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FIRE INSTRUCTOR II Questions and Answers
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Who should make the revisions of a lesson plan? -- instructor -- agency -- assistant instructor -- professional writer - instructor Which of the following is a guideline for lesson objective development? -- develop learning objectives that leave room for subjectivity -- avoid terminology such as understand, know, comprehend, or learn -- write objectives for both objective and subjective evaluation -- make learning objectives long and focused on multiple results - avoid terminology such as understand, know, comprehend, or learn What is the first step to lesson plan creation? -- write learning objectives -- identify training aids to support instruction -- develop lesson activities -- identify the expected learning outcomes - identify the expected learning outcomes
In which of the following levels of learning in the cognitive domain do students divide information into its component parts to understand how they relate to one another and to the whole? -- create -- understand -- evaluate -- analyze - analyze The only difference between a newly developed lesson plan and a previously prepared lesson is: -- there may be items in a newly developed lesson plan that appear effective but do not meet expectations -- students have been able to review the previously prepared lesson plan -- questions from a newly developed lesson plan may be easier to understand -- a previously prepared lesson has been provided with evaluation feedback - there may be items in a newly developed lesson plan that appear effective but do not meet expectations Which of the following means a person is emotionally, mentally, and physically prepared to learn? -- recency -- association -- readiness -- exercise - readiness Which of the following principles assumes that the lesson should require training that is as similar to a real world experience as is safely possible? -- association -- intensity -- recency
-- use transition effects sparingly -- make visual aids complex - use transition effects sparingly Role play is particularly useful for teaching basic: -- cognitive knowledge -- interpersonal communication skills -- discussion techniques -- sequential steps - interpersonal communication skills For lesson plan modification instructors start with: -- evaluation checklists -- individual student records -- learning outcomes -- feedback sheets - learning outcomes Level II instructors should be able to teach from what they have developed while at the same time ______their work. -- learning -- summarizing -- memorizing -- evaluating - evaluating The first use of a lesson plan provides: -- student performance grades -- feedback
-- test grades -- instructor performance notes - feedback Which of the following is designed to generate student interest in a topic and explain areas to study? -- worksheet -- assignment sheet -- skill sheet -- study sheet - study sheet In which of the cognitive levels of learning do students categorize, create, design, organize, revise, and integrate parts to invent something new? -- evaluate -- understand -- create -- remember - create During lesson plan revision, evaluations should provide: -- a definite list of revisions -- cost analysis for revisions -- a time frame for revisions -- opinions of other instructors - a definite list of revisions Which of the following is a guideline for lesson objective development? -- learning objectives should include terminology such as understand, know, and learn. -- learning objectives should be vague and subjective.
-- imitation -- adaptation -- performance - adaptation Which of the following is MOST difficult to measure objectively? -- recency -- association -- primacy -- effect - recency Which of the following consists of assignments that students will complete during class? -- skill sheet -- study sheet -- worksheet -- information sheet - worksheet In which of the psychomotor levels of learning do students witness the motor activity as the instructor demonstrates it? -- performance -- adaptation -- imitation -- observation - observation The first step to lesson plan creation is: -- writing learning objectives.
-- performing skill sheets. -- testing. -- determining the learning outcomes - determining the learning outcomes Informational handouts, study guides, and skill sheets are examples of: -- alternative testing. -- supplemental information. -- evaluation checklists. -- ancillary components - ancillary components Which of the following laws of learning states that the more an act is practiced, the faster and surer the learning becomes? -- association -- readiness -- effect -- exercise - exercise Which of the following laws of learning assumes that the first of a series of learned acts would be remembered better than others? -- primacy -- recency -- disuse -- association - primacy Divide tasks into the basic ___ required to perform each task.
-- U.S. Department of Quality Control -- Department of Conservation -- Environmental Justice Act -- U.S. Environmental Protection Agency (EPA) - U.S. Environmental Protection Agency (EPA) Which of the following can be used to generate a report on the training evolution? -- scoring sheet -- post-incident critique -- evaluation feedback -- lesson outline - post-incident critique Which of the following is an example of an incident command system (ICS) position? -- Company Officer -- Ignition Officer -- Hazardous Material Technician -- Level I Instructor - Ignition Officer A nonporous surface that can be cleaned with inert materials should be used when: -- a large number of students are participating. -- it is NOT possible to meet EPA requirements for training -- harsh temperatures are present. -- there are NOT enough safety officers - it is NOT possible to meet EPA requirements for training Which of the following includes all job-related activities in which fire and emergency services personnel normally participate?
-- course lesson plan -- task analysis -- risk-management plan -- hazard and risk analysis - risk-management plan Changes in organizational policies: -- focus on administrative, not training, policies -- can reduce the number of training accidents -- have little effect on training accidents -- often increase the number of training accidents - can reduce the number of training accidents Which of the following elements of a training plan include site plans and access or traffic plans? -- support materials -- objectives -- lesson plans -- assignments - support materials When training occurs around water, training administrators and instructors should contact ___ to determine the specific regulations they will have to follow. -- the local Environmental Protection Agency (EPA) office -- other professionals -- their organization -- local policies and procedures - the local Environmental Protection Agency (EPA) office Which of the following can result in a major reduction in training accidents?
When it is NOT possible to meet the EPA requirements for containing water runoff, training should be performed on: -- normal training ground without fuel -- ground with clay soil -- ground with sandy soil -- a nonporous concrete surface - a nonporous concrete surface The intentional release of hydrocarbons into the atmosphere from a live-fire exercise may be prohibited or controlled by local: -- homeowner or farmer cooperatives -- open-burning ordinances -- fire departments -- live-burn standards and procedures - open-burning ordinances Training lesson plans must be based upon the plans: -- determined from student feedback -- that were taken from training manuals -- used at actual incidents -- used only during training - determined from student feedback Which of the following elements of a training plan are usually divided by branch, division, and group? -- support materials -- objectives -- assignments -- safety messages - assignments
Which of the following is the extent to which a test provides consistent, accurate measurements of student achievement? -- usability -- validity -- reliability -- consistency - reliability Which abilities are tested by oral tests? -- cognitive and communication -- cognitive -- psychomotor -- communication - cognitive and communication Test item difficulty is determined by: -- student performance -- the instructor's knowledge and ability -- whether it is norm- or criterion-referenced -- what is in the standard requirements - whether it is norm- or criterion-referenced Which of the following measure only cognitive ability? -- oral tests -- written tests -- performance tests -- oral and performance tests - written tests
-- 30 to 45 seconds - 30 to 45 seconds Which written test item is subjective and allows testing of higher level cognitive processes? -- matching -- essay -- short answer -- multiple choice - essay To overcome subjectivity, a training division should: -- use only performance based tests -- test and retest subject matter -- train instructors in the steps of skills being tested -- teach students to the instructor's satisfaction - train instructors in the steps of skills being tested The scoring system varies depending upon: -- the value of questions and student performance -- test evaluator availability and teaching style -- standard requirements and instructor's decisions -- the type of test and importance of questions - the type of test and importance of questions Which of the following test items allows students the freedom to organize, analyze, revise, redesign, or evaluate a problem? -- speculative -- objective -- subjective
-- reflective - subjective Which of the following is the extent to which a test measures what it is supposed to measure? -- validity -- consistency -- reliability -- usability - validity Performance tests hold test takers to a speed standard or a: -- quality standard -- quantity standard -- cognitive standard -- subjective standard - quality standard Test items must always be based on: -- information covered in class -- specific learning objectives -- content in a study guide -- content in a textbook - specific learning objectives Which of the following puts students who have difficulty writing at a disadvantage? -- essay -- matching -- multiple choice -- completion - essay
-- oral tests -- written tests -- formative tests - performance tests Which of the following holds test takers to a speed or quality standard? -- interpretive exercise -- performance test -- oral test -- written test - performance test Which of the following would be best suited for a subjective question? -- multiple choice -- matching -- true or false -- short answer - short answer The test should be based upon the specific learning or behavioral objectives taken from: -- standard or course requirements -- certification requirements -- policies and procedures -- each part of the course or individual lesson plans - each part of the course or individual lesson plans Which of the following is a usability characteristic? -- limited time to administer -- easy to take
-- high quality -- available in one form - easy to take The most valid and reliable way to test a student's ability to verbally communicate ideas, concepts, and processes is through a (an): -- two-part cumulative test -- oral test -- written test -- performance test - oral test Training instructors or test evaluators in the steps of the skills to be tested should help the training division: -- have positive evaluations -- overcome subjectivity -- proctor tests -- perform skills - overcome subjectivity Which of the following is an element included in any test format? -- single spacing between test items -- double spacing within test items -- point value of each test item -- separate page for instructions - point value of each test item What are the two MOST important conditions of a well-designed test? -- consistency and validity
