TK0-201 CTT+ Exam (Certified Technical) Questions and Answers

Express regret that the instructor’s policy does not permit assignments to be submitted late.

Give the student money and/or goods to allow the student to concentrate on course assignments.

Listen sympathetically and wish the student luck in the rest of the course.

Permit the student to submit the next few assignments late.

Inquire about the safety of the student’s family while expressing sympathy for the student’s situation.

direct the student to the course description.

direct the student to the school’s student handbook.

direct the student to a classmate.

direct the student to the course syllabus.

Call on various students with raised hands to ensure all are participating.

Call on the student more than others to sustain the student’s motivation.

Privately speak to the student to see if a higher-level class is more appropriate.

In private, explain why the student is not being called upon each time.

Kinesthetic

Auditory

Mathematic

Visual

Provide quizzes and written exams on the learning objectives

Conduct practical applications and role plays

Ask the learners to complete an end-of-course critique

Encourage the learners to ask questions

Review the learning objectives periodically during training

Teaching how but not why

Failure of problem-solving training

Poor managerial support

Recall in practical situations

Ask each learner to stop disrupting the lecture.

Open opportunities for learners to ask questions.

Have the learners removed from the lecture.

Discontinue the lecture until the learners are quiet.

Slow the pace of the training down to ensure all the learners are learning at the same level.

Maintain the same pace of the class and work individually with the less experienced learners.

Suggest the learners retake the course again at a later time when they have more experience.

Allow the less experienced learners to have additional lab time before or after class.

Content expertise

Proper use of non-verbal communication

Proper use of communication and presentation skills

A comfortable learning environment

Various questions to each learner individually

Ask probing questions to individual learners

Use an online multiple choice exam

Perform a survey of the class and the understanding of the topics

Keep all interactions public within the virtual classroom.

Create a discussion forum for the trainer to use with the learners.

Use private chat rooms with trainer monitoring.

Force particular disagreements to be directed to the entire group.

Student labs led by the instructor during class

The trainer's mental notes about the students' ability

The trainer evaluation form filled out by the students

Short tests developed by the trainer

Inform the student that their actions are inappropriate and they should stop.

Attempt to determine if a word used during training has a different meaning locally.

On break, report the behavior to the training center for proper disciplinary actions.

Tell a humorous story to achieve a bigger laugh.

Assign teams for a competitive group activity.

Stress the importance of focusing at all times.

Move to another topic and come back to this one later.

Send everyone on a break and resume the topic after break.

Cover it just like the other material

Use a monotone delivery method

Change the pitch of delivery

Highlight in the instructor's manual

Use more pronounced hand gestures

Decide what skills they will achieve

Develop their concepts around the objective

Decide the objectives

Determine how they learn

Learners may not know the answer to the specific question.

The question was not directed to a specific student to answer.

The trainer is pausing too long for a response.

Closed-end questions do not require answers.

Classroom ranking scale

Self assessment

Grading rubric comparison

Percentage score

Use real world examples that relate to the information.

Give a writing assignment on the information.

Give the class a pop quiz on the information.

Tell the class to pay attention.

Overhead-direct question

Open question

Direct question

Overhead question

Ask students to sit according to age when entering the room

Place students who have previously attended classes in the back of the room

Have experienced users in the front of the room

Remove assigned seating in the setup

Ask the other learners if anyone understands the question.

Confirm understanding by restating the question.

Ask the learner to stay after class to clarify the question.

Answer the question with the information provided.

Ask the learner to restate the question.

Treat the learners as a homogenous group to avoid any bias.

Follow the syllabus as closely as possible.

Inquire as to the learners' objectives and expectations.

Separate learners into different groups aligned with their particular disciplines.

Consult the learning objectives and grade the student accordingly.

Stress to the student that it is important to pass the written exam as well as the practical exam.

Ask the student’s advisor if the written exam can be waived.

Provide additional materials to the student to help pass the written exam.

Assigned seating

Instructor-led feature/benefit discussions

Fill-in-the-blank

Use closed questions

Game show using buzzer devices

Discuss with the contact about an additional class session to cover the missing material.

Contact the course developer and report the missing topics, providing suggestions where appropriate.

Purchase material from a different vendor for future classes on the subject.

Create material for the missing topics and send it on to the course developer for inclusion in future versions.

Develop exams for the course using recognized and objective measurement principles.

Periodically ask students open-ended questions.

Ask students about the progress of the student next to them.

Require students to mark off a checklist of objectives once each is thoroughly mastered.

Allows the instructor to deliver exams to each student

Allows the learners to interact with one another

Allows the instructor to survey the class

Allows the instructor to see which learners are participating

It was appropriate because use of the exercises covered the gap in the timing of the course.

It was appropriate because the students were given a frame of reference upon which to apply what they learned.

It was inappropriate because it placed a heavy burden on students to successfully complete the exercise.

It was inappropriate because it did not offer students a stated learning result applicable to their experience

Contact the course coordinator to remind learners of the requirements

Remove the sharing of applications as the entire class cannot participate.

Change the applications that are shared to ones that are compatible to all systems

Request the learners use systems that are compatible with the course.

Physical learner

Visual learner

Auditory learner

Kinesthetic learner

Assign independent labs for each concept

Provide a technical document for each concept

Apply real world examples for each concept

Spend more time in open discussion

Verbally confirm the learner understands and provide another explanation

Provide the same answer and ask if the learner understands

Wait for a couple minutes to determine if the learner comprehends the answer

Ignore the look on the learner's face and move on to the next point

The instructor selected and implemented appropriate delivery methods

The instructor used a variety of question types and techniques

The instructor used appropriate instructional media

The instructor used active listening techniques to facilitate learning

Condense the remaining topics.

Reduce the break time for the remainder of the day to catch-up on the missed material

Give the learners home work to do independent study on the missed material.

Have the learners stay late to make-up for the missed course time.

The instructor should give a quiz to see if the learners retained information so far.

The instructor should use an energizing activity as a redirector.

The instructor should tell the learners why it is important to pay attention at all times

The instructor should give the participants a break.

The instructor should report their behavior to management

Create opportunities for learners to contribute to the discussion

Plan and use a variety of reinforcement techniques during training

Adapt learning methods as intended by the course designers

Enhance, substitute or create media as appropriate

Inform the learners that most of the same material will be covered in the next class session.

Have the learners watch a recorded session of the class.

Request that those learners with bandwidth issues be moved to an in-person live class,

Cancel the current session and schedule a make-up class.

The incentives should be geared towards individuals and not the group as a whole.

The incentives should be used to gain the learners attention.

The incentives should be given out freely as encouragement to the learners.

The incentives should be considered by the learners as appropriate and necessary.

Inform the learner that the question can be asked during a break

Answer the question as not doing so may cause the learner to be confused.

Defer the question and assure the learner that it will be covered later in the course.

Inform the learner that the question falls outside of scope and will not be answered.

Create a PDF with screen shots and procedural references and make it available for download.

Create video clips to be shown during the class demonstrating functionality.

Use the screen sharing function of the virtual classroom software to do the demonstrations.

Take screenshots and display them in the presentation.

Create a lab exercise to be performed in groups

Create a new presentation using graphics

Plan more time for questions on the third day

Spend time reviewing the concepts that seemed to cause confusion

Provide a link to the course requirements with a tutorial.

Remove the learners from the class and have them return after a general computing course.

Email each learner welcoming them to the class and have them introduce themselves.

Have the learner's advisors train the learners on the virtual environment.

Probing

Clarifying

Hypothetical

Closed-ended

Post a multiple-choice exam

Invite students to email each other

Create a writing assignment

Divide students into groups

response in a virtual class is too time-consuming for discussions at the start of class.

virtual learners will be thrown off; they are expecting visual presentations.

open-ended questioning is inappropriate for a virtual class.

personal commentary is contradictory to the efficient impersonal design of virtual classes.

Review the main lecture points again

Have the student perform the actions

Demonstrate the lesson to the student

Draw an illustration on the board

On a break verify the information and inform the class of the findings.

Inform the class the student is incorrect.

Ask the student if they are an expert and let them know not to interrupt.

Inform the client that they need to change their material to match the procedure.

Continue training as if nothing happened.

Make the problem a learning moment.

Blame other members of the training team.

Fault the training materials for the problem.

At the end of the first day, make sure students receive a link to the files so that they can download them.

Provide students with a link to the files so that they can download them when needed.

Make sure an email is sent with a link to the location with instructions to download before class starts.

During class introduction, ensure that students receive a link to the files so that they can download them.

Quickly search online for a website or two that appears to cover the data.

After class that night contact the course developer to request additional study material.

Give a homework assignment to search the web; the next day, review the suggestions in class.

Look through the files for an appropriate handout to give the next day.

Use jokes to build a personal connection to the learners.

Post evaluation scores to encourage competition.

Add the students to the trainer's personal social networks.

Have students post a photo or avatar to represent themselves.

Implied agreement

Hands-on activities

Audio recordings

Teacher demonstrations

The instructor should randomly choose

The student who arrived late

The female should be given priority

The most insistent of the two

Use closed questions

Refer to online references

Ask probing questions

Review last week's material

Direct the learner to a more introductory course.

Inform the learner’s supervisor of the concerns.

Have the learner take notes during the lessons.

Wait for a required assessment and report the lack of knowledge.

Inform the students they will need to learn material not covered.

Research and provide supplemental materials approved by the client.

Purchase another vendor’s materials and add it to the client’s bill after the training.

Create a course outline that includes material not covered in the outcomes.

Closed

Hypothetical

Open

Clarifying

Use student-owned mobile phones with projected still images.

Use an electronic student response device for each team in a game.

Use electronic student response devices with a game.

Use presentation remote devices with an online video game.

Take a short break to come up with an interactive discussion

Stop lecturing until the class regains focus

Create a loud noise to get students' attention

Turn the lights on and off to increase students' awareness

Ask the company to modify its needs to coincide with the materials.

Modify the materials to meet the needs of the company.

Inform the company that the course design cannot be changed.

Meet with the company to conduct another needs assessment.

making modifications as needed, while delivering the new version of the courseware.

monitoring the vocabulary and jargon in the material that may not always apply.

providing adequate break time from the training room so the participants can take calls.

meeting the specific objectives of the application and preserving the original course design.

Closed-ended, random, but direct question and answer, requiring multiple repetition for the same answers.

Role play that includes scenarios illustrating the effect of the facts in the real world.

Instructor recites scenarios illustrating the effect of the facts in the real world.

Learners provide answers to questions on the instructor's presentation slides.

A multiple-choice exam

An essay exam

A five-page annotated paper

A short-answer exam

Present the material in front of a senior instructor

Consider reviewing the material again

Assess the validity of the evaluations based on the score of the students

Ensure that the trainer is knowledgeable in the subject material

an oral presentation.

an online exam.

a written assessment.

a practical application.

Dismiss class early once a month.

Offer snacks and refreshments.

Vary learning activities every hour.

Provide more frequent breaks.

Delay the class until proper arrangements can be made

Cancel the class

Prepare to teach without any visual aids

Prepare handouts of the slides

Self-paced virtual course

An instructor-led classroom environment

Synchronous virtual course

A demonstration-based environment

Overhead projector

Website forum

Structured handout

Vendor source material

Discuss the missing material with the client

Teach the material as-is per the contract

Add additional material into the class as needed

Create an end-of-class handout with additional information

Purchase additional content from another vendor

Create an evaluation that covers the course objectives to gauge the learners’ level of understanding

Create an evaluation for the learners to evaluate the other learners’ understanding of the material

Create an evaluation of how well the trainer is performing to gauge the trainer’s delivery methods

Create an evaluation of the learning environment to understand if it is affecting the learners

Move on to new material as there is a lot more to cover

Review the content again

Explain that it will become clear later

Solicit the class for relevant stories

Relay anecdotes illustrating the use of the material

Authentic assessment

Learning

Skill transfer

Active listening

Opportunities for questions and answers

Interpersonal skills

Group involvement

Management of course flow and training activities

Ask the learner to hold the question until a break and then discuss the question.

Ask the learner to rephrase the question.

Ask the class to rephrase the question.

Ask the learner to research the answer and share their findings with the class.

Ask the learner if they would like to assist in room preparation and class documentation.

Ask the learner if they would like to prepare to teach a lecture of the class.

Ask the other learners to quiz the expertise of the advanced learner.

Ask the learner to cite real world examples to use in class.

A benefit to the visual learner.

Distracting to the learner.

An excellent use of training materials.

A creative use of resources.

The instructor compared learning achievements to learning objectives

The instructor failed to monitor learner progress during training

The instructor failed to properly motivate the class.

The instructor used too many delivery methods during training

Have the second instructor perform a self-evaluation.

Have the first instructor provide feedback to the second instructor's teaching techniques.

Report the evaluation to a supervisor and have the instructor replaced.

Have the class re-evaluate the second instructor using an alternate method.

Create groups with members from different backgrounds.

Emphasize conformity to move the group along.

The group participation to individual rewards.

Limit the accountability of each individual.

Clearly define the role for each of the group members.

Hand out written instructions so the learners can refer back to them

Demonstrate the assignment for the learner

Review the instructions and check for understanding

Email the instructions before the course starts so the learners can prepare for the assignment

Answer the question in short form, citing where it was covered previously.

Redirect the question to the class, and allow other learners to answer.

Provide a more in-depth answer to the question so that the rest of the learners gain more from the discussion.

Ask the learner to remain after class to review the material that was already covered.

Ease tensions associated with many courses.

Enhances the instructor's technical competency.

Helps to determine team building groups.

Determines the class objectives.

Schedule a brief meeting with the development team to understand the purpose of the exercise.

Meet with the development team to provide feedback on past experiences,

Conduct the class and skip the exercise entirely.

Modify the exercise to one the instructor likes better.

Overnight all course materials to the learners who could not participate in the recorded session.

Contact the system administrator and hold the session open until the bandwidth issue is corrected.

Cancel the current session and compress the remaining sessions to finish on schedule.

Inform the learners who could not actively participate to review the recorded session.

Set up conference calls with the learners so they can participate in the class.

Buy inexpensive sound cards and ship them to the student's locations.

Pre-record the lectures and make them downloadable from the virtual classroom.

Have the other learners take notes on the lectures and send the notes to the learners who do not have sound cards.

Single response questions

Closed-ended questions

Open-ended questions

Individually directed questions