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VITC exit exam questions and answers — Set 4 — Vertical Integration Course for Trainer

Set 4 of the Vertical Integration Course for Trainer (VITC) exit exam bank — 30 of 172 questions, with the correct option marked and a one-line explanation for every one. Read it end to end, jump to a single set, or search it — then sit the same bank as a timed paper. The real DG Shipping exit exam is 30 marks with 15 to pass.

These are the bank's original groupings. Practising deals the whole bank out again every time you reshuffle, so a practice “Set 3” is a different 30 questions each time — the set numbers below are the source file's, and are only used here so the key stays navigable. Options are listed in their original order with fixed letters; when you practise, those move too.

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Set 4 — 30 VITC exit exam questions with answers

1. Under the STCW Code, the 'support level' of responsibility means performing assigned tasks, duties or responsibilities on board:

  • A. Under the direction of the shore-based superintendent only
  • B. Under the direction of an individual serving at the operational or management level
  • C. Without any supervision
  • D. Only during port stays
Answer: B — Under the direction of an individual serving at the operational or management level
The STCW Code defines the support level as responsibility associated with performing assigned tasks, duties or responsibilities on board a seagoing ship under the direction of an individual serving in the operational or management level.

2. The outcome-based (competence-based) approach to maritime training places primary emphasis on:

  • A. The textbook used
  • B. The number of hours the trainee spends in class
  • C. What the trainee is able to do to the required standard at the end of training
  • D. The trainee's examination ranking compared with peers
Answer: C — What the trainee is able to do to the required standard at the end of training
Competence-based training under STCW focuses on outcomes: the trainee must demonstrate the competence to the standard specified by the criteria for evaluating competence, rather than simply attend a fixed number of hours.

3. In the VICT activity on factors which affect teaching, trainees discussing the instructor's appearance should conclude that:

  • A. Only uniform must be worn in every class
  • B. Informal dress always improves rapport
  • C. Appearance has no effect on teaching
  • D. Dress has an effect, and since an instructor may be judged by appearance, an appropriate mode of dress is important
Answer: D — Dress has an effect, and since an instructor may be judged by appearance, an appropriate mode of dress is important
The DGS VICT guideline (Activity 2.1.2) states trainees should be encouraged to conclude that dress has an effect and that, since an instructor may be judged by appearance, an appropriate mode of dress is important.

4. The purpose of the VICT activity 'List optimum qualities of instructors and trainees' is to make trainee instructors realise that:

  • A. Individual differences must be taken into account when selecting teaching methods and procedures for classroom management and discipline
  • B. Instructor qualities are fixed and cannot be developed
  • C. Discipline is not the instructor's concern
  • D. All trainees learn in exactly the same way
Answer: A — Individual differences must be taken into account when selecting teaching methods and procedures for classroom management and discipline
Activity 2.1.1 aims to enable trainees to know that individual differences need to be taken into account when teaching methods and procedures are selected for classroom management and discipline.

5. Which of the following is most likely to reduce a trainee's ability to learn during a session?

  • A. Fatigue, anxiety and an uncomfortable environment
  • B. Relating new material to the trainee's experience
  • C. Clear lesson objectives stated at the start
  • D. Regular checks of understanding
Answer: A — Fatigue, anxiety and an uncomfortable environment
Physical and emotional factors such as fatigue, anxiety, fear and discomfort hinder learning; the VICT guideline stresses a learning environment free from anxiety, fear and discomfort.

6. An instructor finds that a trainee's prior sea experience conflicts with what is being taught. The most appropriate approach is to:

  • A. Ask the trainee to leave the class
  • B. Change the syllabus to match the trainee's practice
  • C. Acknowledge the experience and use it to explain why the current standard or procedure applies
  • D. Ignore the trainee's experience
Answer: C — Acknowledge the experience and use it to explain why the current standard or procedure applies
Adult trainees bring experience that strongly influences learning; good practice is to acknowledge it and build on it, relating new knowledge to prior knowledge, which is central to the constructivist approach in the VICT guideline.

7. According to the VICT guideline, jargon and technical words used in class should be:

  • A. Written only in handouts
  • B. Avoided completely
  • C. Introduced with a careful explanation of their meanings
  • D. Used freely since trainees are seafarers
Answer: C — Introduced with a careful explanation of their meanings
Activity 2.2.1 notes that spoken communication can be difficult and the instructor's words may be too difficult; jargon and technical words should be introduced with a careful explanation of their meanings.

8. The constructivist theory of learning referred to in the VICT guideline holds that individuals:

  • A. Cannot learn without a textbook
  • B. Learn best through punishment and reward
  • C. Construct meaning and understanding through their prior knowledge and apply it to new situations
  • D. Learn only by memorising facts
Answer: C — Construct meaning and understanding through their prior knowledge and apply it to new situations
Activity 2.2.4 describes constructivist theory: individuals construct meaning and understanding through prior knowledge and apply it to the new situation, valuing active participation, questioning and reflection rather than a single correct answer.

9. A trainee who studies because he finds the subject interesting and wants to master it is said to be:

  • A. Extrinsically motivated
  • B. Intrinsically motivated
  • C. Negatively reinforced
  • D. Externally regulated
Answer: B — Intrinsically motivated
Intrinsic motivation comes from within the learner, such as interest, curiosity and satisfaction in mastering a task, whereas extrinsic motivation is driven by external rewards such as promotion or recognition.

10. In Maslow's hierarchy of needs, which need must generally be satisfied first before a trainee can concentrate on learning?

  • A. Belonging
  • B. Physiological needs such as rest, food and comfort
  • C. Self-actualisation
  • D. Esteem
Answer: B — Physiological needs such as rest, food and comfort
Maslow's hierarchy places physiological needs at the base; a trainee who is hungry, tired or uncomfortable will find it difficult to attend to higher-level needs such as learning and achievement.

11. Which statement best reflects a principle of adult learning (andragogy) relevant to training seafarers?

  • A. Adults are motivated by learning that is relevant and problem-centred, and they draw on their own experience
  • B. Adults require the instructor to make all decisions about their learning
  • C. Adults prefer content with no immediate application
  • D. Adults learn best when kept passive
Answer: A — Adults are motivated by learning that is relevant and problem-centred, and they draw on their own experience
Knowles' andragogy holds that adults are self-directed, bring experience as a resource, and are oriented to learning that is relevant and problem-centred, which suits competence-based maritime training.

12. In the VICT course, how many hours are allotted to the activity 'Demonstrate the use of various teaching aids'?

  • A. 2 hours
  • B. 4 hours
  • C. 7 hours
  • D. 9 hours
Answer: C — 7 hours
Appendix 3 of the DGS VICT guideline allots 7 hours to Activity 3.1.1 (demonstrate the use of various teaching aids) and 2 hours to Activity 3.2.1 (select appropriate aids), totalling 9 activity hours for Training Aids.

13. When selecting a teaching aid, the trainee instructor should particularly consider factors that may:

  • A. Obstruct or derail the implementation of class teaching
  • B. Reduce the need for lesson planning
  • C. Make the lesson longer
  • D. Increase the institute's equipment budget
Answer: A — Obstruct or derail the implementation of class teaching
Activity 3.2.1 of the VICT guideline asks trainees to consider various factors that may influence the actual effect of teaching, particularly those that may obstruct or derail the implementation of class teaching.

14. A key advantage of a flip chart over a fixed whiteboard is that:

  • A. It can display moving images
  • B. Sheets can be prepared in advance, kept, and displayed again for reference
  • C. It needs no writing materials
  • D. It is visible to a much larger audience
Answer: B — Sheets can be prepared in advance, kept, and displayed again for reference
Flip chart sheets can be prepared beforehand, torn off and displayed around the room, and retained for later sessions, which a whiteboard cannot do once erased.

15. 'Blended learning', referred to in the VICT reference publications, is best described as:

  • A. Teaching two subjects in one session
  • B. Using only computer-based training
  • C. Combining face-to-face instruction with online or technology-based learning
  • D. Mixing trainees of different ranks
Answer: C — Combining face-to-face instruction with online or technology-based learning
Blended learning, as described by Garrison and Vaughan (VICT publication P7), integrates face-to-face classroom learning with online and technology-supported learning experiences.

16. When using a multimedia projector and slides, good practice for the instructor is to:

  • A. Keep the room completely dark throughout
  • B. Read every slide word for word with his back to the class
  • C. Put as much text as possible on each slide
  • D. Keep slides brief and legible, and face the class while talking
Answer: D — Keep slides brief and legible, and face the class while talking
Slides should support, not replace, the presentation: keep text short and legible from the back of the room, and maintain eye contact with trainees rather than reading from the screen.

17. Which teaching aid is most suitable for showing trainees the actual sequence of a real operation, such as donning a breathing apparatus, that can be replayed?

  • A. Chalkboard
  • B. Video recording
  • C. Printed handout
  • D. Magnetic board
Answer: B — Video recording
A video recording shows the real sequence and movement of an operation and can be paused and replayed, making it well suited to demonstrating procedures before hands-on practice.

18. Why does the VICT guideline require a video camera to be available during the course?

  • A. To record the final written examination
  • B. To monitor attendance
  • C. For security of the classroom
  • D. To record and play back the lecture presentations of the participants
Answer: D — To record and play back the lecture presentations of the participants
Paragraph 3.5 of the DGS VICT guideline requires a video camera to record and play back the lecture/presentations of participants, allowing self-review and constructive feedback on teaching performance.

19. The first consideration when choosing a teaching aid for a lesson should be:

  • A. Whether other instructors use it
  • B. Whether it is the latest technology
  • C. Whether it helps achieve the lesson's learning objectives for that group of trainees
  • D. Its cost
Answer: C — Whether it helps achieve the lesson's learning objectives for that group of trainees
Teaching aids are selected to meet class needs and to make the teaching process more effective; the deciding factor is how well the aid supports the stated learning objectives for the particular trainees.

20. When questioning a class orally, the technique generally recommended to keep all trainees thinking is to:

  • A. Name the trainee first and then ask the question
  • B. Always allow the same trainee to answer
  • C. Ask the question to the whole class, pause, and then name a trainee to answer
  • D. Answer the question yourself immediately
Answer: C — Ask the question to the whole class, pause, and then name a trainee to answer
Posing the question to the whole class, pausing, then nominating a trainee makes every trainee consider the answer; naming the trainee first lets the rest of the class stop thinking.

21. Which type of question is most useful for encouraging trainees to explain their reasoning?

  • A. Closed question
  • B. Leading question
  • C. Open question
  • D. Rhetorical question
Answer: C — Open question
Open questions, such as 'why' and 'how' questions, cannot be answered with a single word and require trainees to explain reasoning, which helps the instructor check depth of understanding.

22. According to the VICT guideline, the choice of teaching method largely depends on:

  • A. The content and the aptitude and enthusiasm of the trainees
  • B. The instructor's favourite method
  • C. The size of the institute
  • D. The time of day
Answer: A — The content and the aptitude and enthusiasm of the trainees
Activity 4.2.1 states that the choice of teaching methods depends largely on the content or the aptitude and enthusiasm of the trainee, so choosing the method that maximises learning is essential.

23. A 'demonstration' as a teaching method is most effective when it is followed by:

  • A. Distribution of handouts with no practice
  • B. Trainees practising the skill under supervision
  • C. A long lecture on theory
  • D. A written examination only
Answer: B — Trainees practising the skill under supervision
Skills are best learned by the sequence explain, demonstrate, then let trainees practise under supervision with feedback; practice reinforces the demonstration and allows the instructor to correct errors.

24. Which of the following is a main limitation of the lecture method?

  • A. It requires no preparation
  • B. It cannot convey information to a large group
  • C. It always takes longer than other methods
  • D. Trainees are largely passive and the instructor gets little feedback on understanding
Answer: D — Trainees are largely passive and the instructor gets little feedback on understanding
Lectures transfer information efficiently to large groups but tend to keep trainees passive; without questioning or activities the instructor receives little feedback on whether learning is taking place.

25. According to the VICT guideline, the practical training programme for a workshop or outdoor location must begin with the preparation of a:

  • A. Course certificate
  • B. Training plan
  • C. Feedback form
  • D. Final assessment report
Answer: B — Training plan
Activity 4.1.1a lists the steps of a practical training programme beginning with the Training Plan, followed by the list of equipment and its inventory, its layout or location, and operational and safety procedures.

26. Which of the following is listed in the VICT guideline as a required element of a practical training programme?

  • A. Trainee's medical history
  • B. Planned maintenance programme for the equipment
  • C. Marketing plan for the course
  • D. Hotel accommodation schedule
Answer: B — Planned maintenance programme for the equipment
The guideline requires the practical training programme to cover a planned maintenance programme for the equipment, along with operational and safety procedures, so equipment is reliable and safe for exercises.

27. In the steps of a practical training programme laid down in the VICT guideline, what immediately precedes the commencement of the practical exercise with trainees?

  • A. Debrief to participants
  • B. Securing of equipment
  • C. Briefing of trainees
  • D. Course feedback
Answer: C — Briefing of trainees
The sequence includes preparation of equipment/site prior to commencement, briefing prior to commencement of practicals, then methods of practical training, debrief to participants and securing of equipment on completion.

28. According to the VICT guideline, the final step of a practical training programme is:

  • A. Preparation of the site
  • B. Securing of equipment on completion
  • C. Issue of certificates
  • D. Debrief to participants
Answer: B — Securing of equipment on completion
Activity 4.1.1a lists the steps ending with debrief to participants and then securing of equipment on completion, so that equipment is left safe and ready for the next exercise.

29. Why must operational and safety procedures for use of equipment be part of a practical training programme?

  • A. To reduce the number of trainees
  • B. To ensure that trainees and staff are protected and equipment is used correctly during exercises
  • C. To shorten the briefing
  • D. To replace the need for an instructor
Answer: B — To ensure that trainees and staff are protected and equipment is used correctly during exercises
The VICT guideline requires safe working practices to be emphasised throughout and lists operational and safety procedures as an element of the practical programme, protecting people and equipment during hands-on training.

30. Before a practical firefighting or survival exercise begins, the instructor should first ensure that:

  • A. The equipment and site have been prepared and checked
  • B. The trainees have written their assessment
  • C. The certificates are printed
  • D. The debrief has been completed
Answer: A — The equipment and site have been prepared and checked
Preparation of equipment and site prior to commencement of the exercise is a specified step; defects found during the exercise could expose trainees to injury and spoil the training value.

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