Term
| 111.1 State the purpose of a testing program? |
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Definition
| Measure students achievement of the knowledge and skills objective, assess students ability to reason and understand theory. |
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Term
111.2A State teh roles and responsiblities of the following for an effective testing program?
NETC |
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Definition
| Sets requirements, policies, and guidance for a testing program |
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Term
111.2B State the roles and responsiblities of the following for an effective testing program?
NETC N7 |
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Definition
| Comments, disagreements, recommendations, for NAVEDRA 132A |
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Term
111C. State the roles and responsiblities of the following for an effective testing program?
Learning Center Commanding Officer |
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Definition
| Over seas development of the tsting plan |
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Term
111D. State the roles and responsibilities of the following for an effective testing program?
Learning Center Director of Training |
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Definition
| Ensures testing programs are conducted and overseas development of testing plan. |
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Term
111E. State the roles and responsibilities of the following for an effective testing program?
Learning Center Learning Standards Officer |
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Definition
| Test and test item analysis |
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Term
111.2F State the roles and responsibilities of the following for an effective testing program?
Course Curriculum Model Manager (CCMM) |
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Definition
| Responsible for preparing the test plan and submit it to NETC |
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Term
111.2G State the roles and responsibilities of the following for an effective testing program?
Curriculum developer |
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Definition
| Test, development and validation |
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Term
111.2H State the roles and responsibilities of the following for an effective testing program?
Learning Site Commanding officer/officer-in-charge |
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Definition
| Implementating testing plan, designate the testing |
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Term
111.2I State the roles and responsibilities of the following for an effective testing program?
Learning Site Testing officer |
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Definition
| Tests and tests item analysis |
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Term
111.2J State the roles and responsibilities of the following for an effective testing program?
Course Supervisor |
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Definition
| Test management, maintaining test validation |
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Term
111.2K State the roles and responsibilities of the following for an effective testing program?
Participating Activities |
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Definition
| Provides feedback on the analysis results to the course supervisor for possible changes to the curriculum or instructional programs |
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Term
| 111.3 State the primary course source data for creating testing items. |
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Definition
| JDTA, OCCSTDS, CTTL/PPP, table and COI |
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Term
| List usable course source data to be used when the primary course source data is not available or has not been created. |
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Definition
| If JDTA data is not available the curriculum developers will bridge the absense of JDTA using elements from OCCSTD, CTTL, PPP, Table COI |
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Term
111.5 Define the following tests:
Formal
Informal |
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Definition
Formal- Test is graded and is used to calculation of the trainee final grade.
Informal- May or may not be graded but isnt used in final grade. |
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Term
111.6 For the below items, define the three levels of proficiency levels contained within each:
Skill
Knowledge |
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Definition
Skill- Limitation, repetition, habit
Knowledge- knowledge/ comprehension, application/analysis, synthesis/ evolution |
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Term
| 111.7 List the five categories for performance and knowledge tests |
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Definition
Pretest
Progress
Comprehensive Test
Oral Test
Quiz |
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Term
| 111.8 Discuss the process of piloting a test |
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Definition
| review process to assess test reliablility and validity and make corrective adjustments before actually collecting data from the target population. |
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Term
111.9 Describe the use of each test instrument as they relate to knowledge and performance test:
Job Sheet |
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Definition
| Directs the trainees in the step-by-step performance of a practical task. |
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Term
111.9B Describe the use of each test instrument as they relate to knowledge and performance test:
Problem Sheet |
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Definition
| Present practical problems requiring analysis and decision making |
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Term
111.9C Describe the use of each test instrument as they relate to knowledge and performance test:
Assignment sheet
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Definition
| Designed to direct the study or homework effects of trainee |
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Term
111.9E Describe the use of each test instrument as they relate to knowledge and performance test:
Multiple-Choice
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Definition
| Most versitile of all knowledge test item format |
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Term
111.E Describe the use of each test instrument as they relate to knowledge and performance test:
True or False |
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Definition
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Term
111.9F Describe the use of each test instrument as they relate to knowledge and performance test:
Matching |
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Definition
| Measures recognition, comprehension, and application |
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Term
111.9G Describe the use of each test instrument as they relate to knowledge and performance test:
Completion |
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Definition
| Measures comprehension, application and recall |
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Term
111.9H Describe the use of each test instrument as they relate to knowledge and performance test:
Labeling |
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Definition
| Used to measure the trainee's ability to recall facts and label parts in |
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Term
111.9I Describe the use of each test instrument as they relate to knowledge and performance test:
Essay |
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Definition
| Recall, comprehension, application, analysis/ evaluation |
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Term
111.9J Describe the use of each test instrument as they relate to knowledge and performance test:
Case Study |
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Definition
| Posing complex issue, when a comprehending of material required |
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Term
111.9K Describe the use of each test instrument as they relate to knowledge and performance test:
Validation of Test Instruments |
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Definition
| Formalized checklist or rating scale used to guide instructor in the grading of a performance test. |
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Term
| 111.10 What are the two types of grading systems used in testing? |
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Definition
Numeric Grading
Satisfactory/ Unsatisfactory grading |
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Term
| 111.11 Discuss test failure policies and associated grading criteria within your learning enviroment. |
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Definition
| Willing differ between schoolhouses, test (if failed), re-train, retest. |
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Term
| 111.12 Discuss during performance test design how the skill learning objective critically is determined? |
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Definition
| Analyze each group of obj to determine the most critical to successful job performance. |
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Term
| 111.13 Discuss during knowledge test design how the knowledge learning objective criticality is determined to perform a task. |
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Definition
| If the knowledge taught is necessary for the student to perform a skill. It should be considered critical and by interference. |
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Term
| 111.14 Identify the ten sections of a testing plan. |
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Definition
Course Data
Course Roles and Resp
Course waivers
Test Development
Test Admin
course test and test types
Grading Criteria
Remediation
Test and test item analysis
Documentation |
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Term
| 111.15 State the purpose of test and test item analysis |
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Definition
| evaluate the effectiveness of the test and test item |
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Term
| 111.16 In a remediation program, discuss what the primary and secondary goal is |
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Definition
Aid students in achieving the objective of the course by providing additional instruction study time,
Secondary remove barriers to learning |
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Term
111.17 Discuss the three methods of remediation available to instructors:
Targeted
Scalable
Iterative |
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Definition
Targeted: one-on-one mentorship or SME engagement of the obj areas trainee have prepared
Scalable: Using total recall approach using one or combination of
Iterative- Complete min of 20 questions per each obj area with min score of 80% and or successfully completely two practice exercises or scenarios per each obj. |
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