Technical b r Report - International Military Testing Association

numbers of sub-items under each item (Figure 2). Obviously, we could
not test each and every requirement within a reasonable length of time.
Our solution to this was the System Achievement Test (SAT) which con-
sists of both a knowledge and a skill part. The knowledge part of this
test is generated using a weighted random sampling method. Each tech-
nician's PPP tables are assigned weighting factors based on their
relative importance to the overall requirements. Each PPP item within
a table is also assigned a weighting factor based on complexity and
importance in relation to the other items in the table. When a test is
generated, the computer uses the weighting factors to develop a sampling
bank of all applicable questions. Then,a random generator selects from
the sampling bank and generates the knowledge part of the test version.
The skill part of each SAT is generated manually after a thorough
review of the DDS exercises applicable to the l?PP standards. Each
test version undergoes a thorough engineering review by system experts
and is administered to a pilct group for further refining prior to
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issuing as a new test.
Another type of test was developed to use in the training courses
administered at the FBM Training Activities located at the Guided
Missiles School, Dam Neck, Virginia, the Fleet Ballistic Missile
Submarine Training Center, Charleston, South Carolina, and the Naval
Submarine School, New London, Connecticut. This test, named the
Course Achievement Test (CAT), presented a different set of problems.
The PPP items covered by each curriculum are indicated in a chart
which relates course objectives to specific PPP items (Figure 3).
This chart, the Objective Assignment Chart (OAC), becomes the basis
for designing the CAT for the training course. It was decided to make
the CAT a criteria-rcfcrenc& test since the standards could be defined
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