Technical b r Report - International Military Testing Association

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and ~413. if presenzed with :he examination ques ticns -I:, an official capoc i:y, would respond as indicated on the solution sheet. '111~ studtxt, hy self-assessment, compares his answers with those cn the solution sheet. lie i3 then given the opportunity to discuss, cA?ha:e, Or.SUppJrt :he coapc:.e2Cs Of ttie expert Solution--oreferably with ;!le cxgert himself. From this cocpari son and Discussion prozcss there ur;doubtrdly !n: indivi,! ualized disc-ssion betwee> student and faculty. A: ;;he compietion of the exaaina :ian-coaparfson-discussion prGC?SS. tile stcdmt turiis his paper i? to the fzculty member. There is a clt>ar stipLiati02 :hat r.o paper be identified with the individual atudca:':. name. (An "apt ioiiri cr. Sipiing exacinatioc papers wou!.c! have cocrc ivc :mplicacions). The Turpose 0f this turn-in of csanination papers is to provide the facclzy with enpirfzal subject!ve feedback on ho= veil leaminp objectives were achieved. Experic::t.nl Assespxent Experiential assessment cz;:si.;r.s of Lhree s+arata assessment tasks conducted x!lfle the stbcen: iS levo:fn,: his entire educational e i :’ 5 t t t\j +rtlci?a:fon in r. ira-2 problem-solving exercise. The , hhsashxr.i .dr c,lir ?;las, : 2d ;2r.-22 ' i "experiential assessment" because iiii! CeS2trcl7 djectivc ai.d ct.2 grxp problem-so1vii.g method represent a ::od~l G: 2i.e ?rofesSion;i requfremen:s :ca; the student wili xost ‘\ , * .- _-- . : _ , _ . . . -.- Q$i;ib
, I I . . . -‘- .- -. 216 \
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UNCLASSIFIED,‘UNLIMITEDw “‘$1
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:: FOREWORD The 15th Annual Confere
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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
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You can see, the block to the right
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108
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. i I / Without cross-validation or
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, , . ., \: ; -* All TRAB projects
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SYMPOSIUM $RANSLATIOII OF TRAINIXG
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Dr. Kerr's major poi::::: are that
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TEST FEEDBACK AND TRdlNINC 0EiJECT:
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areas in which changes can be made-
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All quizzes were given in well ligh
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ESULTS A Kruskal - Wallis one way a
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we know that it does enhance perfor
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Ii 1. 2. 3. 4. 5. 6. BIBLIOGRAPHY C
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-L - - t. -. .‘.. .) -- .’ -a-
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I Knew I edce of -31 Product i s i
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Clerical-technical Al I narsmeters
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I . 2. 3. 0. 1335 1943 1948 1963 9.
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ASSESSMENT SYSTEMS, I CCORPCSATE2
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ASI -1?34567E(3 ,’ . I 140 .- .:
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Ii interested in building personal
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II Enclosure (3.) to CO TRACRN Ltr
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Friday a. Educational opportunities
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partlcularl:I eco-centered ~Jals. U
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- not suggest t3 you ieasibic stud:
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. agree with his own brand of cUn.l
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'. "IMPLICATIONS OF CARREL INSTRUCT
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,.‘j :,;. ‘.: :. .:‘. ,_:1...
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1.’ .; :,: ‘. . :, .,.. >.:..;;
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(S) The carrying hooks... 25 (cj By
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:: . . 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
Page 231 and 232: I .._ Lilt group oi hip:i achlcvc;S
Page 233 and 234: variety of areas related directly 0
Page 235 and 236: tr**is avail,;h:tb for measuring rc
Page 237: WUork-up” (scoring, interpretat i
Page 241 and 242: %tLitlS:iCdll)’ significant Gilfc
Page 243 and 244: SUBORDINATE MTINGS: Iv’liP NOT? W
Page 245 and 246: Note: Lt is interesting to note tha
Page 247 and 248: TABLE III Representative Comment:;
Page 249 and 250: LCDR “I rton’t: t~~:l a .PO is
Page 251 and 252: 9 5 18 Effective Naval Officer 106
Page 253 and 254: to you or other parsons in the bran
Page 255 and 256: Subordinate rating% of a sort, have
Page 257 and 258: Thc~ Kecslcr Study - Electronic Tec
Page 259 and 260: II. After approximately thr\bC _vca
Page 261 and 262: . ! . a Appendix A Sample 0: After
Page 263 and 264: Appendix C SXlp IC of Delayed Fit?
Page 265 and 266: 1. GRADUATE’S JOI PROFICIEMCI: bd
Page 267 and 268: 8. In your judgmentwMch of the foUm
Page 269 and 270: -- ----- - _--_- ..__ _____ Append
Page 271 and 272: I Observation: I c Appendix E ; 1 S
Page 273 and 274: performance testing dram in these t
Page 275 and 276: 1: order drill is a good military e
Page 277 and 278: e found in the area of in:&personal
Page 279 and 280: in a similar vein, the Amy is now e
Page 281 and 282: For the evaluation of tht Fire Cont
Page 283 and 284: adopted for the evaluation. illis s
Page 285 and 286: _ AI’PFKDIX A ! EVALUATION CF STU
Page 287 and 288: 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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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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