Using the systems approach, what are the direct inputs for subordinate

Question 1

1. Using the systems approach, what are the direct inputs for subordinate skills analysis?

The instructional goal.

The learner analysis.

The context analysis (both learning and performance).

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?

Hierarchy

advanced

Outline

B and C

All of the above

5 points

Question 3

1. What do designers call the skills that learners should have mastered before entering given instruction?

Intellectual skills

Superordinate skills

Subordinate skills

Entry skills

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?

the instructor

the student

a quiz

Learning environment

All of the above

5 points

Question 5

1. Which one or ones of the following activites is/are part of ISD?

Analysis

Design and Development

Implementation

Evaluation

All of the above

5 points

Question 6

1. Performance objectives

Are based on the instructional analysis

Are based on the description of entry skills

Identify the skills to be learned

All of the above

5 points

Question 7

1. Instructional goals that require students to recall facts or names reflect what domain of learning?

Attitudes

Intellectual skills

Psychomotor skills

Verbal information

Revise instruction

5 points

Question 8

1. For which instructional delivery systems is the systems approach appropriate?

Instructor delivered instruction

Print instruction

Multimedia

Web-based instruction

All of the above

5 points

Question 9

1. What professionals could benefit from using the systems approach to design instruction?

Instructional designers

University faculty

Trainers in business

Public school teachers

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?

Cluster

Hierarchy

Combination cluster and hierarchy

Revise instruction

Design and conduct summative evaluation

5 points

Question 11

1.

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.

They are OK as stated.

The order must be reorganized so that step 4 becomes step 1.

A verb or action term needs to be added to step 3.

The behavior needs to be clarified in step 1.

5 points

Question 12

1. Why is a needs assessment performed relative to instructional goals?

To locate problem areas (gaps)

To design instruction

To differentiate between the performance and learning contexts

To differentiate between prerequisite ann subordinate skills

5 points

Question 13

1. What are needs statements?

Requests for performing a needs assessment

Statements of what is needed to achieve organization's goals

Instructional goals

Statements of intention to design and develop instruction

5 points

Question 14

1. What is an instructional goal?

A process used to solve organizational problems

A statement of intended outcomes of instruction

The intended outcomes of a needs assessment

A process used to identify subordinate skills

5 points

Question 15

1. What is performance analysis?

A study to verify a performance problem and determine how it can be resolved

A study of prerequirsite skills to determine readiness

A study of subordinate skills to determine mastery

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?

Send it back to managers

Proceed with the fuzzy goal

Discard it

Analyze it to determine impled outcomes

5 points

Question 17

1. What information about intended learners should be included in a complete goal statement?

Achievement levels and experience with goal-related tasks

Their family situation

Their income levels

Prior jobs they have held

5 points

Question 18

1. What information about the performance context should be included in the instructional goal?

Work environment

Income

Work experience

Prior training

5 points

Question 19

1. What is meant by "tools" in the complete instructional goal statement?

Ability and background the learner can call on

Equipment (computers, calculators, job aids)

Interpersonal skills to support communication

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?

Are the behaviors observable?

Are the behaviors measurable?

Is the topic area well delineated?

All of the above