Running Head: IST 626 MID-TERM

IST 626 Mid-Term: Test Questions

Cord Bynum
California State University, Monterey Bay

IST 626 MID-TERM

2
Test Questions

Question #1
Week One: Course Introduction: ADDIE and Other ID Models
Reading: Farrington, My Good Friend ADDIE
1. Which of the following statements about the ADDIE model are true? (Select all that
apply.)
a) ADDIE is a generic schema for instructional systems design
b) ADDIE prescribes detailed steps for each of its stages
c) ADDIE was originally developed by Michael Molenda
d) ADDIE is a versatile model that can be used in different ways
e) ADDIE was designed to be followed sequentially rather than iteratively

Answer: A and D are true.

Explanation for question type: I wanted to test the learners understanding of ADDIE as a
flexible, generic approach rather than a rigid, prescriptive model with a fixed origin. I chose the
pick-multiple format to assess the learners knowledge of multiple aspects of the schema in a
format that lends itself toward computer-based assessment.

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Question #2
Week Two: Analysis 1: Needs Assessment, Learner Analysis, Context Analysis
Readings: Wallace, Why Is the Research on Learning Styles Still Being Dismissed by Some
Learning Leaders and Practitioners?; Thalheimer, Learning Styles Challenge -- Year Eight -Now at $5,000
2. Which of the following statements about learning styles are true? (Select all that apply.)
a) Researchers have found empirical proof of learning styles
b) Instruction designed according to learning styles is more effective than other methods
c) Individuals may learn differently but conclusive evidence of learning styles is lacking
d) There is little evidence that accounting for learning styles improves instruction
e) Evidence suggests that accounting for a learners existing knowledge and skills is more
effective than accounting for learning style

Answer: C, D, and E are true.

Explanation for question type: I chose this format because, again, I wanted to assess the learners
knowledge of multiple aspects of this issue. This question also did not seem to readily lend itself
toward a pick-one format, as the correct answer would likely easily stand out from the other
three choices. Im concerned that option c may be double-barreled to some degree I might be
pushing for too much nuance given the format but this strikes me as an important point to
include.

IST 626 MID-TERM

Question #3
Week Three: Analysis 2: Task Analysis
Reading: Farrington, Easy Does It Step by Step
3. Place the following steps for teaching a procedure into their correct order. Drag the steps
from the column on the left to their appropriate place in the sequence on the right. Then
click Submit.
A. Review the End State

1. ________________________

B. Practice Step One

2. ________________________

C. Show the Beginning and Ending

3. ________________________

D. Give a Test

4. ________________________

E. Show Step One

5. ________________________

F. Communicate Results

6. ________________________

G. Continue Through All Steps

7. ________________________

Answer:
1. Show the Beginning and Ending
2. Show Step One
3. Practice Step One
4. Continue Through All Steps
5. Review the End State
6. Give a Test
7. Communicate Results

Explanation for question type: I chose the sequence format for this question because it is the
appropriate type for testing a learners identification of the steps in a procedure. In this case, I
wrote the instructions to refer to the question as a computer-based drag and drop version
(although I did not include a submit button in the layout).

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Question #4
Week Four: Objectives and Assessments
Reading: Farrington, Writing Learning Objectives and Objectives Handout
4. You have learned about the key elements required for writing a complete and effective
learning objective for assessing particular content types. Review the learning objective
below, and then label each key part of the objective by writing the appropriate label in the
space on the right (3 pts.). Then identify which content type the objective is designed to
assess (1 pt.).
Given a basketball and regulation-height basketball hoop, high school students who complete
the basketball camp will be able to successfully shoot 7 out of 10 free throws within 4 minutes.
1. Given a basketball and regulation-size basketball hoop

1. _____________________

2. To (successfully) shoot

2._____________________

3. 7 out of 10 free throws within 4 minutes

3. _____________________

Content type assessed by this objective: ______________________________

Answer:
1. Conditions for evaluation
2. Action verb
3. Performance standard
Content type assessed by this objective: Psychomotor skills
Explanation for question type: I chose this fill-in-the-blank question type to assess the learners
progress in meeting the course objective to identify and label the parts of a learning objective.
This format requires the learners to recall, from memory, the three key parts of an objective, as
well as the corresponding content type assessed by the objective.

IST 626 MID-TERM

Question #5
Week Five: Course and Lesson Design
Reading: Horton, E-Learning by Design, Chapters 2-4, pp. 74, 137, 198
5. Match the e-learning activity types on the left with an appropriate example of each type
of activity from the list on the right. Write the letter of the example in the space next to the
activity type.
1. ______ Absorb activity

A. Scavenger hunt

2. ______ Do activity

B. Guided analysis

3. ______ Connect activity

C. Software demonstration

Answer:
1. C
2. B
3. A
Explanation for question type: I chose the matching-list format for this question because it is
useful for requiring the learner to identify associations between items in this case, activity
types and their examples. This format requires the learner to categorize the examples according
to their appropriate type.

IST 626 MID-TERM

Question #6
Week Six: Course and Lesson Design
Reading: Horton, E-Learning by Design, Chapter 6, pp. 285-286
6. Briefly explain what a topic is within the context of e-learning. According to Horton, how
does a topic relate to a learning object? How do each of these concepts relate to learning
objectives?
Answer criteria:
Must include the following points in some form:

A topic is a basic building block or unit of instruction

A topic provides instruction to fully meet or accomplish a single learning objective

A topic is a form of learning object, but a learning object is not necessarily a topic

While learning objects can consist of entire courses or lessons and may cover both
terminal and enabling objectives, a topic covers only one learning objective, with no
enabling or sub-objectives

Other points can include:

Topics typically consist of activities and an assessment to measure the learners

achievement of the learning objective

Topics can range from simple one-page units of instruction to more complex and
elaborate lessons

Explanation for question type: I chose the composition format for this question because it
requires the learner to develop an original explanation that demonstrates their understanding of
the topic concept and its relation to the concept of a learning object.