111 TESTING

Question 1

State the purpose of a testing program?

Answer 1

NAVEDTRA 132 pg 1-2
To ensure a quality testing process is implemented to effectively assess the trainee’s achievement of learning objectives

Question 2

State the roles and responsibilities of the following for an effective testing program:Naval Education Training Command (NETC)

Answer 2

Testing policy and guidance

Question 3

State the roles and responsibilities of the following for an effective testing program:NETC N7

Answer 3

Testing policy and guidance oversight and monitors compliance by Centers.

Question 4

State the roles and responsibilities of the following for an effective testing programLearning Center Commanding Officer

Answer 4

Serves as CCA; manages Sites, DET; resolves difference, incorporates TYCOM test banks, as
appropriate

Question 5

State the roles and responsibilities of the following for an effective testing program Learning Center Director of Training

Answer 5

Ensures testing program(s) are conducted, oversees development of testing plans

Question 6

State the roles and responsibilities of the following for an effective testing program Learning Center Learning Standards Officer

Answer 6

Provides guidance to curriculum developers on testing, monitors Total Quality Indicators (TQI)
and test item analysis and remediation programs.

Question 7

State the roles and responsibilities of the following for an effective testing programCourse Curriculum Model Manager (CCMM)

Answer 7

Approves test design, maintains master test item bank

Question 8

State the roles and responsibilities of the following for an effective testing programCurriculum developer

Answer 8

Designs and develops the testing plan, admin guides, and the tests

Question 9

State the roles and responsibilities of the following for an effective testing programLearning Site Commanding Officer/Officer-in-charge

Answer 9

Implements testing plan, designates Testing Officer(s), designates the course supervisor

Question 10

State the roles and responsibilities of the following for an effective testing programLearning Site Testing Officer

Answer 10

Test administration, oversees grading, secures tests, maintains test bank(s),
coordinates/manages revisions, conducts IS training

Question 11

State the roles and responsibilities of the following for an effective testing programCourse Supervisor

Answer 11

Ensures, monitors, and validates admin, security, and test item analysis.

Question 12

State the roles and responsibilities of the following for an effective testing programParticipating Activities

Answer 12

Provides comments, feedback, new test items and maintains test and test item analysis data.

Question 13

State the primary course source data for creating test items

Answer 13

NAVEDTRA 132 pg 3-4

JDTA, OCCSTDS, CTTL/PPP Table, COI.

Question 14

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

Answer 14

NAVEDTRA 132 pg 3-4
If JDTA data is not available then curriculum developers will bridge the absence of JDTA data using data elements from a combination of: Occupational Standards (OCCSTDs), CTTL, PPP
Table, and a COI

Question 15

Define the following tests- Formal

Answer 15

Test is graded and is used in the calculation of the trainee’s final grade

Question 16

Define the following tests:Informal

Answer 16

May or may not be graded – regardless, the grade will not be used in the calculation of the
trainee’s final grade

Question 17

For the below items, define the three levels of proficiency levels contained within each:Skill

Answer 17

Level 1: Imitation
Level 2: Repetition
Level 3: Habit

Question 18

For the below items, define the three levels of proficiency levels contained within each:Knowledge

Answer 18

Level 1: Knowledge/Comprehension
Level 2: Application/Analysis
Level 3: Synthesis/Evaluation

Question 19

List the five categories for performance and knowledge tests.

Answer 19

Pre-test For Validation of Material, Acceleration, Pre-requisite, Advanced Organizer
Progress Test Blocks of instruction
Comprehensive Test: Within Course or Final Exam
Oral Test Normally by board (panel of evaluators) assesses trainees comprehension
Quiz Short test to assess achievement of recently taught material

Question 20

Discuss the process of piloting a test.

Answer 20

NAVEDTRA 132 pg 4-8
It is a review process to assess test reliability and validity and make corrective adjustments before actually collecting data from the target population. It includes: 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.

Question 21

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

Answer 21

Job sheets direct the trainees in the step-by-step performance of a practical task they will
encounter in their job assignment.

Question 22

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

Answer 22

Problem sheets present practical problems requiring analysis and decision making similar to
those encountered on the job.

Question 23

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

Answer 23

Assignment sheets are designed to direct the study or homework efforts of trainees.

Question 24

Describe the use of each test instrument as they relate to knowledge and performance tests :Multiple-choice

Answer 24

Multiple-choice test item is the most versatile of all knowledge test item formats.

Question 25

Describe the use of each test instrument as they relate to knowledge and performance tests :True or false

Answer 25

True or false test items provide only two answers

Question 26

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

Answer 26

Matching test items are defined as two lists of connected words, phrases, pictures, or symbols.

Question 27

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

Answer 27

Completion test items are free response test items in which the trainees must supply the missing information from memory

Question 28

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

Answer 28

Labeling or identification test items are used to measure the trainee’s ability to recall facts and label parts in pictures, schematics, diagrams, or drawings.

Question 29

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

Answer 29

Essay test items require trainees to answer a question with a written response

Question 30

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

Answer 30

Case studies should be used when posing a complex issue, when a comprehensive understanding of material is required.

Question 31

Describe the use of each test instrument as they relate to knowledge and performance tests :Validation of Test Instruments

Answer 31

After test instruments have been constructed, and before hey are actually assembled into a test, the content must be validated

Question 32

What are the two types of testing methods used in testing?

Answer 32

NAVEDTRA 132 pg 4-9 Criterion-Referenced Test: Assesses whether required level of skill or knowledge is met. Norm-Referenced: Estimates individual skill or knowledge in relation to a group norm (e.g., Navy Advancement Exams).

Question 33

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

Answer 33

Test (if failed), Re-train, Re-test. If passed, the highest score the student can receive is an 80%.

Question 34

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

Answer 34

Will be developed using job sheets. Problem sheets are normally not used as a means of performance assessment, but may be used to evaluate achievement of less critical learning objectives. Criticality of performance points to the need for selecting tasks for training that are essential to job performance, even though the tasks may not be performed frequently. The following levels of criticality (high = 3, moderate = 2, and low = 1) will be useful when determining criticality of performance: High - value of 3. Skill is used during job performance. Moderate - value 2. Skill influences job performance. Low - value 1. Skill has little influence on job performance.

Question 35

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

Answer 35

Knowledge tests will be developed using test items. Test items Knowledge test design begins with determining the criticality of each learning objective. This process determines which learning objectives to assess through formal testing and which learning objectives should be assessed by informal testing. At the completion of this step, the assessment of each learning objective is determined. Analysis of task data(discussed in Chapter 3) provides the information for determining learning objective criticality. To determine criticality refer to the following elements of course source data, at a minimum: criticality of performance, and frequency of performance. Additional fields may be considered if deemed necessary by curriculum developers. The factors used to determine the criticality of each learning objective will be listed in the testing plan.

Question 36

Identify the ten sections of a testing plan.

Answer 36

``` 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 ```

Question 37

State the purpose of test and test item analysis

Answer 37

To determine statistical validity, test and test item analysis techniques are required. The three types of analysis discussed and required for use are: difficulty index, index of discrimination, and effectiveness of alternatives. Test item analysis will be documented in the course’s testing plan.

Question 38

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

Answer 38

A remediation program's primary goal is to motivate and assist trainees in achieving the critical learning objectives of a course by providing additional instructional study time. A second goal of remediation is to remove barriers to learning. Because trainees learn in different ways, it may be necessary to use different methods of remediation to realize the most effective results.

Question 39

Discuss the three methods of remediation available to instructors:Targeted

Answer 39

Targeted remediation is designed to assist the trainee who is having difficulty in accomplishing an objective(s) and/or understanding the material during normal classroom time. Targeted remediation involves limited one-on-one mentorship or SME engagement of the objective(s) area that the trainee is having difficulty with, using text and/or lab material.

Question 40

Discuss the three methods of remediation available to instructors:Scalable

Answer 40

Scalable remediation is designed to assist the trainee who is having difficulty in accomplishing objectives or understanding the material for a major portion of a course, during normal classroom time. Scalable remediation involves one-on-one mentorship or SME engagement of each major objective area that the trainee is having difficulty with using a total recall approach using one or a combination of: text, lab material, flashcards, mentor question and answer sessions.

Question 41

Discuss the three methods of remediation available to instructors:Iterative

Answer 41

Iterative Remediation involves one-on-one mentorship or SME engagement of each major objective area that the trainee is having difficulty with using a total recall approach using one ora combination of: text, lab material, flashcards, mentor question and answer sessions To complete iterative remediation the trainee must complete a minimum of 20 questions per each objective area with a minimum score of 80 percent and/or successfully complete two practice exercises or scenarios per each objective area.

Question 42

Define the following sections of a remediation program:Retest

Answer 42

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

Question 43

Define the following sections of a remediation program:Setback

Answer 43

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.

Question 44

Define the following sections of a remediation program:Drop from training and attrites

Answer 44

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.

Question 45

Define the following sections of a remediation program:Counseling

Answer 45

Preventive counseling will be instituted in ―A‖ and ―C‖ schools and should include counseling for performance and personal problems.

Question 46

Define the following sections of a remediation program:Academic Review Boards (ARBs)

Answer 46

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.