111 Testing Flashcards

1
Q

State the purpose of a Testing program

A

Ensure Quality testing to effectively assess trainees achievement of learning objectives

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2
Q

State the primary course source data for creating test items

A

JDTA

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3
Q

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

A

OCCSTDs, CTTL, PPP table and COI

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4
Q

Define the following tests:
Formal
Informal

A

Formal- graded, used toward final grade

Informal- May or may not be graded. Doesn’t count toward final grade

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5
Q

Define the following proficiency levels and definition of the 3 levels contain within each:
Skill
Knowledge

A
Skill Level 1- Imitation
Level 2- Repetition
Level 3 - Habit
Knowledge Level 1- Knowledge/ Comprehension
Level 2- Application/ Analysis
Level 3- Synthesis/ Evaluation
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6
Q

List the 5 categories for performance and knowledge tests

A
Pre-test
Progress Test
Comprehensive Test
Oral Test
Quiz
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7
Q

Discuss the process of piloting a test

A

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

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8
Q

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

A

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

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9
Q

What are the 2 grading systems used

A

Criterion-referenced test- what we do

Norm-referenced test- curve, Navy Advancement

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10
Q

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

A

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

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11
Q

Discuss during performance test design, how the skill learning objective criticality is determined

A

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

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12
Q

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

A

using course source data
criticality of performance
factors listed in the Testing plan

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13
Q

LIst the 10 sections of a testing plan

A
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
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14
Q

State the purpose of test and test item analysis

A

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

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15
Q

In a remediation program, discuss what primary and secondary goal is

A

Primary- motivate and assist trainees in achieving the critical learning objectives by more instruction
Secondary- Remove barriers to learning

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16
Q

Discuss the 3 methods of remediation available to instructors

A

Targeted- student has issues (small portion) in accomplishing objectives during normal class time. one on one mentorship of SME
Scalable- student lacks with major portion of objectives. Direct engagement
Iterative- retained nothing. one on one total recall

17
Q
Discuss the following of the remediation program
Retest
Setback
Drop from training and attrites
Counseling
ARB
A

Retest-when trainee fails
Setback- when trainee needs more time for objectives
Drop and attrites- every effort made, DFT if unsuited, unwilling, unable to learn. Attrite- if released form navy
Counseling- in a and c schools for performance and personal problems
ARB- when all else fails