State the Roles and Responsibilities for a testing plan:
DIRECTOR OF TRAINING
LEARNING STANDARDS OFFICER
LEARNING SITE CO
LEARNING SITE TESTING OFFICER
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.
State the primary course source data for creating test items.
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.
Define the following test:
-Formal: Test: used in final GPA
-Informal: Quiz/Homework: not used in final GPA
Define the three levels of proficiency levels contained within each:
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
Discuss the process of piloting a test.
Assess test reliability and validity
Describe the use of each test instrument as they relates to knowledge and performance test:
-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.
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
Discuss the test failure policies and associated grading criteria within your learning environment.
Highest Re-Test Score 80%
Discuss during performance test design how the skill learning objective is criticality is determined.
*Rank order of objectives*
High=3, Moderate=2, Low=1
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
Identify the ten sections of a testing plan.
-Course Roles and Responsibilities
-Course Test and Test Types
-Test and Test Item Analysis
State the purpose of test and test item analysis.
To determine statistical validity and difficulty
In remediation program, discuss what the primary and secondary goal is.
-Primary goal is to motivate and assist
-Secondary goal is to remove barriers
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
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.
**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