TCFP Instructor 3 Test Prep Questions With
Correct Answers
What |is |promoted |by |a |formative |assessment?
In-class |adjustments |to |meet |the |needs |of |a |particular |group |of |students |as |they |work |toward |
the |learning |objectives
Which |generally |accepted |category |of |evaluations |assesses |the |achievements |and/or |outcome |
of |the |program?
Summative
What |defines |the |needs |of |the |organization |and |allows |manufacturers |or |their |authorized |
distributors |to |decide |whether |they |can |meet |purchasing |specifications?
Request |for |Proposal |(RFP)
A |Request |for |Proposal |allows |the |AHJ |to |limit |or |specify |which |companies |can:
bid |based |on |the |response |to |the |RFP.
When |selecting |instructional |staff, |a |Level |III |Instructor |should |determine |the |instructors' |roles |
in |the |organization |and |the
qualifications |necessary |to |teach |training |programs.
Which |generally |accepted |category |of |evaluations |gathers |information |to |help |improve |the |
program |while |in |progress?
Formative
Who |are |the |main |sources |of |information |for |evaluations |of |training |programs |and |courses?
Instructors |and |students
How |do |Level |III |Instructors |often |start |their |needs |analysis?
Identifying |and |reviewing |national |standards |and |determining |minimum |job |performance |
requirements |(JPRs)
What |identifies |the |steps |that |must |be |taken |to |fulfill |the |intent |of |a |policy |and |is |written |to |
support |a |policy?
Procedure
,What |is |a |set |of |rules |that |organizations |develop, |adopt, |and |use |as |a |basis |or |foundation |for |
decision-making?
Policy
A |test's |overall |difficulty |can |be |established |by |the |of |questions |most |frequently |missed |and |
how |many |students |missed |them
Number
What |type |of |analysis |is |available |to |the |Level |III |Instructor |for |identifying |training |needs?
Gap |analysis
Which |type |of |evaluation |provides |measurable |benefits |resulting |from |the |program?
Outcomes-based
What |could |indicate |that |changes |need |to |be |made |to |either |courses, |curricula, |or |programs?
Request(s) |from |a |stakeholder |group |such |as |a |governing |body
What |regulation |prohibits |test |records |from |being |disclosed |without |the |written |consent |of |
the |student?
Family |Educational |Rights |and |Privacy |Act |(FERPA)
Bid |evaluation |and |contract |award |scoring |documentation |may |be |subject |to |the |_________ |
and |outside |review.
Freedom |of |Information |Act
What |type |of |analysis |indicates |how |much |and |what |type |of |training |will |ensure |that |the |
organization |can |provide |the |new |level |of |service?
Needs |analysis
What |are |the |two |generally |accepted |categories |of |evaluations |used |for |training |programs?
Formative |and |summative
After |a |need |is |identified, |an |individual |or |committee |develops |a |draft |of |the |document |
according |to |AHJ |procedures |in |order |to:
help |meet |training |program |goals.
What |encompasses |a |range |of |information |organizing |skills |and |results |in |the |proper |
documentation |of |the |policies |and |transactions |of |the |organization?
, Record-keeping
What |is |essential |to |completing |a |needs |analysis?
Collating |data |and |showing |patterns
After |determining |Job |Performance |Requirements |(JPRs) |for |a |course, |instructors:
evaluate |resources |and |select |learning |objectives
What |is |the |first |step |for |determining |the |need |for |a |new |AHJ |policy, |procedure, |or |guideline?
Identify |the |problem
When |the |resource |analysis |presents |a |need |for |additional |equipment, |the |Level |III |Instructor |
should |document |the |need |during |the |________ |process.
budget |formulation
What |type |of |research |methods |for |program |and |course-level |evaluation |is |used |to |determine |
whether |the |program |meets |the |values |established |in |the |program?
Qualitative
Level |III |Instructors |may |be |responsible |for |making |the |large |equipment |purchases, |known |as:
capitol |purchases
What |is |the |primary |purpose |of |analyzing |test |results?
Improve |the |teaching/learning |process
Which |system |should |require |password-protected |computer |security |to |limit |access |to |only |
authorized |personnel
Automated
Which |step |of |the |Four-Step |Development |Model |is |used |to |perform |a |pilot |presentation |of |
the |course |or |curriculum?
Implement |the |course |or |curriculum
During |the |presentation |of |a |curriculum, |an |instructor |should |be |periodically |evaluated |by:
more |experienced |instructors |with |subject-matter |expertise.
After |all |the |data |for |a |qualified |bid |has |been |collected |and |reviewed, |the |Level |III |Instructor |
selects |or |recommends |the |equipment |that:
best |meets |training |division |needs.
Correct Answers
What |is |promoted |by |a |formative |assessment?
In-class |adjustments |to |meet |the |needs |of |a |particular |group |of |students |as |they |work |toward |
the |learning |objectives
Which |generally |accepted |category |of |evaluations |assesses |the |achievements |and/or |outcome |
of |the |program?
Summative
What |defines |the |needs |of |the |organization |and |allows |manufacturers |or |their |authorized |
distributors |to |decide |whether |they |can |meet |purchasing |specifications?
Request |for |Proposal |(RFP)
A |Request |for |Proposal |allows |the |AHJ |to |limit |or |specify |which |companies |can:
bid |based |on |the |response |to |the |RFP.
When |selecting |instructional |staff, |a |Level |III |Instructor |should |determine |the |instructors' |roles |
in |the |organization |and |the
qualifications |necessary |to |teach |training |programs.
Which |generally |accepted |category |of |evaluations |gathers |information |to |help |improve |the |
program |while |in |progress?
Formative
Who |are |the |main |sources |of |information |for |evaluations |of |training |programs |and |courses?
Instructors |and |students
How |do |Level |III |Instructors |often |start |their |needs |analysis?
Identifying |and |reviewing |national |standards |and |determining |minimum |job |performance |
requirements |(JPRs)
What |identifies |the |steps |that |must |be |taken |to |fulfill |the |intent |of |a |policy |and |is |written |to |
support |a |policy?
Procedure
,What |is |a |set |of |rules |that |organizations |develop, |adopt, |and |use |as |a |basis |or |foundation |for |
decision-making?
Policy
A |test's |overall |difficulty |can |be |established |by |the |of |questions |most |frequently |missed |and |
how |many |students |missed |them
Number
What |type |of |analysis |is |available |to |the |Level |III |Instructor |for |identifying |training |needs?
Gap |analysis
Which |type |of |evaluation |provides |measurable |benefits |resulting |from |the |program?
Outcomes-based
What |could |indicate |that |changes |need |to |be |made |to |either |courses, |curricula, |or |programs?
Request(s) |from |a |stakeholder |group |such |as |a |governing |body
What |regulation |prohibits |test |records |from |being |disclosed |without |the |written |consent |of |
the |student?
Family |Educational |Rights |and |Privacy |Act |(FERPA)
Bid |evaluation |and |contract |award |scoring |documentation |may |be |subject |to |the |_________ |
and |outside |review.
Freedom |of |Information |Act
What |type |of |analysis |indicates |how |much |and |what |type |of |training |will |ensure |that |the |
organization |can |provide |the |new |level |of |service?
Needs |analysis
What |are |the |two |generally |accepted |categories |of |evaluations |used |for |training |programs?
Formative |and |summative
After |a |need |is |identified, |an |individual |or |committee |develops |a |draft |of |the |document |
according |to |AHJ |procedures |in |order |to:
help |meet |training |program |goals.
What |encompasses |a |range |of |information |organizing |skills |and |results |in |the |proper |
documentation |of |the |policies |and |transactions |of |the |organization?
, Record-keeping
What |is |essential |to |completing |a |needs |analysis?
Collating |data |and |showing |patterns
After |determining |Job |Performance |Requirements |(JPRs) |for |a |course, |instructors:
evaluate |resources |and |select |learning |objectives
What |is |the |first |step |for |determining |the |need |for |a |new |AHJ |policy, |procedure, |or |guideline?
Identify |the |problem
When |the |resource |analysis |presents |a |need |for |additional |equipment, |the |Level |III |Instructor |
should |document |the |need |during |the |________ |process.
budget |formulation
What |type |of |research |methods |for |program |and |course-level |evaluation |is |used |to |determine |
whether |the |program |meets |the |values |established |in |the |program?
Qualitative
Level |III |Instructors |may |be |responsible |for |making |the |large |equipment |purchases, |known |as:
capitol |purchases
What |is |the |primary |purpose |of |analyzing |test |results?
Improve |the |teaching/learning |process
Which |system |should |require |password-protected |computer |security |to |limit |access |to |only |
authorized |personnel
Automated
Which |step |of |the |Four-Step |Development |Model |is |used |to |perform |a |pilot |presentation |of |
the |course |or |curriculum?
Implement |the |course |or |curriculum
During |the |presentation |of |a |curriculum, |an |instructor |should |be |periodically |evaluated |by:
more |experienced |instructors |with |subject-matter |expertise.
After |all |the |data |for |a |qualified |bid |has |been |collected |and |reviewed, |the |Level |III |Instructor |
selects |or |recommends |the |equipment |that:
best |meets |training |division |needs.
