Technical b r Report - International Military Testing Association

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-. ,. .: ,. . . ,;:y. .::‘;:; ~:““:.“‘:.::‘.:.‘..::,y.~:,:,;.~ ::y,. _:., . . . . . . .:. . . : :_:.: .‘. ,. : ..: .: :_: _’ ..:y:i:;:jc:, ,,. :,: ,: .j ::I ,,.: . . ;., >( ., :; .;’ .., :;’ .: ::.::‘:i;.i ‘::.:..‘?j i:.::.: :.;:.: ., ,.. ,,.. : .: .P. :.,, ,.:.‘...::I :..::. .,,_.. , _ _.i :.+ : :; ..: :., ,. ::::. ‘_’ ;.: .::.:..;,;j.j,::: ‘: .y ;:; :.. :, ..~~~,18: :.:., :.:i ,. :,:, ,: ,.... ._.:.. .: .:: ..,... ::I:..: >, _,: ,’ ..‘.~.‘,.:.. :_:..: _,.. . . . ..I :. y:. I.:..:, : ,:.. ,. .:: .: :,j”:::. '..> . .,.:.: .:: ','.. /j.,.: ,, :. :: .: CARREL INSTRUCTION - SPANGENBERG ':. ':~.:::~,:~,::::::' :.,.,.,.,... ,;:: : .,.:,: iii.:' :' '.: . ...::::. .;::: ,:: :: . . . ..'.i:~.i:;i,::'i: : .>, ,:., .: .:, ..,:. .,_.A . . : :: ,:; ,:.: I,,.. . . . . . . . >: AUDIO-VISUAL SroRk BOARD : ,. . . . . . ..i:: AR&T . . .'.:.! ,.' .'.:. :. >,::. .:.:::.::':::,. . . . . . . . ,.:+.: . . . . :. . _,. . : :, 7.. .: ,.(. x:..::.:.:. .,:,:. _:., '. i.: . . . ,,.;:;;.i,.y ,:::j. :_ ,, ::;: z.1: ,:: : :.. :,.\ ,::,. j ::,g...:. _.. :_ ..,:, ..::. (1) carrel instructional materials must be . .'. developed, produced and validated locally, Carrel with two Carou.sels, 3nm .'I.:. : projector and audio playback unit. Random access slide selector is shown. 1 1 . . 13 '.. '. .: , ,. INTERACTI'jE CARREL Interactive carrel with txo persons viewing an Audiscan presentation 14 ., . . . (2) carrel instruction is not necessarily performed in isolation. We feel students frequently should work together as in t;lis interactive carrel which is designed to help two students work together - or for an instructor to help a student, IThe Audio Visual Instructional 1 (3) the third conclusion is that a carrel is Display System module being' : not a piece of library furniture. This portable demonstrated by a secretary carrel can be rolled to actual pieces of equipment and provide hands-on instruction. Tousa carrel could consist simply of a set of earphones. 1 5 .' :ARREL 1!6TRUCTIOEI .‘.. ,.. ': .., ,;:, .' : ,. : ._:'I $':.. : y ] ..;; _, ..I .,. : ltudcnt working at standard .arrel. 16 . ., ,, ::.‘I. y-:: - Lw-4-- . ,.: ” ‘.._ . . i You can conclude carre 1 instruction may be many ,: different events. However, there are three areas 1'1' of evaluation which will receive increased emphasis due to the use of carrel instruction. _._-- - --A.--a*a.&d-- HRL Media D/E Lab -2 , :. ,.. 157
1.’ .; :,: ‘. . :, .,.. >.:..;;: q:,:.: : ,,Y . . .’ (. . . .... . . :_. ,’ ,” CARREL IZiTRXTION QlJAL ITY CC:ITROL Student working at standard carrel. 17 ::,RREL IWTRXTIO:! Q’NL ITY co!moL t?OD’JCL: VAL 13ATIO:I Student writing ai standard carrel. 18 Cl4RREL I!;ST2lJCTIOiI LEAR:iIi
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UNCLASSIFIED,‘UNLIMITEDw “‘$1
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-* . ‘: .;‘*nn. :: ;.... 1. . .
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:: FOREWORD The 15th Annual Confere
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.- . . . _ -._* _.-.,. ..-_. __...,
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JJ Hemisfair Room Ground Floor 0845
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1525 - 1515 1545 - 1600 1600 - 1630
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1330 - 1350 1350 - 1420 1420 - 1435
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1045 - 1100 1100 - 1130 1130 - 1145
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Il 0845 - 0900 0900 - 0920 0920 - 0
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1. II. III. IV. V. VI * VII. VIII:
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XXII. &tics 06 &?&I .:CAdcfl’dl A
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11 XLV. XLVI. XLVI I. XLVIII. XIX.
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!’ For these reasons, then, I wel
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effort, or some other factor, the f
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This means we have to CJoid arbitra
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44 Which means what, specifically?
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-\ * . . Ladies and gentlemen, if w
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. Participants: Synopsis MTA Sympos
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Both recruiters aid counselors lost
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.- -- . rests are timed. 1) e 8. Te
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10. Research needs identified by hi
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DEXEtOPHEX~ OF THE ARNED SERVICES V
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I. ’ 2. 3. 4. 5. 6. 7. 8. 9 .I EX
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Characteristics of the Battery The
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magniture, with the perceptualmotor
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the time, the development of these
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ut rcoding comprehension item leads
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DLL p,m PH~OKITY 1 (DLISDA, p - 0 0
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Introduction * Enlisted Selection a
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u tive to engage in relevant activi
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operational use of the new ACB The
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The quality of new accessions in th
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Ii same job training, and therefore
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I:* . Test.' .'. Ce~wxal 'Ability T
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This is done by raring the speech o
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the areas of electronics, mintenanc
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A great amount of effort is being e
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;Lv EXPERIMEXTAL, iWLTIMEDIr\ CAREE
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(3) \~olumc introductions, chapter
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*ro establish that the three groups
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Discussion In this study, 20th expe
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Optimal Utilization of On-the-Job-T
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in the instrument, but most of the
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Table 2 (Cont’d) ;I Week Producti
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Tables 1 through 6 summarize the mo
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Table 5 - - -Alternative Survey App
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. Phase II of the OJT costing contr
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still primitive, so measurements us
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Air Force Specialty CodelJ 551X6 57
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Table 19 F Ratios for Test Specialt
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_-. . . ._A .-. Table 9 summarizes
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Figure 3 shows how the other test s
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_ I I / REFERENCES f i i Dunham, Al
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FOR OFFICIAL USE ONLY OJT COST SURV
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. . . . . . *. ’ . -. . . *’ .
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Ji PART A 1. How many trainees do y
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Part A (cont’d) i / Q Number \Jl-
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SYMPOSILW TRi.“cLATION OF TRAININ
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This lra~s ;IS to our third set 01
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SYMPOSIUM I! "TRANSIXCION OF TRAINI
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When the report is subnitted, it is
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. additional Army effort to adapt i
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Perh3ps those of vou i:> trnining m
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- ..\ . . i I Co ny dismay I found
Page 129 and 130: You can see, the block to the right
Page 131 and 132: 108
Page 133 and 134: . i I / Without cross-validation or
Page 135 and 136: , , . ., \: ; -* All TRAB projects
Page 137 and 138: SYMPOSIUM $RANSLATIOII OF TRAINIXG
Page 139 and 140: Dr. Kerr's major poi::::: are that
Page 141 and 142: TEST FEEDBACK AND TRdlNINC 0EiJECT:
Page 143 and 144: areas in which changes can be made-
Page 145 and 146: All quizzes were given in well ligh
Page 147 and 148: ESULTS A Kruskal - Wallis one way a
Page 149 and 150: we know that it does enhance perfor
Page 151 and 152: Ii 1. 2. 3. 4. 5. 6. BIBLIOGRAPHY C
Page 153 and 154: -L - - t. -. .‘.. .) -- .’ -a-
Page 155 and 156: I Knew I edce of -31 Product i s i
Page 157 and 158: Clerical-technical Al I narsmeters
Page 159 and 160: I . 2. 3. 0. 1335 1943 1948 1963 9.
Page 161 and 162: ASSESSMENT SYSTEMS, I CCORPCSATE2
Page 163 and 164: ASI -1?34567E(3 ,’ . I 140 .- .:
Page 165 and 166: Ii interested in building personal
Page 167 and 168: II Enclosure (3.) to CO TRACRN Ltr
Page 169 and 170: Friday a. Educational opportunities
Page 171 and 172: partlcularl:I eco-centered ~Jals. U
Page 173 and 174: - not suggest t3 you ieasibic stud:
Page 175 and 176: . agree with his own brand of cUn.l
Page 177 and 178: '. "IMPLICATIONS OF CARREL INSTRUCT
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Page 183 and 184: (S) The carrying hooks... 25 (cj By
Page 185 and 186: :: . . i: ,:>::. . . / : ,. :... .
Page 187 and 188: Ji &“l.:~ : i ; r t .,... : : ..,
Page 189 and 190: : ._ EVALUATE Instructor evaluating
Page 191 and 192: _ 7.. ;,;,,-;;,T-. :,;,,-;;,T-. ..
Page 193 and 194: PROPICIE::CY KEXS:J.Scr*.-. """UT I
Page 195 and 196: generally t!lcse In which the teste
Page 197 and 198: REFERENCES 1. McClelland, D. C. "Te
Page 199 and 200: i ILS LANDING WC1 RiL”l 3 6 INITI
Page 201 and 202: TlIE PERSOXU'NEL ASD TRAA..T"IX:G E
Page 203 and 204: -_... ..-..-. “._..--_-- --_ . ..
Page 205 and 206: with a Course Achievement Test. Few
Page 207 and 208: Y PTEP ACCEPTAXE Uhan first introdu
Page 209 and 210: . i 2 " : these results could give
Page 211 and 212: PT&P has made a constructive contri
Page 213 and 214: 0. i ., -, L- .- . * m i! . .‘.c
Page 215 and 216: and skill requirements for each tec
Page 217 and 218: numbers of sub-items under each ite
Page 219 and 220: t - . . *. . .: _. . 196
Page 221 and 222: . The System Achievement Test, beca
Page 223 and 224: c . Ccn1raI rcj: me (crs) LA- . Exm
Page 225 and 226: . . i f : . - ! .-----L - _ _ _ .-
Page 227 and 228: 5. Query subsystem. The query subsy
Page 229 and 230: Looking to the future, we are worki
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I .._ Lilt group oi hip:i achlcvc;S
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variety of areas related directly 0
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tr**is avail,;h:tb for measuring rc
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WUork-up” (scoring, interpretat i
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, I I . . . -‘- .- -. 216 \
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%tLitlS:iCdll)’ significant Gilfc
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SUBORDINATE MTINGS: Iv’liP NOT? W
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Note: Lt is interesting to note tha
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TABLE III Representative Comment:;
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LCDR “I rton’t: t~~:l a .PO is
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9 5 18 Effective Naval Officer 106
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to you or other parsons in the bran
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Subordinate rating% of a sort, have
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Thc~ Kecslcr Study - Electronic Tec
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II. After approximately thr\bC _vca
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. ! . a Appendix A Sample 0: After
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Appendix C SXlp IC of Delayed Fit?
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1. GRADUATE’S JOI PROFICIEMCI: bd
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8. In your judgmentwMch of the foUm
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-- ----- - _--_- ..__ _____ Append
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I Observation: I c Appendix E ; 1 S
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performance testing dram in these t
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1: order drill is a good military e
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e found in the area of in:&personal
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in a similar vein, the Amy is now e
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For the evaluation of tht Fire Cont
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adopted for the evaluation. illis s
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_ AI’PFKDIX A ! EVALUATION CF STU
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Student’s same Class 41 7. 3 . 1.
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APPENDIX C SIXTH PERFOR~NCE EXAMINA
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1 LLI:70 ?lar!Iinic: curse I- . - -
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44 INTRODUCTION A new, more specifi
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The Enlisted Evaluation Center is t
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The mcijor iIrc3J arc wcightcd ncco
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- step 1 PERFORM JOB ANALYSIS Ident
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. . . ‘* , . . . . . .- . . *. .
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-. ..- - .~... _ . _ __, , . . ..-
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The Comprchcnsivc Occupational Data
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~hc evaluation plans only cover tho
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To appreciate the possible savings
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m. study of output measurement cond
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jobs. Table 8 defines officer duty
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. . It Kas not possible to dcscriI)
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RECOMMENDED APPROACHES AND Pl.ANS !
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‘. Nevertheless, there arc severa
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JJ intentions, a situation ripe for
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,, - Systems engineering documentat
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\ _ . ‘\ . , The test psychologis
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and his Harvard colleagues (4) in t
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i I / A comparison of experiences a
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.f . 8 .,d *. I .*. \ . ‘,’ *.,
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(SLIDE OFF) ‘f . .‘.J. Gomparis
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! _..“. , (Sl,IDE 11 ON) ’ _’
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means other than the objective type
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Relatively few, including those of
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psychologists who were unfam.iliar
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. Popham’s reason 8 (6e) is shown
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: ) ‘1‘. ‘. ,---. .’ \ : i
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In our experience. some instructors
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t . ’ -.* ., .! as punishment and
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- -.. . bEcause they attempted more
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3b. 3c. 1. 5. 6. Ga. 6b. (iC. 6d. G
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“V’ SYSTEAfS ENGINEERING PROCES
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. . . - ‘-..’ ‘. . . - - A ,
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, 336 , L 0 A u a > - a . . u a* =
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. S:,IDE 7
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-- ‘ . -. ..’ ._:._. . . _ . .
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342 . ,I i / .-. - . _ . 3LIUC 11
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344 U SL:IDE 13
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3 _ . _ , : . _‘, . . 346 SLIDE 1
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. . 348 / I 1
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REA SQW 80 -0 ” WtlILE LOOSE GENE
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.: _._’ _ . . . .:.-*..‘. . - -
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: ’ . . 1 t I ,! . f / \ . SLIDE
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. ‘. . . . I... _ . _ - 1 1 . -0
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, . : CRITERIOX REFERESCED PERFOftW
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fie first is that we start by defin
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In the design of our performance te
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now provide realistic cues which il
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test situation one time will not ne
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The experimental design plan called
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. The Combat Performance sub-portio
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that these are problems of techniqu
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A major corporation gives gold char
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exyar.8 t5is to excmi::e I-.cu her
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Ii A listing of al.1 hoxw addresses
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The dynamic at work in Factor III c
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detailed ar.d comprehensive analysi
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Although numerous compiaints were v
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The various group comparisons made
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REFERENCES Belt, John A., and Parro
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Factor I: Passive alienation/integr
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-. Factor V: Within subculture iden
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-I - -. . . . . . ‘. Variable Cum
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