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State the purpose of a testing program.
Effectively assess the trainee’s achievements
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State the Roles and Responsibilities for a testing plan:
NETC
NETC N7
COMMANDING OFFICER
DIRECTOR OF TRAINING
LEARNING STANDARDS OFFICER
CCMM
CURRICULUM DEVELOPER
LEARNING SITE CO
LEARNING SITE TESTING OFFICER
COURSE SUP
PARTICIPATING ACTIVITIES
- NETC: provides policy and guidance
- NETC N7: provides oversight of policy and guidance and monitors centers.
- COMMANDING OFFICER: serves as CCA, manages sites, resolves differences, oversees test development.
- DIRECTOR OF TRAINING: ensures testing is conducted, oversees development of testing plans.
- LEARNING STANDARDS OFFICER: provides guidance to curriculum developers, monitors TQI and TIA. Approves KTAG and PTAG.
- CCMM: approves test design, maintains master blank.
- CURRICULUM DEVELOPER: design and develops the testing plan, admin guides, and test.
- LEARNING SITE CO: approves testing plan, designates Testing Officer and Course Sup.
- LEARNING SITE TESTING OFFICER: test administration, oversees grading, secures test, maintains test blank.
- COURSE SUP: ensure, monitors, validates admin, security and TIA.
- PARTICIPATING ACTIVITIES: provides comments, feedback, new test items and maintains test and TIA.
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State the primary course source data for creating test items.
- -JDTA
- -OCCSTDS
- -CTTL/PPP Table
- -COI
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List course source data to be used when the primary course source data is not available or hasn’t been created.
Data elements from a combination of OCCSTDS, CTTL, PPP, and COI.
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Define the following test:
-Formal
-Informal
- -Formal: Test: used in final GPA
- -Informal: Quiz/Homework: not used in final GPA
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Define the three levels of proficiency levels contained within each:
SKILL and KNOWLEDGE
- -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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List the five categories for performance and knowledge test
- Pre-test- validates material
- Progress- test blocks of instruction
- Comprehension Test- within course or final
- Oral Test- board assesses trainee
- Quiz- short test assess achievement of recent material
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Discuss the process of piloting a test.
Assess test reliability and validity
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Describe the use of each test instrument as they relates to knowledge and performance test:
-Job Sheet
-Problem Sheet
-Assignment Sheet
-Multiple Choice
-True/False
-Matching
-Completion
-Labeling
-Essay
-Case Study
-Validation of Test Instruments
- Job Sheet: step by step performance
- -Problem Sheet: requiring analysis and decision making
- -Assignment Sheets: direct the study or homework
- -Multiple Choice: most versatile
- -True/False: Provide on two answers
- -Matching: two lists of connected words, phrases, pictures, symbols.
- -Completion: supply the missing information from memory.
- -Labeling: recall facts and label parts
- -Essay: a written response
- -Case Study: complex issue
- -Validation of Test Instruments: test instrument have been constructed.
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What are the two types of testing methods used in training?
- -Criterion Referenced: skill or knowledge is met
- -Norm Referenced: estimates skill or knowledge for a group
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Discuss the test failure policies and associated grading criteria within your learning environment.
- Test
- Re-Train
- Re-Test
- Highest Re-Test Score 80%
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Discuss during performance test design how the skill learning objective is criticality is determined.
- *Rank order of objectives*
- High=3, Moderate=2, Low=1
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Discuss during knowledge test design how the knowledge learning objective criticality is determined to perform a task.
Provides the information for determining learning objective criticality
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Identify the ten sections of a testing plan.
- -Course Data
- -Course Roles and Responsibilities
- -Course Waivers
- -Test Development
- -Test Administration
- -Course Test and Test Types
- -Grading Criteria
- -Remediation
- -Test and Test Item Analysis
- -Documentation
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State the purpose of test and test item analysis.
To determine statistical validity and difficulty
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In remediation program, discuss what the primary and secondary goal is.
- -Primary goal is to motivate and assist
- -Secondary goal is to remove barriers
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Discuss the three methods of remediation available to instructors:
- -Targeted: material during normal classroom time
- -Scalable: major portion of course
- -Iterative: SME engaged one on one
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Define the following sections of a remediation program
- Re-Test: retest may cover a portion or entire test.
- Setback: Decision based on student’s degree of difficulty.
- Drop from training: student is clearly unsuitable for training
- Counseling: used at A and C schools for personal and performance problems.
- ARB:
- **Convened when other remediation has failed**
- -Course Average Fall below minimum
- -Unable to achieve objectives after counseling
- Performance is below expected academic progress
- -Fails to achieve the objectives after and academic setback
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