Question 20
1. Which of the following questions should be answered in relation to the clarity of instructional goals?
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Are the behaviors observable? |
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Are the behaviors measurable? |
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Is the topic area well delineated? |
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All of the above |
