Learning Design Services

Instructional Design Test

Time Allotted: 3 hours

Instructional Design Test Page 1 of 23 Learning Design Center of Excellence

Please read the questions carefully before answering them.

Section 1: Analytical Test

This test finds out how well you are able to use and deduce new information. This is a timed test so please adhere to the time allowed. All questions
are compulsory.

Total Questions : 12

Time Allotted : 5 minutes

1. In questions such as below, identify the two statements necessary to make the conclusion in the beginning of the question true.

Jonathan is swimming.

a) Jonathan is in the pool during the winter.

b) Jonathan is in the pool.
c) Swimming takes place in the pool during the winter.
d) All the boys in the pool are swimming.
a&b b&d c&d d&a

2. Tom pitches the ball faster than Mike.

a) David is the champion pitcher.

b) Tom can throw the ball further than David.
c) Tom can throw the ball as fast as David.
d) David can throw the ball faster than Mike.

a&b b&d c&d b&c

Instructional Design Test Page 2 of 23 Learning Design Services

 3. Hundred soldiers went to the war.

a) Forty soldiers did not turn up for the war.

b) Twenty soldiers were killed in the war.
c) The war was boycotted by sixty soldiers.
d) Eighty soldiers returned alive.

a&b b&d a&c c&d

4. A is south-west to C.

a) A is two miles south of B.

b) B is two miles east of D.
c) C is two miles east of B.
d) D is North-west of A.

a&c c&b d&b a&d

5. Four defenders in a football match Defender A, Defender B, Defender C & Defender D take their positions in this order in a row from
right to left. During the match, Defender A changes places with Defender C and then Defender C changes places with Defender B. Which
defender is now at the left end of the row?

Defender A Defender B Defender C Defender D

6. In the above question who is to the right of Defender C?

Defender A Defender B Defender D No one

Instructional Design Test Page 3 of 23 Learning Design Services

 7. Six electronic items are stacked in a cupboard divided into several racks. Cellphone is in the rack right above the Ipod and the Laptop is
in the rack right below the Food warmer. Food warmer is in the rack right above the Cellphone and the Ipod shares the rack with the
Headphones. Coffee brewing machine is kept on the lowest rack. Which item is on the topmost rack?

Cellphone

Ipod

Laptop

Food warmer

Coffee brewing machine

8. In the above question which two other items share a rack?

Cellphone & Laptop

Food warmer & Coffee brewing machine

Cellphone & Coffee brewing machine

Laptop & Food warmer

9. Five swimmers A, B, C, D, E participated in a competition. A lost to B but beat C. D beat E but failed to beat C. Which swimmer won
the competition?
A B C D E

10. In the above question which swimmer came second-last?

Instructional Design Test Page 4 of 23 Learning Design Services

 C A D B E

11. Laura loves to eat apple but not the banana while John loves to eat mango and the banana. Kim loves to eat mango but not the apple
and Jim loves to eat banana but not the mango. If each child loves to eat two of the three fruits, which one has the same preference as
John?

Kim Laura Jim No one

12. A pair of referee and linesman officiated in football matches for a week. The referees were A, B, and C. The linesmen were 1, 2, 3, 4
and 5.

a) No Referee or linesman officiated in two consecutive matches.

b) A and 3, if either officiated, were always in a pair.
c) 5 officiated in Wednesdays match.
d) 4 could not officiate in a match immediately preceding or following a match where 5 officiated.

Which pair officiated in Tuesdays match?

A and 5 C and 4 B and 2 A and 2

Instructional Design Test Page 5 of 23 Learning Design Services

Section 2: Creative Writing

Write a short story of 120-150 words using the phrases/sentences below.

The phone was ringing incessantly as if a long distance away; it was 5'o clock...

I was almost afraid that someone will find me out

Just a little longer and this will be behind me...

Instructional Design Test Page 6 of 23 Learning Design Services

Instructional Design Test Page 7 of 23 Learning Design Services
Section 3: Design Strategy

ZTC is a major technology consulting company. The Senior Managers at ZTC are supposed to work on developing relationships with prospective
clients and creating opportunities for new engagements that lead to a continued revenue stream. While some of the Senior Managers are really
good at initiating and developing relationships with prospective clients, others struggle beyond technical discussions.

The key problem areas seem to be:

Initiating a conversation with a prospect (at conferences, trade shows, or corporate events/dinners etc.)
Striking a chord with the prospect and gaining their interest
Following up on initial conversations to drive business conversations
Offering a ZTC solution to the prospects business problems

In the recent executive committee report, ZTC has expressed concerns over the dropping revenue figures and has recommended that a robust
training program be developed to plug this performance gap. The allocated seat time for this training is approximately 12 hours.

Instructions: Clearly outline your detailed design strategy (include learning objectives, module descriptions, design strategy for each module,
prework and postwork, and materials that will be developed for each) in the template provided below. Feel free to add more modules to the
template if you feel they are needed.

Instructional Design Test Page 8 of 23 Learning Design Services

Course Title
Performance/Skill Area
Performance Objective
Stakeholders
Course Sponsors
SMEs
Course Instructional
Designer(s)

Project Manager

Instructional Design Test Page 9 of 23 Learning Design Services

Business Goal
Role Proficiency Level

Class size:

Target Audience
Additional audiences:
Click here to enter text.

Course Description
Terminal Course
Objectives
Proposed Instructional
Strategy
High-Level Design
Outline
Estimated # of Learning
Hours

Instructional Design Test Page 10 of 23 Learning Design Services

Proposed Delivery
Strategy Instructor-Led Training

Physical Classroom

Virtual Classroom

Teleclassroom

Self-Paced Training

eLearning

Self-study Guide

Other

Class Size and

Sessions Required

Instructional Design Test Page 11 of 23 Learning Design Services

Description of Check all that apply
Deliverables Discovery work paper: Instructional Design

Facilitator Guide

Participant Materials

Instructor Presentation

Additional Materials

eLearning Storyboards

Learning Assessment

Knowledge Check questions

Final Assessment

Additional Requirements
Description of additional requirements: NA

Source Materials NA

Course Evaluation
Strategy

Prework
Follow-up activity

Course: Detailed Design

Instructional Design Test Page 12 of 23 Learning Design Services

Module Source Content
Objectives Content Outline Methods & Media Timing

Instructional Design Test Page 13 of 23 Learning Design Services

Module
Objectives Content Outline Methods & Media Timing
Source Content

Module
Objectives Content Outline Methods & Media Timing
Source Content

Other Supporting Elements and Material

Instructional Design Test Page 14 of 23 Learning Design Services

Instructional Design Test Page 15 of 23 Learning Design Services
Section 4: Storyboarding

Using the PowerPoint presentation provided as your base content, create a storyboard for an eLearning module with the help of the template
provided below. This section of the module should explain the first component of the income statement i.e. revenue. It should describe the three
revenue views and explain how to derive Current Service Revenue. It should also familiarize the learner with the various methods of
billing.

Course Description
This section will elaborate on the content of the course and module.

Target Audience: Project Managers, Client Accounting Team, Finance

Course Name Staffing Rates and Expenses

Course Duration 8 hours

Module Number 1

Module Name Introduction to Revenue Generation

Lesson Name Overview of Revenue Generation

Types of Revenue Views

Current Service Revenue

Various methods of Billing

Delivery Methods: WBT

Instructional Design Test Page 16 of 23 Learning Design Services

Version History
Version Number Date Author Reviewer

Module name Enabling objective: Proposed Graphics /

Visuals

Lesson name

Topic
Slide no
Content:

Audio Script

SME Inputs (Please vet the content and add any additional information, if needed)

Instructional Design Test Page 17 of 23 Learning Design Services

Instructions to the Developer: Interactivity:

Instructional Design Test Page 18 of 23 Learning Design Services

Module name Enabling objective: Proposed Graphics /
Visuals

Lesson name

Topic
Slide no
Content:

Audio Script

SME Inputs (Please vet the content and add any additional information, if needed)

Instructions to the Developer: Interactivity:

Module name Enabling objective:

Instructional Design Test Page 19 of 23 Learning Design Services

 Proposed Graphics /
Visuals
Lesson name

Topic
Slide no
Content:

Audio Script

SME Inputs (Please vet the content and add any additional information, if needed)

Instructions to the Developer: Interactivity:

Enabling objective:

Instructional Design Test Page 20 of 23 Learning Design Services

Module Proposed Graphics /
name Visuals
Lesson
name
Topic
Slide no
Content:

Instructions to the Developer: Interactivity:

Correct Answer Feedback Partially Correct Answer Feedback Incorrect Answer Feedback

SME Inputs (Please vet the content and add any additional information, if needed)

Module name Enabling objective:

Instructional Design Test Page 21 of 23 Learning Design Services

 Proposed Graphics /
Visuals
Lesson name

Topic
Slide no
Content:

Audio Script

SME Inputs (Please vet the content and add any additional information, if needed)

Instructions to the Developer: Interactivity:

Instructional Design Test Page 22 of 23 Learning Design Services

Instructional Design Test Page 23 of 23 Learning Design Services