MTS 111 Testing Flashcards
State the purpose of a testing program.
To ensure a quality process is implemented.
State the roles and responsibilities of the following for an effective testing program:
Curriculum Developer
Learning Site Testing Officer
Curriculum Developer - Designs and develops the testing plan, admin guides, and the tests.
Learning Site Testing Officer - Test administration, oversees grading, secures tests, maintains test bank(s), coordinates/manages revisions, conducts IS training.
State the primary course source data for creating test items.
Job Duty Task Analysis (JDTA)
List usable course source data to be used when the primary course source data is not available or has not been created.
O C C: Occupational Standards (OCCSTDS), Course Training Task List/Personnel Performance Profile (CTTL/PPP) Table, Course Outline of Instruction (COI).
Define the following tests:
a. Formal
b. Informal
a. Formal - GPA
b. Informal - No GPA
For the below items, define the three levels of proficiency levels contained within each:
a. Skill
b. Knowledge
a. Skill (I H R) Level 1: Imitation Level 2: Repetition Level 3: Habit b. Knowledge (K C A A S E) Level 1: Knowledge/Comprehension Level 2: Application/Analysis Level 3: Synthesis/Evaluation
List the five categories for performance and knowledge tests.
P P C O Q:
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.
Discuss the process of 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.
Describe the use of each test instrument as they relate to knowledge and performance tests
Multiple CV JET CLAMP: Multiple-choice Completion Validation of Test Instruments Job sheet Essay True or false Case study Labeling Assignment sheet Matching Problem sheet
What are the two types of testing methods used in testing?
Criterion-Referenced Test
Norm-Referenced - graded on a curve.
Discuss test failure policies and associated grading criteria within your learning environment.
Test (if failed), Re-train, Re-test. highest score possible on retest is 75%
Discuss, during performance test design, how the skill learning objective criticality is determined.
High - Value 3. Skill is used during job performance.
Moderate - Value 2. Skill influences job performance.
Low - Value 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.
Criticality of performance and frequency of performance.
Identify the ten sections of a testing plan.
CCCC(WetDRRTT) TTT(DATIA) GRD Course Waivers Course Data Course Roles and Responsibilities Course Tests and Test Types Test Development Test Administration Test and Test Item Analysis Grading Criteria Remediation Documentation
State the purpose of test and test item analysis.
To determine statistical validity. The three types of analysis are: difficulty index, index of discrimination, and effectiveness of alternatives.
