Section 2 C

Question 1

What reference governs testing?

Answer 1

NAVEDTRA 132

Question 2

State the purpose of a testing program

Answer 2

to ensure a quality testing process is implemented to effectively assess the trainee’s achievement of learning.

Question 3

Explain the roles and responsibilities for an effective testing program: NMETC/Naval Education and Training Command.

Answer 3

Testing policy guidance.

Question 4

Explain the roles and responsibilities for an effective testing program: NMETC Academic Directorate/NETC N7

Answer 4

Oversight and monitors compliance by learning centers

Question 5

Explain the roles and responsibilities for an effective testing program: learning centers Commanding Officer

Answer 5

Serves as CCA; incorporates TYCOM test banks

Question 6

Explain the roles and responsibilities for an effective testing program: Director of Training

Answer 6

Ensures testing programs are conducted.

Question 7

Explain the roles and responsibilities for an effective testing program: Learning Standards Officer (LSO).

Answer 7

Provides guidance to curriculum developers on testing.

Question 8

Explain the roles and responsibilities for an effective testing program: Curriculum Control Model Manager (CCMM)

Answer 8

Approves test design; maintains test bank

Question 9

Explain the roles and responsibilities for an effective testing program: Curriculum Developer

Answer 9

Designs/develops testing plan.

Question 10

Explain the roles and responsibilities for an effective testing program: learning site/Det CO/OIC

Answer 10

Implements testing plan

Question 11

Explain the roles and responsibilities for an effective testing program: Testing Officer

Answer 11

Test administration, grading, scores tests, maintains test bank.

Question 12

Explain the roles and responsibilities for an effective testing program: Course Supervisor

Answer 12

Ensures, monitors, validates admin, security, and test item analysis

Question 13

Explain the roles and responsibilities for an effective testing program: Participating Activities

Answer 13

Provides comments, feedback, new test items, and maintains test and test item analysis data.

Question 14

State the primary course source data for creating test items.

Answer 14

Job Duty Task Analysis (JDTA)

Question 15

List usable course source data to be used when the primary course source data is not available or has not been created.

Answer 15

Use a combination of Occupational Standards (OCCSTD), Course Training Task List (CTTL), Personal Performance Profile (PPP) Table, and a Curriculum Outline of Instruction (COI).

Question 16

Define Formal Testing

Answer 16

Graded and is used in the calculation of the trainees final grade.

Question 17

Define Informal Testing

Answer 17

May or may not be graded - regardless the grade will not be used in the calculation of the trainees final grade.

Question 18

Define the following proficiency levels and the definition of the three levels contained with each.

Answer 18

• Skill: level 1 imitation; level 2 Repetition; level 3 Habit
• Knowledge: level 1 knowledge/comprehension; level 2 application/analysis; level 3 synthesis/evaluation.

Question 19

List and discuss the five categories for performance and knowledge tests.

Answer 19

• Pre-test: validation of material, prerequisite.
• Progress test: given after blocks of instruction.
• Comprehensive test: Final course exam.
• Oral test: Normally administered by board.
• Quiz: tests recently taught material.

Question 20

Discuss the process for piloting a test.

Answer 20

Reviewed by SME, piloting by CCMM and forwarded to the Learning Standards Officer (LSO) for approval, testing trainees who are at the end stages, surveying trainee test results, using test item analysis and survey to improve the test.

Question 21

Describe the use of Job Sheet as it relates to knowledge and performance tests.

Answer 21

Direct trainee step-by-step performance.

Question 22

Describe the use of Problem Sheet as it relates to knowledge and performance tests.

Answer 22

Present practical problems that require analysis.

Question 23

Describe the use of Assignment Sheet as it relates to knowledge and performance tests.

Answer 23

Direct the study or homework efforts of trainees

Question 24

Describe the use of Multiple-choice as it relates to knowledge and performance tests.

Answer 24

Most versatile of all knowledge test.

Question 25

Describe the use of True or False as it relates to knowledge and performance tests.

Answer 25

Test questions that is either true or false.

Question 26

Describe the use of Matching as it relates to knowledge and performance tests.

Answer 26

Two lists of connected words/phrases/pictures/symbols.

Question 27

Describe the use of Completion as it relates to knowledge and performance tests.

Answer 27

Allow free response.

Question 28

Describe the use of Labeling as it relates to knowledge and performance tests.

Answer 28

Measure ability to recall facts.

Question 29

Describe the use of Essay as it relates to knowledge and performance tests.

Answer 29

Requires written response.

Question 30

Describe the use of Case Study as it relates to knowledge and performance tests.

Answer 30

Used for complex issues for comprehension understanding.

Question 31

Describe the use of Validation of Test Instruments as it relates to knowledge and performance tests.

Answer 31

Validating information on test.

Question 32

What are the two types of testing method adopted by NMETC/NETC?

Answer 32

Criterion-referenced test and Norm-referenced test

Question 33

Discuss test failure policies and associated grading criteria within your learning environment.

Answer 33

Re-train, re-test...if passed the highest score the highest grade the student can receive is an 80%.

Question 34

Discuss how skill learning objective criticality is determined during performance test design.

Answer 34

- Developed using Job Sheets. | - Minimum criticality: criticality of performance and frequency of performance.

Question 35

List the ten sections of a testing plan.

Answer 35

- 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

Question 36

State the purpose of test and test item analysis.

Answer 36

Determine statical validity. | 3 types: difficulty index, index of discrimination, effectiveness of alternatives.

Question 37

List and discuss the primary and secondary goal of remediation program.

Answer 37

- Motivate and assist trainees in achieving the critical learning objectives of a course by providing additional instructional study times. - remove barriers of learning.

Question 38

Discuss the three methods of remediation available to instructors.

Answer 38

Targeted: one-on-one mentorship for one objective Scalable: one-on-one mentorship with SME of each major objective. Iterative: Total recall approach

Question 39

Discuss the following as it relates to the remediation program: Retest

Answer 39

when trainee does not achieve a test minimum passing grade.

Question 40

Discuss the following as it relates to the remediation program: Setback

Answer 40

May cover a certain portion of the course

Question 41

Discuss the following as it relates to the remediation program: Drop from training and attrite

Answer 41

Drop can be academic, nonacademic, or disenrollment

Question 42

Discuss the following as it relates to the remediation program: Counseling

Answer 42

Preventive counseling in "A"/"C" schools, include performance and personal issues.

Question 43

Discuss the following as it relates to the remediation program: Academic Review Board (ARB).

Answer 43

Will be convened when other means have not helped. Setback may be due to ARB.