Practice exam Instructional Design & Evaluation 2019-2020
Multiple-choice question (Exam: 21 mc-questions, three per lecture)
You are requested to mark the alternative you believe is the correct MC-answer. When
a question remains unanswered (e.g., blank) it will be scored as an incorrect answer.
Lecture 1 (Instructional design)
1. Byrnes (1992) examines the concept of mental representations and the extent
to which theories use this to explain behaviour. According to him mental
representations play a major role in...
a) Constructivism.
b) Cognitivism.
c) Connectivism.
Lecture 2 (Cognitive load)
2. Mayer (2014) examined the effects of the embodiment principle: The student
learns “[…] more deeply when on-screen agents display humanlike gesturing,
movement, eye contact, and facial expressions.” According to Mayer applying
the embodiment principle fosters student learning.
A plausible reason for this, according to the cognitive load theory (e.g., Sweller
et al., 2019) is, that the on-screen agent’s…
a) gestures guide students’ attention to the relevant information, which
fosters schema construction.
b) gestures, movements, eye contact, and facial expressions distract students
which force them to invest more mental effort.
c) presence enhances the feeling of social awareness, which intrinsically
motivates students to engage with the learning materials.
Lecture 3 (Expertise)
3. A difference between the views of Ericsson (2007) and Sternberg (1999) on
expertise development is that in comparison to Ericsson, Sternberg…
a) does not emphasise the importance of deliberate practice.
b) considers intelligence to be more important than expertise.
c) is more focused on expertise developed in daily life.
, Lecture 4 (Validity)
4. Oliveri et al. (2019) and Kane (2004) advocate the use of the interpretative
validity argumentation approach. In contrast to Kane's Argument Based
Approach (2004), Oliveri et al.’s Evidence-Centered Design approach (2019)
does pay attention to the…
a) actual delivery of the assessment.
b) predictive validity of the assessment.
c) qualifiers for the validity argumentation.
Lecture 5 (Blended learning and learning analytics)
5. Digital learning resources are increasingly being used in education. A new trend
in the development of digital learning resources is the use of learning analytics.
Janssen et al. (2007) developed a tool to visualise student contributions during
online cooperative learning on the basis of number of contributions to the
discussion. The example below shows that the more contributions a person
makes, the larger their ‘spot’ in the visualisation will become.
Although this says something about the contributions by the various members of
the group, there is also criticism of the way in which learning analytics is used in
this example. Specify which of the assertions below best reflects the criticism of
Wilson et al. (2017) on this example.
This example…
a) paints an incomplete picture because students also talk to each other outside
the online environment.
b) only looks at how many contributions someone makes and not the substance
of what a member of the group contributes.
c) does not take effective strategies for a specific domain into account.
Multiple-choice question (Exam: 21 mc-questions, three per lecture)
You are requested to mark the alternative you believe is the correct MC-answer. When
a question remains unanswered (e.g., blank) it will be scored as an incorrect answer.
Lecture 1 (Instructional design)
1. Byrnes (1992) examines the concept of mental representations and the extent
to which theories use this to explain behaviour. According to him mental
representations play a major role in...
a) Constructivism.
b) Cognitivism.
c) Connectivism.
Lecture 2 (Cognitive load)
2. Mayer (2014) examined the effects of the embodiment principle: The student
learns “[…] more deeply when on-screen agents display humanlike gesturing,
movement, eye contact, and facial expressions.” According to Mayer applying
the embodiment principle fosters student learning.
A plausible reason for this, according to the cognitive load theory (e.g., Sweller
et al., 2019) is, that the on-screen agent’s…
a) gestures guide students’ attention to the relevant information, which
fosters schema construction.
b) gestures, movements, eye contact, and facial expressions distract students
which force them to invest more mental effort.
c) presence enhances the feeling of social awareness, which intrinsically
motivates students to engage with the learning materials.
Lecture 3 (Expertise)
3. A difference between the views of Ericsson (2007) and Sternberg (1999) on
expertise development is that in comparison to Ericsson, Sternberg…
a) does not emphasise the importance of deliberate practice.
b) considers intelligence to be more important than expertise.
c) is more focused on expertise developed in daily life.
, Lecture 4 (Validity)
4. Oliveri et al. (2019) and Kane (2004) advocate the use of the interpretative
validity argumentation approach. In contrast to Kane's Argument Based
Approach (2004), Oliveri et al.’s Evidence-Centered Design approach (2019)
does pay attention to the…
a) actual delivery of the assessment.
b) predictive validity of the assessment.
c) qualifiers for the validity argumentation.
Lecture 5 (Blended learning and learning analytics)
5. Digital learning resources are increasingly being used in education. A new trend
in the development of digital learning resources is the use of learning analytics.
Janssen et al. (2007) developed a tool to visualise student contributions during
online cooperative learning on the basis of number of contributions to the
discussion. The example below shows that the more contributions a person
makes, the larger their ‘spot’ in the visualisation will become.
Although this says something about the contributions by the various members of
the group, there is also criticism of the way in which learning analytics is used in
this example. Specify which of the assertions below best reflects the criticism of
Wilson et al. (2017) on this example.
This example…
a) paints an incomplete picture because students also talk to each other outside
the online environment.
b) only looks at how many contributions someone makes and not the substance
of what a member of the group contributes.
c) does not take effective strategies for a specific domain into account.
