111 Testing Flashcards
State the purpose of a Testing program
Ensure Quality testing to effectively assess trainees achievement of learning objectives
State the primary course source data for creating test items
JDTA
List the usable course data to be used when the primary course source data is not available or has not been created
OCCSTDs, CTTL, PPP table and COI
Define the following tests:
Formal
Informal
Formal- graded, used toward final grade
Informal- May or may not be graded. Doesn’t count toward final grade
Define the following proficiency levels and definition of the 3 levels contain within each:
Skill
Knowledge
Skill Level 1- Imitation Level 2- Repetition Level 3 - Habit Knowledge Level 1- Knowledge/ Comprehension Level 2- Application/ Analysis Level 3- Synthesis/ Evaluation
List the 5 categories for performance and knowledge tests
Pre-test Progress Test Comprehensive Test Oral Test Quiz
Discuss the process of piloting a test
Reviewed by SME to ensure proper assessment of LO
Review and approval by CCMM sent to LSO for final approval
Test a group of students under actual conditions w/ knowledge that test doesn’t count towards final grade
curriculum development will develop trainee critique to evaluate after test
Review results
Describe the use of each test instrument as they relate to knowledge and performance tests
Job, Assignment, Problem Sheets
Essay, Case study, Completion, Labeling
Matching, Multiple choice, T/F
Validation of Test instrument- content validated: grammar, assess LO, appropriate level, open/closed and stated in course
What are the 2 grading systems used
Criterion-referenced test- what we do
Norm-referenced test- curve, Navy Advancement
Discuss test failure policies and associated grading criteria within your learning environment
Min score 75%
1st fail= 1 week MNS, remediation from instructor and retest
2nd fail in 3 wks= ARB
1 Knowledge and 1 PT fail in same area= ARB
Same test fail twice= STOP training and go to BMS to await ARB
Discuss during performance test design, how the skill learning objective criticality is determined
High- value of 3- is skill used during job performance
Moderate- value of 2- skill influences job performance
Low- value of 1- skill has little influence on job performance
Discuss during knowledge test design, how the knowledge learning objective criticality is determined to perform a task
using course source data
criticality of performance
factors listed in the Testing plan
LIst the 10 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
State the purpose of test and test item analysis
Determine statistical validity:
difficulty index- calculation of difficulty
index of discrimination- with norm-reference testing
effectiveness of alternatives- multiple choice
test item analysis is documented in the courses testing plan
In a remediation program, discuss what primary and secondary goal is
Primary- motivate and assist trainees in achieving the critical learning objectives by more instruction
Secondary- Remove barriers to learning