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MTS 111
| Question | Answer |
|---|---|
| 111 | Testing |
| State the purpose of a testing program | To effectively assess the trainees achievement of learning objectives |
| NETC | Testing policy and guidance |
| NETC N7 | Testing policy and guidance oversight and monitors compliance by centers |
| Learning center commanding officer | Serves as CCA manages sites resolves differences incorporates TY COM test banks as appropriate |
| learning center director of training | Insurers testing programs are conducted oversees development of testing plans |
| Learning center learning standards officer | Provides guidance to curriculum developers on testing monitors total quality indicators and test item analysis and remediation programs . Approves K TAG's and P TAG's |
| Course curriculum model manager | Approves test design maintains master test item bank |
| Curriculum developer | Designs and develops the testing plan admin guides and tests |
| Learning site commanding officer/ officer in charge | Implements testing plan designates testing officers designates the course supervisor |
| Learning site testing officer | Test administration, oversees grading, secures tests, maintains test banks, coordinate/manages revisions, conduct's IS training |
| Course supervisor | ensurers, monitors, and validates admin, security and test item analysis |
| Participating activities | Provides comments feedback new test items and maintains test and test item analysis data |
| State the primary course source data for creating test items | JDTA OCCSTDS, CTTL/PPP table, COI |
| This usable course source data to be used when the primary course source data is not available or has not been created | Occupational standards CTTL PPP table and COI |
| Formal test | Test is graded and is used in the calculation of trainee's final grade |
| Informal test | May or may not be graded grade will not be used in a calculation of trainee's final grade |
| Skill IRH | Imitation repetition habit |
| Knowledge K/C,A/A,S/E | Knowledge/comprehension application/analysis synthesis/evaluation |
| 5 categories for performance and knowledge test. PPCOQ | Pretest progress test comprehensive test oral test quiz |
| Process of piloting a test | Review process to assess test reliability and validity |
| Job sheet | Direct the trainees in step-by-step performance of a practical task they will encounter in their job assignment |
| Problem sheet | Present practical problems requiring analysis and decision making |
| Multiple choice | The most versatile of all knowledge test item formats |
| True or false | Provide only 2 answers |
| Matching | 2 lists of connected words phrases pictures or symbols |
| Completion | trainees must supply the missing information for memory |
| Labeling | Measure the trainee's ability to recall facts and label parts in pictures schematics diagrams or drawings |
| Essay | Answer a question with a written response |
| Case study | Used when posing a complex issue when a comprehensive understanding of material is required |
| Validation of test instruments | After test instruments have been constructed and before they are actually assembled into a test the content must be validated |
| 2 types of testing methods used in testing | Criterion reference test: assesses whether required level or skill or knowledge is met. norm referenced: navy advancement exam |
| Discuss test failure policies and associated grading criteria within your learning environment | If failed, retrain, retest. if passed the highest score the student can receive is a 80% |
| 10 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 |
| State the purpose of test and test item analysis | To determine statistical validity test and test item analysis techniques are required |
| In a remediation program discuss what the primary and secondary goal is | Primary goal is to motivate and assist trainees in achieving the critical learning objectives of a course by providing additional instructional study time. 2nd goal of remediation is to remove barriers of learning |
| Targeted remediation | Designed to assist a trainee who is having difficulty in accomplishing an objective and/or understanding the material during normal classroom time |
| Scalable remediation | 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 |
| iterative remediation | Involves 1 on 1 membership or SME engagement of each major objective area that the trainee is having difficulty with using a total recall approach |
| Retest | retest may cover the portion of the test the training had difficulty with or the entire test |
| Set back | The retests may cover the portion of the test the training had difficulty with or the entire test |
| Drop from training and attrites | Trainees drop from training may be classified as an academic drop trainees who are discharged from the navy will be classified as attrites |
| Counseling | Preventative counseling will be instituted in a &c schools and should include counseling for performance and personal problems |
| Academic review boards | Will be convened when all other means of academic counseling remediation and an initial academic setback have failed to improve training performance |
Created by:
Timp
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