111 TESTING Flashcards
REFERENCES
NAVEDTRA 132, Navy School Testing Program Management Manual
Purpose of testing program?
ensure a quality testing process is implemented to effectively assess the trainee’s
achievement of learning objectives.
NETC Role
Testing policy and guidance
NETC N7
Testing policy and guidance oversight
Learning Center Commanding Officer
- Serves as CCA
- incorporates TYCOM test banks
NAVIFOR
Learning Center Director of Training
testing program(s) are conducted, oversees development of testing plans
Learning Center Learning Standards Officer
Provides guidance to curriculum developers
Total Quality Indicators (TQI)
test item analysis
Approves KTAGs and PTAGs. ( Knowledge and Performance)
Course Curriculum Model Manager (CCMM)
Approves test design, maintains master test item bank.
Curriculum developer
Designs and develops the testing plan, admin guides, and the tests.
Learning Site Commanding Officer/Officer-in-charge
Implements testing plan, designates Testing Officer(s), designates the course supervisor.
Learning Site Testing Officer
oversees grading, secures tests, maintains test bank(s),
Course Supervisor
Ensures, monitors, and validates admin, security, and test item analysis.
Participating Activities
Provides comments, feedback, new test items and maintains test and test item analysis data.
primary course source data
JDTA, OCCSTDS, CTTL/PPP Table, COI.
List usable course source data to be used when the primary course source data is
not available
Occupational Standards (OCCSTDs), CTTL, PPP Table, and a COI.
Formal
Test is graded and is used in the calculation of the trainee’s final grade.
Informal
May or may not be graded – regardless, the grade will not be used in the calculation of the
trainee’s final grade.
skill
Level 1: Imitation
Level 2: Repetition
Level 3: Habit
Knowledge
Level 1: Knowledge/Comprehension
Level 2: Application/Analysis
Level 3: Synthesis/Evaluation
five categories for performance and knowledge tests.
Pre-test Progress Comprehensive Test Oral Test Quiz
piloting a test.
Review by SMEs, piloting
by CCMM and forwarded to LSO for approval,testing trainees who are in the end stages (test
results not to count), surveying trainee test results, using test item analysis and survey to
improve the test instrument.
Job sheet
trainees in the step-by-step performance of a practical task
Problem sheet
present practical problems requiring analysis and decision making
Assignment sheet
designed to direct the study or homework efforts
Multiple-choice
is the most versatile of all knowledge test item formats.
True or false
provide only two answers.
Matching
two lists of connected words, phrases, pictures, or symbols.
Completion
free response test items
Labeling
measure the trainee’s ability to recall facts and
label parts in pictures, schematics, diagrams, or drawings.
Essay
answer a question with a written response.
Case study
used when posing a complex issue, when a comprehensive
understanding of material is required.
Validation of Test Instruments
After test instruments have been constructed and before hey are actually assembled into a test, content must be validated.
two types of testing methods
Criterion-Referenced Test: level of skill or knowledge is met.
Norm-Referenced: Estimates individual skill or knowledge
test failure policies
in accordance with my testing plan
ten sections of a testing plan
Course Data Course Roles and Responsibilities Course Waivers Test Development Test Administration Course Tests and Test Types Grading Criteria Remediation Test and Test Item Analysis Documentation
test and test item analysis
To determine statistical validity, test and test item analysis techniques are required.
remediation program
program’s primary goal is to motivate
second goal of
remediation is to remove barriers to learning
three methods of remediation
Targeted one section
Scalable two or more sections
Iterative all sections
one on one mentorship for all
following sections of a remediation program
Retest
Setback
Drop from training and attrites
Counseling
Academic Review Boards (ARBs):will be convened when other means of academic counseling, remediation, and an initial
academic setback have failed
