1. The first step in designing a course is to:
(A) Decide a topic
(B) Determine assessment
(C) Organize learning experiences
(D) Develop evaluation mechanism
2. “Planning backwards” in course design emphasizes:
(A) Starting with learning materials first
(B) Beginning with the end in mind to determine desired outcomes
(C) Designing assessments last
(D) Choosing teaching methodologies first
3. Overarching goals in course planning describe:
(A) The specific assignments to be given
(B) The detailed content of each lesson
(C) The most important understandings students should develop during the course
(D) The number of students in the course
4. Learning outcomes are:
(A) A list of resources for students
(B) Statements of what a learner is expected to know, understand, or demonstrate after learning
(C) A description of the course fees
(D) The schedule of classes
5. Bloom’s taxonomy helps in:
(A) Organizing learning outcomes and assessments according to levels of thinking
(B) Choosing classroom seating arrangements
(C) Selecting textbooks only
(D) Deciding field-trip locations
6. Which of the following is the highest level of Bloom’s revised taxonomy?
(A) Remembering
(B) Evaluating
(C) Creating
(D) Understanding
7. An example of a learning outcome at the “Applying” level is:
(A) List the dates of historical events
(B) Create a new design for a project
(C) Critique an argument
(D) Demonstrate the steps to solve a math problem in a new situation
8. Which statement reflects the “Analyzing” level of Bloom’s taxonomy?
(A) Recall the major theories
(B) Examine components of a system and explain how they relate
(C) Compose a new experiment
(D) Solve a familiar problem
9. When writing learning outcomes, a correct format is:
(A) “Students should enjoy the class.”
(B) “At the end of this course students should be able to: define, demonstrate, analyse…”
(C) “The teacher will cover chapters 1–5.”
(D) “Grades will be assigned fairly.”
10. Student involvement in setting course goals is important because:
(A) It allows them to select textbooks
(B) It eliminates the need for assessments
(C) It reduces the teacher’s workload
(D) It ensures they are working toward mutually agreed objectives and feel ownership of the course
11. Assessment should be:
(A) Decided at the end of the course
(B) An integral part of course design, linked to learning outcomes
(C) Optional for adult learners
(D) Based solely on attendance
12. While planning content, teachers must consider:
(A) Adult learners’ prior experiences, motivations, and learning styles
(B) Only the availability of textbooks
(C) The length of the course syllabus
(D) The color of the classroom walls
13. Which of the following is not a consideration when planning and organizing course content?
(A) Sequencing of materials
(B) Depth of material
(C) Field-trips
(D) Teacher’s personal hobbies
14. Course evaluation helps to:
(A) Determine the students’ popularity
(B) Decide tuition fees
(C) Collect feedback on course content, presentation, and student learning
(D) Reduce classroom interaction
15. Dynamic course descriptions are important because:
(A) They engage prospective students and encourage further inquiries
(B) They contain complex jargon
(C) They replace learning outcomes
(D) They are only needed for marketing