Teaching Strategies & Learning Assessment Flashcards
7 cards from real CPI practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Teaching Strategies & Learning Assessment flashcards as text
Which instructional model uses a cycle of Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation?
Answer: Kolb's Experiential Learning Cycle
Kolb's Experiential Learning Cycle describes how learners move through four stages from doing to reflecting to theorizing to testing.
Scaffolding in postsecondary instruction refers to:
Answer: Providing temporary support structures that are gradually removed
Scaffolding offers structured support that decreases as students gain competency, based on Vygotsky's zone of proximal development.
Which of the following is an example of norm-referenced assessment?
Answer: Grading on a curve relative to classmates
Norm-referenced assessment ranks students relative to each other rather than against a fixed standard.
A CPI instructor is teaching a procedural skill. Which sequence is most pedagogically sound?
Answer: Explain → Demonstrate → Guided practice → Independent practice
The I Do, We Do, You Do model (explain → demonstrate → guided → independent) is the research-supported sequence for skill instruction.
Which assessment format provides the MOST direct evidence that students can apply knowledge in real-world contexts?
Answer: Authentic performance tasks
Authentic performance tasks require students to use knowledge in realistic scenarios, providing direct evidence of application.
An instructor observes that a student who performs well on written tests consistently fails hands-on labs. The BEST first action is to:
Answer: Investigate whether a learning or skills gap exists and provide targeted support
Investigating the root cause—whether conceptual, procedural, or anxiety-based—allows the instructor to provide appropriate intervention.
Which of the following BEST describes the purpose of a learning objective in course design?
Answer: To communicate measurable student outcomes
Learning objectives use action verbs to state what students will demonstrably know or do by the end of instruction.