CFI STUDY FOI TEST ANSWER QUESTIONS AND CORRECT VERIFIED ANSWERS

CFI STUDY FOI TEST ANSWER
QUESTIONS AND CORRECT VERIFIED
ANSWERS
1.A2WhichA2isA2theA2mainA2advantageA2ofA2supply-typeA2testA2items?
A.A2TheyA2canA2beA2gradedA2withA2reliability.
B.A2ThereA2isA2aA2singleA2correctA2responseA2forA2eachA2item.
C.A2TheyA2requireA2theA2learnerA2toA2organizeA2knowledge.A2-A2Ans--
C.A2TheyA2requireA2theA2learnerA2toA2organizeA2knowledge.

3.A2WhichA2obstacleA2toA2learningA2isA2aA2greaterA2deterrentA2toA2learningA2pilotA2skillsA2th
anA2isA2generallyA2recognized?
A.A2Anxiety.
B.A2Impatience.
C.A2PhysicalA2discomfort.A2-A2Ans--B.A2Impatience.

4.A2WhenA2aA2personA2hasA2difficultyA2recallingA2factsA2afterA2severalA2years,A2thisA2isA2kn
ownA2as
A.A2fading.
B.A2repression.
C.A2poorA2retention.A2-A2Ans--A.A2fading.

5.A2AA2primaryA2considerationA2inA2planningA2forA2studentA2performanceA2isA2the
A.A2student'sA2motivationalA2level.
B.A2student'sA2intellectualA2level.
C.A2lengthA2ofA2theA2practiceA2session.A2-A2Ans--C.A2lengthA2ofA2theA2practiceA2session.

6.A2AA2basicA2needA2thatA2affectsA2allA2ofA2aA2person'sA2perceptionsA2isA2theA2needA2to
A.A2maintainA2andA2enhanceA2theA2organizedA2self.
B.A2accomplishA2aA2higherA2levelA2ofA2satisfaction.
C.A2avoidA2areasA2thatA2poseA2aA2threatA2toA2success.A2-A2Ans--
A.A2maintainA2andA2enhanceA2theA2organizedA2self.

7.A2InA2theA2learningA2process,A2fearA2orA2theA2elementA2ofA2threatA2will
A.A2narrowA2theA2student'sA2perceptualA2field.
B.A2decreaseA2theA2rateA2ofA2associativeA2reactions.
C.A2causeA2aA2studentA2toA2focusA2onA2severalA2areasA2ofA2perception.A2-A2Ans--
A.A2narrowA2theA2student'sA2perceptualA2field.

8.A2WhichA2statementA2isA2trueA2aboutA2instructors'A2critiques?
A.A2InstructorsA2shouldA2relyA2onA2theirA2personalityA2toA2makeA2aA2critiqueA2moreA2accept
able.
B.A2AA2comprehensiveA2critiqueA2shouldA2emphasizeA2positiveA2aspectsA2ofA2studentA2per
formance.

,C.A2BeforeA2studentsA2willinglyA2acceptA2theirA2instructor'sA2critique,A2theyA2mustA2firstA2ac
ceptA2theA2instructor.A2-A2Ans--
C.A2BeforeA2studentsA2willinglyA2acceptA2theirA2instructor'sA2critique,A2theyA2mustA2firstA2ac
ceptA2theA2instructor.

9.A2BeforeA2aA2studentA2canA2concentrateA2onA2learning,A2whichA2humanA2needsA2mustA2
beA2satisfied?
A.A2Safety.
B.A2Physical.
C.A2Security.A2-A2Ans--B.A2Physical.

10.A2WhenA2yourA2studentA2isA2ableA2toA2combineA2individualA2stepsA2inA2performanceA2wi
thA2likelyA2outcomes,A2whatA2stageA2ofA2skillA2acquisitionA2hasA2beenA2reached?
A.A2CognitiveA2stage.
B.A2AutomaticA2responseA2stage.
C.A2AssociateA2stage.A2-A2Ans--C.A2AssociateA2stage.

1.A2WhatA2adverseA2actionA2couldA2resultA2fromA2allowingA2studentsA2toA2useA2testA2prepa
rationA2materialsA2inA2preparationA2forA2FAAA2writtenA2tests?
A.A2StudentsA2mayA2over-learnA2criticalA2elementsA2ofA2theA2content.
B.A2StudentsA2mayA2notA2learnA2criticalA2elementsA2ofA2theA2content.
C.A2StudentsA2mayA2developA2badA2habits.A2-A2Ans--
B.A2StudentsA2mayA2notA2learnA2criticalA2elementsA2ofA2theA2content.

2.A2TheA2mainA2concernA2inA2developingA2aA2lessonA2planA2isA2the
A.A2format.
B.A2content.
C.A2student.A2-A2Ans--C.A2student.

3.A2WhatA2isA2theA2lastA2stepA2inA2theA2demonstration/performanceA2method?
A.A2Summary.
B.A2Evaluation.
C.A2StudentA2performance.A2-A2Ans--B.A2Evaluation.

4.A2WhatA2isA2theA2basisA2ofA2allA2learning?
A.A2Perception.
B.A2Motivation.
C.A2PositiveA2self-concept.A2-A2Ans--A.A2Perception.

5.A2EvaluationA2ofA2studentA2performanceA2andA2accomplishmentA2duringA2aA2lessonA2sh
ouldA2beA2basedA2on
A.A2objectivesA2andA2goalsA2establishedA2inA2theA2lessonA2plan.
B.A2performanceA2ofA2eachA2studentA2comparedA2toA2anA2objectiveA2standard.
C.A2eachA2student'sA2abilityA2toA2makeA2anA2objectiveA2evaluationA2ofA2theirA2ownA2progre
ss.A2-A2Ans--A.A2objectivesA2andA2goalsA2establishedA2inA2theA2lessonA2plan.

, 6.A2PracticalA2testsA2forA2pilotA2certificationA2are
A.A2evaluation-referenced.
B.A2norm-referenced.
C.A2criterion-referenced.A2-A2Ans--C.A2criterion-referenced.

7.A2WhenA2askingA2aA2studentA2toA2explainA2howA2grossA2weightA2affectsA2maneuveringA2
speed,A2whatA2levelA2ofA2learningA2isA2beingA2tested?
A.A2Application.
B.A2Correlation.
C.A2Understanding.A2-A2Ans--C.A2Understanding.

8.A2InA2evaluatingA2studentA2demonstrationsA2ofA2pilotingA2ability,A2itA2isA2importantA2forA2t
heA2flightA2instructorA2to
A.A2remainA2silentA2andA2observe.
B.A2keepA2theA2studentA2informedA2ofA2progress.
C.A2explainA2errorsA2inA2performanceA2immediately.A2-A2Ans--
B.A2keepA2theA2studentA2informedA2ofA2progress.

9.A2WhatA2isA2aA2characteristicA2ofA2supply-typeA2testA2items?
A.A2TheyA2areA2easilyA2adaptedA2toA2testingA2ofA2knowledgeA2factsA2andA2details.
B.A2TestA2resultsA2wouldA2beA2gradedA2theA2sameA2regardlessA2ofA2theA2studentA2orA2theA2
grader.
C.A2TheA2sameA2testA2gradedA2byA2differentA2instructorsA2wouldA2probablyA2beA2givenA2dif
ferentA2scores.A2-A2Ans--
C.A2TheA2sameA2testA2gradedA2byA2differentA2instructorsA2wouldA2probablyA2beA2givenA2dif
ferentA2scores.

10.A2TheA2factorA2whichA2contributesA2mostA2toA2aA2student'sA2failureA2toA2remainA2recepti
veA2toA2newA2experiencesA2andA2whichA2createsA2aA2tendencyA2toA2rejectA2additionalA2trai
ningA2is
A.A2basicA2needs.
B.A2elementA2ofA2threat.
C.A2negativeA2self-concept.A2-A2Ans--C.A2negativeA2self-concept.

1.A2TheA2useA2ofA2instructionalA2aidsA2shouldA2beA2basedA2onA2theirA2abilityA2toA2supportA2
aA2specificA2pointA2inA2theA2lesson.A2WhatA2isA2theA2firstA2stepA2inA2determiningA2ifA2andA2w
hereA2instructionalA2aidsA2areA2necessary?
A.A2OrganizeA2subjectA2materialA2intoA2anA2outlineA2orA2aA2lessonA2plan.
B.A2DetermineA2whatA2ideasA2shouldA2beA2supportedA2withA2instructionalA2aids.
C.A2ClearlyA2establishA2theA2lessonA2objective,A2beingA2certainA2whatA2mustA2beA2commu
nicated.A2-A2Ans--
C.A2ClearlyA2establishA2theA2lessonA2objective,A2beingA2certainA2whatA2mustA2beA2commu
nicated.

2.A2ToA2communicateA2effectively,A2instructorsA2must
A.A2recognizeA2theA2levelA2ofA2comprehension.