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
An instructor uses exit tickets at the end of each class session. This technique primarily serves as:
Answer: A quick formative check of student understanding
Exit tickets are brief, informal checks that reveal comprehension gaps at lesson's end, guiding the next class session.
Which of the following is the MOST important characteristic of a well-written learning objective?
Answer: It contains a measurable action verb describing student behavior
Measurable action verbs (e.g., analyze, construct, demonstrate) make objectives assessable and student-centered.
Cooperative learning differs from simple group work primarily because it requires:
Answer: Positive interdependence and individual accountability within the group
Cooperative learning (Johnson & Johnson) mandates that group success depends on all members contributing, ensuring individual accountability.
When an instructor aligns assessments with learning objectives and instructional activities, this is called:
Answer: Constructive alignment
Constructive alignment (Biggs) ensures that what is taught, how it is taught, and how it is assessed all point to the same learning outcomes.
A postsecondary instructor wants to promote higher-order thinking. Which question stem BEST reflects Bloom's 'Evaluate' level?
Answer: To what extent is this approach effective, and why?
Evaluate-level questions require students to make judgments based on criteria, going beyond recall or description.
Which assessment practice MOST effectively reduces implicit bias in grading written work?
Answer: Using anonymous (blind) grading with a detailed rubric
Blind grading combined with explicit rubric criteria minimizes the influence of instructor assumptions about individual students.
A CPI candidate is reviewing course delivery methods. Which method is MOST appropriate for teaching complex problem-solving in a postsecondary technical program?
Answer: Case-based learning with guided debriefs
Case-based learning immerses students in realistic problems, developing critical thinking and transfer skills essential in technical fields.