CFEI flashcards
CFEI · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Needs assessment
- A pre-instructional process of identifying learners' existing knowledge, goals, and gaps so program content and level are matched to the audience.
- Learning objective
- A specific, measurable statement of what a learner will know or be able to do after instruction, typically written with an observable action verb.
- Bloom's taxonomy
- A hierarchical classification of cognitive skills from remembering and understanding through applying, analyzing, evaluating, and creating, used to set objective difficulty.
- Andragogy
- Adult learning theory holding that adults are self-directed, experience-rich, problem-centered, and motivated by relevance and immediate application.
- Formative evaluation
- Assessment conducted during instruction to monitor learning and adjust teaching in real time, such as quizzes, observations, or quick checks for understanding.
- Summative evaluation
- Assessment conducted at the end of instruction to judge overall achievement and program effectiveness against stated objectives.
- Kirkpatrick model
- A four-level program evaluation framework measuring reaction, learning, behavior change, and results, moving from immediate response to long-term outcomes.
- Gagne's nine events
- An instructional sequence: gain attention, state objectives, recall prior knowledge, present content, guide learning, elicit performance, give feedback, assess, enhance retention.
- Scaffolding
- Temporary instructional support that helps learners accomplish tasks they cannot yet do alone, gradually removed as competence increases.
- Differentiated instruction
- Adapting content, process, or product to varied learner readiness, interests, and needs within the same program.
- Plain language
- Writing that uses common words, short sentences, and clear structure so readers can find, understand, and act on information the first time.
- Transfer of learning
- The extent to which knowledge or skills learned in instruction are applied to real-life financial decisions outside the classroom.
- Active learning
- Instructional methods requiring learners to do something and reflect on it, such as practice, discussion, case analysis, or problem solving.
- Behavioral objective
- An objective stating a measurable learner action, the conditions under which it occurs, and the criterion for acceptable performance.
- Teach-back method
- A comprehension check in which learners explain content in their own words, revealing misunderstandings the educator can then correct.
- Delivery modality
- The format through which instruction reaches learners, such as in-person, online synchronous, online asynchronous, or blended, each with distinct engagement trade-offs.
- Informed consent
- Obtaining a learner's voluntary agreement after disclosing the program's purpose, methods, data practices, and the limits of the educator's role.
- Education versus advice
- The boundary between general, neutral financial information and personalized recommendations about specific products or actions, which may be regulated.
- Conflict of interest
- A situation where financial or personal interests could bias an educator's content or recommendations; it must be disclosed or avoided.
- Confidentiality
- The ethical duty to protect learner financial and personal information from unauthorized access or disclosure.
- Data minimization
- Collecting and retaining only the learner information necessary for the stated purpose, reducing privacy and security risk.
- Scope of practice
- The boundaries of an educator's competence and authority, beyond which the learner should be referred to a qualified professional.
- Referral protocol
- A defined process for directing learners to licensed or qualified professionals when their needs exceed the educator's competence or role.
- Objectivity
- Presenting balanced, evidence-based information free from bias, favoritism toward products, or undisclosed influence.
- Materiality disclosure
- Revealing facts that a reasonable learner would consider important in judging the credibility of content, such as sponsorships or commissions.
- Fiduciary duty
- A legal and ethical obligation to act in another party's best interest, which generally exceeds the standard owed by an educator.
- Professional code of ethics
- A formal set of principles, such as integrity, competence, and fair treatment, that guides conduct and accountability within a profession.
- Competence
- Possessing and maintaining the knowledge, skills, and currency needed to deliver accurate instruction within one's area of expertise.
- Cultural competence
- The ability to deliver financial education respectfully across diverse backgrounds, values, and experiences, avoiding assumptions and stereotypes.
- Content accuracy
- Ensuring information is correct, sourced, dated, and updated when laws, rates, or products change.
- Vulnerable learner
- A participant whose circumstances, such as low literacy or financial distress, raise the risk of harm and warrant extra care and protection.
- Undue influence
- Exerting pressure or exploiting trust so a learner's decisions reflect the educator's interests rather than the learner's own judgment.