Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
MTS #111
Testing
| Question | Answer |
|---|---|
| 111.1 State the purpose of a testing program? | Testing trainee on learning objectives |
| .2 State the Roles and responsibilities of the following for an effective testing program: A) Naval Education Training Command (NETC): | Policy and guidance |
| .2 NETC N7 | Policy and guidance oversight |
| .2 Learning Center Commanding Officer | Serves as CCA |
| .2 Learning Center Director of Training | Ensures testing programs are conducted |
| .2 Learning Center Learning Standards Officer | Guidance for curriculum on developing testing |
| .2 Course Curriculum Model Manager (CCMM) | Approves test design |
| .2 Curriculum developer | Design and develop test plan |
| .2 Learning Site Commanding Officer/Officer-in-charge | Implements testing plan |
| .2 Learning Site Testing Officer | Test administration/leading |
| .2 Course Supervisor | Test item analysis |
| .2 Participating Activities | Provides feedback |
| .3 State the primary course source data for creating test items | NAVEDTRA 132 p.3-4 JDTA, OCCSTDS, CTTL/PPP Table, COI |
| .4 List usable course source data to be used when the primary course source data is no available or has not been created. | NAVDETRA 132. p. 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. |
| .5 Define the following tests: Formal and Informal | NAVEDTRA 132 p. 3-10 Formal "used in final calculation" Informal "not used in final grade" |
| .6 For the below items, define the three levels of proficiency levels contained within each: a. skill b. knowledge | a. skill: level 1-imitation level 2-repetition level 3-habit b. knowledge: level 1-knowledge/comprehension level 2-application/analysis level 3-synthesis/evaluation |
| .7 List the five categories for performance and knowledge tests. | 1. assess trainees knowledge, pre-req acceleration 2. progress-test blocks on instruction 3. comp test-w/in course or final exam 4. oral test- assess trainee knowledge, normally by board of members 5. quiz-short test to access knowledge comprehension |
| .8 Discuss the process of piloting a test. | SME-->CCMM-->LSO (review)-->(piloted)-->(approve) |
| .9 Describe the use of each test instrument as they relate to knowledge and performance tests: A. job sheet | by step performance of a task "MRC" |
| .9B Problem sheet | practical problems requiring solving |
| .9C Assignment sheet | direct the study or homework |
| .9D Multiple-choice | most versatile test item format |
| .9E True or False | provide only 2 answers |
| .9F Matching | two list of connected words, pictures |
| .9G Completion | fill in the blank |
| .9H Labeling | recall facts and label pictures |
| .9I Essay | answer questions with written response |
| .9J Case study | when comprehensive understanding of material is required |
| .9K Validation of Test Instruments | after test instruments have been constructed the content must be validated (before test) |
| .10 What are the two types of testing methods used in testing? | 1. criterion-referenced test-is required skill or knowledge met 2. norm-referenced-estimates individual skill based on a group (Navy adv. exam) |
| .11 Discuss test failure policies and associated grading criteria within your learning environment. | Test (if failed), re-train, re-test. If passed highest score student can receive is 80%. |
| .12 Discuss during performance test design how the skill learning objective critically is determined. | |
| .13 Discuss during knowledge test design how the knowledge learning objective criticality is determined to perform a task. | |
| .14 Identify the ten sections of a testing plan. | NAVEDTRA 132. p. 11-2 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 (C3, T3,GRTD) |
| .15 State the purpose of test and test item analysis. | To determine statistical validity, test and test item analysis techniques are required. Used for difficulty index, index of discrimination, and effectiveness of alternatives. |
| .16 In a remediation program, discuss what the primary and secondary goal is. | primary-"motivate and assist" trainees in achieving learning objectives secondary-"remove barriers" of learning |
| .17 Discuss the three methods of remediation available to instructors: | targeted-one on one mentorship of the "specific area" the trainee is having issues with scalable-one on one mentorship each "major area" the trainee is having issues with iterative-one on one mentorship using "total recall" of everything |
| .18 Define the following sections of a remediation program: A.retest B. setback C. drop from training and attrites D. counseling E. academic review boards (ARBs) | retest-when trainee does not achieve minimum grade |
| .18B setback | determined by the degree of difficulty the trainee had with the test |
| .18C drop from training and attrites | trainee unsuited to complete course discharged from the navy |
| .18D counseling | preventitive counseling used in "A/C" school for personal and performance problems |
| .18E academic review boards (ARBs) | used when all other forms of consoling have failed |
Created by:
Pmulvany