2015 Mts 111 (2)- Testing

Front 1

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

Back 1

Direct step-by-step performance of a practical task they will encounter on the job.

Front 2

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

Back 2

Present problems requiring analysis and decision making similar to those encountered on the job.

Front 3

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

Back 3

Directs the study or homework efforts of trainees.

Front 4

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

Back 4

The most versatile of all knowledge test item formats.

Front 5

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

Back 5

Provide only 2 answers

Front 6

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

Back 6

2 lists of connected words, phrases, pictures, or symbols.

Front 7

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

Back 7

Supply missing info from memory

Front 8

Describe the use of each test instrument as they relate to knowledge and performance tests- Labeling (Identification)

Back 8

-Measures ability to recall facts.
-Label parts in pictures, schematics, diagrams, or drawings.

Front 9

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

Back 9

Answer question with a written response.

Front 10

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

Back 10

Should be used when:
-Posing a complex issue
-Comprehensive understanding of material is required.

Front 11

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

Back 11

Content must be validated:
-After test instruments have been constructed.
-Before they are actually assembled into a test.

Front 12

What are the 2 types of grading systems used in testing

Back 12

Criterion-Referenced Test:
-Assesses whether required level of skill or knowledge is met.
Norm-Referenced Test:
-Estimates individual skill or knowledge in relation to a group norm (I.E., Navy Advancement Exams).

Front 13

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

Back 13

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

Front 14

Discuss during performance test design how the skill LO critically is determined

Back 14

Developed using job sheets. Problem sheets less critical LOs. Criticality of performance points to selecting tasks for training essential to job performance, even if tasks not performed frequently. Levels of criticality will be useful for determining criticality: High (3)- Skill used during job performance. Moderate (2)- Skill influences job performance. Low (1)- Skill has little influence on job performance.

Front 15

Discuss during knowledge test design how the knowledge LO critically is determined to perform a task

Back 15

Knowledge tests developed using test items. Test items design begins with determining the criticality of each LO, (which LOs will be used in formal/informal testing). Analysis of task data (discussed in Chapter 3) provides determining info. To determine criticality use course source data, at minimum: Criticality and Frequency of performance. Additional fields may be considered, if necessary, by curriculum developers. The factors used will be listed in the testing plan.

Front 16

Identify the 10 sections of a testing plan

Back 16

-C ourse Data
-C ourse Waivers
-C ourse Roles and Responsibilities
-C ourse Tests and Test Types
-T est Development
-T est Administration
-T est and Test Item Analysis
-G rading Criteria
-R emediation
-D ocumentation

Front 17

State the purpose of test and test item analysis

Back 17

Determine statistical validity, test and test item analysis techniques are required. Three analysis types required are: Difficulty index, Index of discrimination, and Effectiveness of alternatives. Test item analysis documented in testing plan.

Front 18

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

Back 18

Primary: motivate and assist trainees in achieving critical LOs by providing additional instructional study time.
Second: remove barriers to learning. Trainees learn in different ways, use different remediation methods to realize most effective.

Front 19

State the 3 methods of remediation available to instructors

Back 19

-S calable
-I terative
-T argeted

Front 20

Discuss the 3 methods of remediation available to instructors- Scalable

Back 20

Assists trainee having difficulty accomplishing objectives or understanding material for a major portion of a course, during normal classroom time. Involves one-on-one mentorship or SME engagement of the trainees major objective(s) area of difficulty, with a total recall approach using one or a combination of: text, lab material, flashcards, mentor question and answer sessions.

Front 21

Discuss the 3 methods of remediation available to instructors- Iterative

Back 21

Must complete a minimum of 20 questions per objective area with a minimum score of 80% and/or successfully complete two practice exercises or scenarios per objective area. Involves one-on-one mentorship or SME engagement of the trainees major objective(s) area of difficulty, with a total recall approach using one or a combination of: text, lab material, flashcards, mentor question and answer sessions.

Front 22

Discuss the 3 methods of remediation available to instructors- Targeted

Back 22

Assists the trainee having difficulty in accomplishing objective(s) and/or understanding the material during normal classroom time. Involves limited one-on-one mentorship or SME engagement of the trainees objective(s) area of difficulty, using text and/or lab material.

Front 23

Define the following sections of a remediation program- Retest

Back 23

When a test is failed, retest may cover the portion of test difficulty or entire test. Decision should be based on the difficulty trainee had with test.

Front 24

Define the following sections of a remediation program- Setback

Back 24

When LOs are not achieved by test or retest, trainee may be setback to be retrained on failed LOs and retested.

Front 25

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

Back 25

Effort made to help trainees succeed. Sometimes trainee's are clearly unsuited, unable, and/or unwilling to complete the course. Trainee is dropped from training, and classified as an academic drop, nonacademic drop, or disenrollment. Those discharged from Navy are classified as attrites.

Front 26

Define the following sections of a remediation program- Counseling

Back 26

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

Front 27

Define the following sections of a remediation program- Academic Review Boards (ARB)

Back 27

Convened when counseling, remediation, and an initial setback fail to improve performance. Initial setbacks may result from a counseling and directed by CS. ARB recommends additional setbacks, DOT approves. ARB examples necessary:
-Average falls below minimum.
-Performance below expected academic progress.
-Unable to achieve the objectives after counseling, remediation, retesting, and setbacks.