111

Question 1

111.1 State the purpose of a testing program

Answer 1

ensures a quality testing process

Question 2

111.2 State the roles and responsibilities of the following for an effective Testing Program

NETC
NETC N7
Learning Center CO
Learning Center Director of Training
Learning Center Learning Standards Officer
CCMM
Curriculum Developer
Learning Site Commanding Officer
Course Sup
Participating Activities

Answer 2

NETC Policy Guidance
NETC N7 Monitors compliance by learning centers
Learning Center Commanding Officer - Serves as CCA
Learning Center Director of Training - Ensure testing programs are conducted
Learning Center Learning Standards Officer - provides guidance to curriculum developers
Course Curriculum Model Manager (CCMM) - approves test design and maintains master test bank.
Curriculum Developer - Designs and develops testing plan
Learning Site Commanding Officer/ Officer - in - Charge - implements testing bank
Course Supervisor - Ensures , monitors, validates admin, security and test item analysis
Participating Activities - provides feedback and maintains test item analysis

Question 3

111.3 State the primary course source data for creating test items

Answer 3

JDTA, OCCStandars, CTTL, PPP Table, and COI

Question 4

111.4 List usable course source data to be used when the primary course source data is not available or has not been created

Answer 4

If JDTA is not available, use combination of OCCSTD, CTTL, PPP Table, and COI

Question 5

111.5 Define the following Formal and Informal

Answer 5

Formal - Test is graded and used in calculation of trainee’s final grade
Informal - may or may not be graded but not used in calculation of trainee’s final grade

Question 6

111.6 Define the three levels of proficiency levels contained within each Skill and knowledge

Answer 6

Skill Level 1 - Imitation Level 2 -Repetition Level 3 - Habit
Knowledge Level 1 Knowledge/Comprehension level 2 - Application/ Analysis Level 3 - Synthesis/Evaluation

Question 7

111.7 List the five categories for performance and knowledge test

Answer 7

PreTest - to check knowledge
Progress - test blocks of instruction
Comprehensive - final exam
Oral - by board to assess comprehension
Quiz - Short test of recently taught material

Question 8

111.8 Discuss the process of Piloting a Test

Answer 8

Reviewed by SMEs to assess test reliability and validity to make corrective adjustments

Question 9

111.9 Describe the use of each test instrument as they relate to knowledge and performance test

Key Word - VCCLAMPMJET (Victor Could CLAMP My JET)

Answer 9

Key Word - VCCLAMPMJET (Victor Could CLAMP My JET)

Validation of Test Instrument - after test construction, contents are validated before assembly
Completion - free response/fill in the blank
Case Study - when comprehensive understanding is required
Labeling - picture/schematic labeling
Assignment Sheet - direct study or homework efforts
Multiple Choice - most versatile test
Problem Sheet - present practical problems
Matching - two lists of words, phrases, pictures or symbols
Job Sheet - direct trainees step-by-step
Essay - written response
True/False - provide only two answers

Question 10

111.10 What are the Two Types of Testing Methods used in Testing

Answer 10

Criterion - Referenced - assesses if level of knowledge/ skill is met

Norm-Referenced - estimates individual knowledge/skill in relation to a group (ie Navy Advancement Exam)

Question 11

111.11 Discuss test failure policies and associated grading criteria within your learning environment

Answer 11

• if test failed, retrain and retest

- if test passed, highest score is 80%

Question 12

111.12 Discuss during performance test design how the skill learning objective critically is determined

Answer 12

• Based on how likely the student will use the skill in the fleet
• has 3 Levels of criticality - Level 1 - Low (Influence Job Performance) Level 2 - Moderate; (Influence Performance) Level 3 - High; used during job performance.

Question 13

111.13 Discuss during knowledge test design how the knowledge learning objective criticality is determined to perform a task

Answer 13

• Knowledge test developed using test items
• Determines which learning objectives to assess or should be assessed through formal or informal testing
• Also based on how likely the student will use the skill in the fleet

Question 14

111.14 Identify the ten sections of a testing plan

CCCC TTT GRD (C4 T3 GRD)

Answer 14

CCCC TTT GRD (C4 T3 GRD)

Course Data
Course Roles and Responsibilities
Course Waivers
Course Test and Test Types
Test Development 
Test Administration
Test and Test Item Analysis
Grading Criteria 
Remediation
Documentation

Question 15

111.15 State the purpose of test and test item analysis

Answer 15

Determine Statistical validity

3 Types of Test Items Analysis Required for Use

• Difficulty Index
• Index of discrimination
• effectiveness of alternatives

Question 16

111.16 In a remediation program, discuss what the primary and secondary goals is

Answer 16

Primary Goal - motivate and assist trainees

Secondary Goal - removed barriers of learning

Question 17

111.17 Discuss the three methods of remediation available to instructors

Answer 17

Targeted - Assist trainee having troubles accomplishing areas of objectives or understanding material
Scalable - assist trainee having troubles with a major portion of the course
Iterative - one-on - one mentorship with the trainee and the trainee must complete a minimum of 20 questions with a minimum score of 75%

Question 18

.18 Define the following sections of a remediation program

Retest
Setback
Drop from training
Counseling
ARB

Answer 18

a. Retest
When the trainee does not achieve a test’s minimum passing grade, the retest may cover the portion of the test the trainee had difficulty with or the entire test. This decision should be based on the degree of difficulty the trainee had with the test.
b. Setback
When the trainee does not achieve a test’s minimum passing grade, the retest may cover the portion of the test the trainee had difficulty with or the entire test. This decision should be based on the degree of difficulty the trainee had with the test.
c. Drop from training and attrites
Every effort will be made to help trainees succeed. However, there are times when the trainee is clearly unsuited, unable, and/or unwilling to complete the course. If this occurs, the trainee is dropped from training. Trainees dropped from training may be classified as an academic drop, nonacademic drop, or disenrollment. Trainees who are discharged from the Navy will be classified as attrites.
d. Counseling
Preventive counseling will be instituted in “A” and “C” schools and should include counseling for performance and personal problems.
e. Academic Review Boards (ARBs)
ARBs will be convened when other means of academic counseling, remediation, and an initial academic setback have failed to improve trainee performance. The initial academic setback may result from an academic counseling session and be directed by the CS. Additional academic setbacks must be recommended by the ARB and approved by the DOT. Examples of when an ARB may be necessary include the following:
• Trainee’s course average falls below minimum passing grade.
• Trainee is unable to achieve the objectives after counseling, remediation, retesting, and an initial academic setback.
• Trainee’s performance is below expected academic progress.
• Trainee fails to achieve the objectives after an academic setback on those same objectives.r