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Question 1
Kolb's experiential learning model consists of four stages. Which sequence is correct?
Correct Answer:
Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation
Explanation:
Kolb's learning sequence moves from doing to reflecting to thinking to applying. Start with a concrete experience—actually engaging in an activity. Then you reflect on what happened, noticing patterns and questions that emerge. Next you form abstract concepts or generalizations from those reflections, turning the experience into ideas or theories. Finally you test or apply those ideas in new situations through active experimentation. This order—experience, reflection, conceptualization, experimentation—captures how learning builds from practical doing to thoughtful understanding and then to real-world application. The other phrasings use different terms or disrupt this progression, so they don’t align with Kolb’s established sequence.
Question 2
In revised Bloom's taxonomy, which level involves generating new ideas or products?
Correct Answer:
Creating
Explanation:
At the top level of the revised Bloom's taxonomy is creating, which focuses on generating new ideas or products. This level requires putting elements together in novel ways, designing or producing something original, such as a plan, a model, a piece of writing, or a prototype. It goes beyond using or analyzing information by expecting you to synthesize knowledge from different areas into something new. This is the best choice because creating centers on originality and production, whereas the other levels are about different cognitive processes: recalling information, understanding meaning, applying knowledge to new situations, breaking down information to see structure, and making judgments about value. Creating uniquely targets the act of generating something new, which matches the prompt’s emphasis on new ideas or products.
Question 3
Which formative assessment technique is suitable for online courses?
Correct Answer:
Quick polls
Explanation:
In online courses, the goal of formative assessment is to check understanding frequently and with low pressure so you can adjust teaching quickly. Quick polls fit this aim because they are fast to answer, require little preparation, and can be integrated into a live session or posted in the LMS for asynchronous use. They yield immediate results, letting you see who’s grasping the material and who’s not, so you can revisit concepts or adjust activities right away. High-stakes exams and final papers are designed primarily to evaluate learning after instruction, not to support ongoing, day-to-day feedback; they tend to be more stressful and time-consuming to grade, which makes them less suitable for formative purposes in online settings. Oral presentations, while valuable in many contexts, can present logistical challenges online—scheduling, participation equity, and slower feedback cycles—so they don’t provide the same quick, scalable feedback loop that quick polls do in an online environment.
Question 4
For training and education, the purpose of assessment is to do what?
Correct Answer:
Improve the quality of student learning
Explanation:
Assessment in training and education is used to improve the quality of student learning. By gathering evidence of what students know and can do, educators can diagnose gaps, tailor instruction, and choose learning activities and supports that address those needs. Feedback to learners and the act of testing are important parts of the process, but they serve the bigger goal: using evidence to raise learning outcomes. Being learner-centered is valuable, yet the primary purpose is to enhance learning quality through informed teaching and learning decisions.
Question 5
In ADDIE, which phase focuses on analyzing the learners and context?
Correct Answer:
Analyze
Explanation:
In ADDIE, the Analyze phase centers on analyzing learners and the context. This first step is about gathering and making sense of information about who the learners are, what they already know, their prior skills and needs, the learning environment, available technology, and any performance gaps or constraints. The goal is to understand the actual problem to be solved and the conditions under which learning will occur, so you can tailor objectives, methods, and assessments to fit those realities. From this analysis, you identify what learners must achieve, what barriers might exist, and what success looks like, which then guides all subsequent decisions in design, development, and evaluation. The other phases use the insights gathered here: design translates the analysis into concrete objectives, activities, and assessments; development creates the instructional materials; evaluation checks whether the instruction meets the desired outcomes and informs improvements.
Question 1
Exam overview

About this Exam

The Common Faculty Development – Instructor Course (CFD-IC) is a cornerstone certification designed for prospective and newly assigned military instructors, trainers, and facilitators. Primarily utilized within the U.S. Army, this rigorous 10-day, 80-hour competency-based course is your gateway to becoming a qualified educator in an adult learning environment. The course is crafted to prepare you to effectively teach, train, and facilitate learning by introducing you to adult education concepts, teaching models, classroom management techniques, and professional requirements. If you are an E6 or above (or qualified SGT/E5 with waiver) preparing for an instructor role, mastering the concepts in this course is essential for your career progression and your ability to train the next generation of leaders.

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Additional Information

What the Course Entails and Exam Details

This outcomes-based course concentrates on the application of foundational instructor skills, validated by the International Board of Standards for Training, Performance, and Instruction (ibstpi) competencies. Your journey will begin with a required Phase I self-study block, completed via the Army Learning Management System (ALMS), which focuses on the theoretical fundamentals of adult learning. The resident Phase II portion is a small-group, immersive classroom environment that emphasizes application. Core topics include:

  • Army Instructor Roles and Responsibilities

  • Teaching and Learning Models (including the Experiential Learning Model)

  • Professional and Ethical Requirements

  • Building Lesson Plans and Learning Objectives

  • Characteristics of Effective Communication and Classroom Management

  • Methods for Providing Feedback and Conducting Assessments


What to Expect in the Final Exam

The certification process culminates in two distinct summative assessments that you must pass to graduate. This dual-assessment approach ensures you possess both the required knowledge and the practical skill to lead a classroom. First, you will face the Instructor Fundamentals Exam (IFE), which is a standardized, knowledge-based test administered during the course, typically by Day 8, using a digital platform like Blackboard or ALMS. The format is designed to test your understanding of the theoretical principles covered in both phases. You must achieve a minimum score of 80% on this exam.

Second, the ultimate performance test is the Final Summative Practicum Exercise. This requires you to stand before your peers and instructors to present a 30- to 50-minute individual lesson, teaching a block of instruction from a course you will facilitate in your future role. You are graded using a comprehensive rubric based on Army Learning Areas. This is not a passive exam; it is a direct demonstration of your ability to apply everything you have learned. You must also achieve a minimum passing score of 80% on this practical application. Failure to pass either the written IFE or the summative practicum will prevent graduation from the course.


How to Study and Exam Centers

Preparation for the CFD-IC is rigorous, and utilizing multiple study methods is crucial. Your first line of defense is a thorough review of the CFD-IC Student Book and the materials provided during Phase I. Practice is paramount. You should rehearse your practicum lesson presentation multiple times, incorporating the Experiential Learning Model and the characteristics of effective communication you are taught. Seeking constructive feedback from peers or mentors during formative practicums will identify weaknesses before the final evaluation. Additionally, taking a CFD-IC practice exam is a vital strategy. A well-constructed practice exam will help you familiarize yourself with the type of multiple-choice and knowledge-based questions you will face on the Instructor Fundamentals Exam (IFE), allowing you to identify your knowledge gaps.

Regarding testing centers, CFD-IC is typically taken as a resident course. This means you will complete both the course and its final exams at specific authorized physical locations. These primarily include Army Regional Training Institutes (RTIs) situated across various states, the Army University at Fort Leavenworth, Kansas, or authorized proponent schools house locations. Enrollment and reservation for these courses are handled through the Army Training Requirements and Resources System (ATRRS). Students enrolled in the resident Phase II must typically also receive a reservation for Phase I on ALMS to complete prerequisites.


Job Opportunities from the Course

Graduation from the Common Faculty Development – Instructor Course opens numerous doors within the military educational landscape. This qualification is a standard requirement for personnel seeking official instructor positions, ensuring you are capable of delivering standardized, effective training across the military. Completing this course frequently leads to the following specialized job titles:

  • Qualified Army Instructor

  • Noncommissioned Officer Academy (NCOA) Instructor

  • Course Facilitator

  • Regional Training Institute (RTI) Instructor

  • Unit Trainer / Training Specialist

  • Proponent School Instructor

  • Curriculum Developer (First Step Toward Advanced Qualifications)

  • Training Manager / Writer

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