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| The purpose of a testing program is? | To ensure a quality testing process is implemented to effectively assess the trainee’s achievement of learning objectives. |
| the roles and responsibilities of Naval Education Training Command (NETC) for an effective testing program | Testing policy and guidance |
| the roles and responsibilities of NETC N7 for an effective testing program | Testing policy and guidance oversight and monitors compliance by Centers |
| the roles and responsibilities of Learning Center Commanding Officer for an effective testing program | Serves as CCA; manages Sites, DET; resolves difference, incorporates TYCOM test banks, as appropriate. |
| and responsibilities of Learning Center Director of Training for an effective | Ensures testing program(s) are conducted, oversees development of testing plans |
| and responsibilities of Learning Center Learning Standards Officer for an effective | Provides guidance to curriculum developers on testing, monitors Total Quality Indicators (TQI) and test item analysis and remediation programs. Approves KTAGs and PTAGs. |
| and responsibilities of Course Curriculum Model Manager (CCMM) for an effective | Approves test design, maintains master test item bank. |
| and responsibilities of Curriculum developer for an effective | Designs and develops the testing plan, admin guides, and the tests. |
| and responsibilities of Learning Site Commanding Officer/Officer-in-charge for an effective | Implements testing plan, designates Testing Officer(s), designates the course supervisor. |
| and responsibilities of Learning Site Testing Officer for an effective | Test administration, oversees grading, secures tests, maintains test bank(s), coordinates/manages revisions, conducts IS training. |
| and responsibilities of Course Supervisor for an effective | Ensures, monitors, and validates admin, security, and test item analysis. |
| and responsibilities of Participating Activities for an effective | Provides comments, feedback, new test items and maintains test and test item analysis data. |
| The primary course source data for creating test items are | JDTA, OCCSTDS, CTTL/PPP Table, COI. |
| Usable course source data to be used when the primary course source data is not available or has not been created. | 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. |
| Define Formal tests | Test is graded and is used in the calculation of the trainee’s final grade. |
| Define Informal tests | May or may not be graded – regardless, the grade will not be used in the calculation of the trainee’s final grade. |
| What are the three levels of proficiency levels contained within Skill | Level 1: Imitation, Level 2: Repetition and Level 3: Habit |
| What are the three levels of proficiency levels contained within Knowledge | Level 1: Knowledge/Comprehension, Level 2: Application/Analysis and Level 3: Synthesis/Evaluation |
| The five categories for performance and knowledge tests | Pre-test, Progress, Comprehensive Test, Oral Test and Quiz |
| The process of piloting a test is | a review process to assess test reliability and validity and make corrective adjustments before actually collecting data from the target population. It includes: 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. |
| How does Job sheets relate to knowledge and performance tests | direct the trainees in the step-by-step performance of a practical task they will encounter in their job assignment. |
| How does Problem sheets relate to knowledge and performance tests | They present practical problems requiring analysis and decision making similar to those encountered on the job. |
| How does assignment sheets relate to knowledge and performance tests | are designed to direct the study or homework efforts of trainees. |
| How does Multiple-choice relate to knowledge and performance tests | test item is the most versatile of all knowledge test item formats. |
| How does True or false relate to knowledge and performance tests | test items provide only two answers |
| How does Matching relate to knowledge and performance tests | Matching test items are defined as two lists of connected words, phrases, pictures, or symbols |
| How does Completion relate to knowledge and performance tests | Completion test items are free response test items in which the trainees must supply the missing information from memory |
| How does Labeling relate to knowledge and performance tests | Labeling or identification test items are used to measure the trainee’s ability to recall facts and label parts in pictures, schematics, diagrams, or drawings. |
| How does Essay relate to knowledge and performance tests | Essay test items require trainees to answer a question with a written response |
| How does Case study relate to knowledge and performance tests | Case studies should be used when posing a complex issue, when a comprehensive understanding of material is required. |
| How does Validation of Test Instruments relate to knowledge and performance tests | After test instruments have been constructed, and before hey are actually assembled into a test, the content must be validated. |
| What are the two types of grading systems used in testing? | Criterion-Referenced Test and Norm-Referenced |
| Criterion-Referenced Test | Assesses whether required level of skill or knowledge is met. |
| Norm-Referenced | Estimates individual skill or knowledge in relation to a group norm (e.g., Navy Advancement Exams). |
| How does test failure policies and associated grading criteria within your learning? | Test (if failed), Re-train, Re-test. If passed, the highest score the student can receive is a minimum passing grade |
| During performance test design how the skill learning objective criticality is determined? | Will be developed using job sheets. Problem sheets are normally not used as a means of performance assessment, but may be used to evaluate achievement of less critical learning objectives. Criticality of performance points to the need for selecting tasks for training that are essential to job performance, even though the tasks may not be performed frequently. The following levels of criticality (high = 3, moderate = 2, and low = 1) will be useful when determining criticality of performance |
| During knowledge test design how the knowledge learning objective criticality is determined to perform a task? | nowledge tests will be developed using test items. Test items Knowledge test design begins with determining the criticality of each learning objective. This process determines which learning objectives to assess through formal testing and which learning objectives should be assessed by informal testing. At the completion of this step, the assessment of each learning objective is determined. |
| Identify the ten sections of a testing plan. | Course Data, Course Roles and Responsibilities, Course Waivers, Test Development, Test Administration, Course Tests and Test Types, Grading Criteria, Test and Test Item Analysis and Documentation |
| The purpose of test and test item analysis. | To determine statistical validity, test and test item analysis techniques are required. The three types of analysis discussed and required for use are: difficulty index, index of discrimination, and effectiveness of alternatives. Test item analysis will be documented in the course’s testing plan. |
| In a remediation program, what is the primary and secondary goal? | A remediation program's primary goal is to motivate and assist trainees in achieving the critical learning objectives of a course by providing additional instructional study time. A second goal of remediation is to remove barriers to learning. Because trainees learn in different ways, it may be necessary to use different methods of remediation to realize the most effective results. |
| The three methods of remediation available to instructors are | Targeted, Scalable and Iterative |
| Targeted remediation is? | designed to assist the trainee who is having difficulty in accomplishing an objective(s) and/or understanding the material during normal classroom time. Targeted remediation involves limited one-on-one mentorship or SME engagement of the objective(s) area that the trainee is having difficulty with, using text and/or lab material. |
| Scalable remediation is? | designed to assist the trainee who is having difficulty in accomplishing objectives or understanding the material for a major portion of a course, during normal classroom time. Scalable remediation involves one-on-one mentorship or SME engagement of each major objective area that the trainee is having difficulty with using a total recall approach using one or a combination of: text, lab material, flashcards, mentor question and answer sessions. |
| Iterative remediation involves? | one-on-one mentorship or SME engagement of each major objective area that the trainee is having difficulty with using a total recall approach using one or a combination of: text, lab material, flashcards, mentor question and answer sessions To complete iterative remediation the trainee must complete a minimum of 20 questions per each objective area with a minimum score of 80 percent and/or successfully complete two practice exercises or scenarios per each objective area. |
| In the remediation program Retest is | When the trainee does not achieve a test's minimum passing grade, the retest may cover the portion of the test the trainee had difficulty with or the entire test. This decision should be based on the degree of difficulty the trainee had with the test. |
| In the remediation program Setback is | When the trainee does not achieve a test's minimum passing grade, the retest may cover the portion of the test the trainee had difficulty with or the entire test. This decision should be based on the degree of difficulty the trainee had with the test. |
| In the remediation program Drop from training and attrites are | Every effort will be made to help trainees succeed. However, there are times when the trainee is clearly unsuited,unable, and/or unwilling to complete the course. If this occurs, the trainee is nonacademic drop, or disenrollment. Trainees who are discharged from the Navy will be classified as attrites. |
| In the remediation program Counseling is | Preventive counseling will be instituted in ―A‖ and ―C‖ schools and should include counseling forperformance and personal problems. |
| ARBs will be convened when | other means of academic counseling, remediation, and an initial academic setback have failed to improve trainee performance. The initial academic setback may result from an academic counseling session and be directed by the CS. Additional academic setbacks must be recommended by the ARB and approved by the DOT. |
