Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
28 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
Purpose of the testing program |
Validate if learning objectives are achieved |
|
|
|
What publication pertains to testing |
NAVEDTRA 132 |
|
|
|
Who provides guidance to developers on testing |
CCMM |
|
|
|
Who approves test design and maintains master test item bank |
Curriculum developer |
|
|
|
Primary source data for creating test items |
JDTA (pri) OCCSTDS CTTL COI |
|
|
|
What type of test are there |
Formal and informal |
|
|
|
What is a formal test |
Counts towards final grade |
|
|
|
What is an informal test |
May or may not be graded but will not count in final grade |
|
|
|
What are 3 skill proficiency level |
Lvl 1- imitation Lvl 2- repetition Lvl 3- habit |
|
|
|
What are 3 knowledge proficiency levels |
Lvl 1- knowledge/comprehension Lvl 2- application/analysis Lvl 3- synthesis/evaluation |
|
|
|
5 categories for performance and knowledge test |
Pre-test Progress Comprehensive test Oral test Quiz |
|
|
|
What are the types of test instruments |
Job sheet Problem sheet Assignment sheet Multiple choice True or false Matching Completion Labeling Essay Case study |
|
|
|
Before test instruments are assembled in a test, what has to happen |
Validation of test instrument content |
|
|
|
2 types of testing methods |
Criterion-referenced test Norm-referenced |
|
|
|
What does criterion-referenced test asses |
Weather required level of skill or knowledge is met |
|
|
|
What is norm-reference test assess |
Based on bell curve Estimates skill or knowledge in relation to a group |
|
|
|
What are test policies for failure |
Retrain Retest Can only get the minimum passing score |
|
|
|
What are the 10 sections of a testing plan |
Course data Course waivers Course test/test types Course roles and responsibilities Test admin Test and test item analysis Test development Grading Remediation Documentation |
Down with the role aid grd |
|
|
How is objective criticality determined |
How often it is used 1-3 How important it is 1-3 Min 2 max 6 |
|
|
|
What is the process for piloting a test |
Course sup/CCMM writes test SMEs take test TIA is conducted for validity |
|
|
|
Purpose of Test Item Analysis |
Determine statistical validity Difficulty index Index of discrimination Effectiveness of alternatives |
|
|
|
Primary goal of remediation |
Motivate to achieve critical learning objectives |
|
|
|
Secondary goal of remediation |
Remove barriers |
|
|
|
3 methods of remediation |
Scalable Iterative Targeted |
|
|
|
What is targeted remediation |
Normal class hours 1-2 objectives small portion |
|
|
|
What is scalable remediation |
3-4 objectives major portion During class hours Uses a combination of teaching methods |
|
|
|
What is iterative remediation |
For all objectives Uses a combination of teaching Must retest |
|
|
|
What are the sections of remediation program |
Retest Setback Drop from training and attrites Counseling ARB |
|
