Technical b r Report - International Military Testing Association

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that correspond to the area in which a low score was received in the proficiency evaluation test (see Table 2). Table 2. Sample Study Guide Rcfercnces Army Regulaticns 65-75 210-10 DA Pamphlets 600-S 672-2 Field Manuals 5-1s 7-10 Ma-j or Area It should he clear tha; the rise of area scores for proficiency tests was an important development in the design of MOS proficiency tests. Such feedback systems are an integral part of any sophisticated testing program. What, then, would be questioned in the design jof these area scores as they are used by the proficiency testing system? The point raised is not so much how the proficiency testing subsystem works, but the manner .in which thcsc area scores interface with other personnel subsystems in thc”Army. I The Army training schools, for example, identify major duty areas at great expense and with great difficulty, as part of their systems engineering of training process (see Figure 2) .I Systems engineering of training is a long, drawn-out procedure, involving detailed job analysis and the application of systems engineering pr)nciples and approaches in order to break a job into components and then,! select components for training. The job is also organized into “areas” !when a Program of Instruction (POI) is prepared. There is no consistent r&lationship bctwecn these PO1 arca scores designed by the training people ‘and the area scores as used by the proficiency training people. Requirement planners are also interestid in a different kind of duty area. For example, the Army has additional skill identifiers (ASI) that _, are authorized for functional skills, which arc not consistently required of all the job incumbents in an NOS. An example of such an additional skill identifier is the ability to maintain a specific type of system (e.e., maintenance on the Hawk Guided’Nissilc Simulator, or the ability to work with specially trained scout ‘dogs). Thcsc different approaches to duty areas are not necessarily incompatible with each other, but they are all different. Khcn you have three different parts of the same organization -- and the Army is one orgnni:ation -- using three completely different 275 5 6 6 I5 4 2 1 Y
- step 1 PERFORM JOB ANALYSIS Identify job (Overview) -3 Develop task inventory step 2 SELECT TASKS FOR TIL\ISISG Criticality to job Percent Performing > Frequency of performance 1 Learning difficulty step 3 PREPXRE TRAISING A.YALYSIS I Identify job conditions and standards Develop training objectives and criteria Sequence training objectives Identify evaluation points I Stev 4 I PREPARE TRAINING ?L-\fERIALS L e s s o n p l a n s step 7 PROVIDE QUALITY COSTROL Intcmal feedback External feedback Step 5 DEVELOP TESTItiG ZL4TERIXI.S -xEq Figure 2. 'Simplified Flow Process of Systems Engineering of Training.' “From Southeastern Signal School Briefing Supplement. Systems engineering of training at USXXSS. tindated. ! 276 2 - . . - - . _ ._ . . ..- . _ -. w.
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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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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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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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(S) The carrying hooks... 25 (cj By
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: ._ EVALUATE Instructor evaluating
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PROPICIE::CY KEXS:J.Scr*.-. """UT I
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generally t!lcse In which the teste
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REFERENCES 1. McClelland, D. C. "Te
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i ILS LANDING WC1 RiL”l 3 6 INITI
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TlIE PERSOXU'NEL ASD TRAA..T"IX:G E
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with a Course Achievement Test. Few
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Y PTEP ACCEPTAXE Uhan first introdu
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. i 2 " : these results could give
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PT&P has made a constructive contri
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0. i ., -, L- .- . * m i! . .‘.c
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and skill requirements for each tec
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numbers of sub-items under each ite
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t - . . *. . .: _. . 196
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. The System Achievement Test, beca
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c . Ccn1raI rcj: me (crs) LA- . Exm
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. . i f : . - ! .-----L - _ _ _ .-
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5. Query subsystem. The query subsy
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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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%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
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.
Page 289 and 290: APPENDIX C SIXTH PERFOR~NCE EXAMINA
Page 291 and 292: 1 LLI:70 ?lar!Iinic: curse I- . - -
Page 293 and 294: 44 INTRODUCTION A new, more specifi
Page 295 and 296: The Enlisted Evaluation Center is t
Page 297: The mcijor iIrc3J arc wcightcd ncco
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Page 305 and 306: The Comprchcnsivc Occupational Data
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Page 309 and 310: To appreciate the possible savings
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Page 313 and 314: jobs. Table 8 defines officer duty
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Page 317 and 318: RECOMMENDED APPROACHES AND Pl.ANS !
Page 319 and 320: ‘. Nevertheless, there arc severa
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Page 323 and 324: ,, - Systems engineering documentat
Page 325 and 326: \ _ . ‘\ . , The test psychologis
Page 327 and 328: and his Harvard colleagues (4) in t
Page 329 and 330: i I / A comparison of experiences a
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Page 333 and 334: (SLIDE OFF) ‘f . .‘.J. Gomparis
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Page 337 and 338: means other than the objective type
Page 339 and 340: Relatively few, including those of
Page 341 and 342: psychologists who were unfam.iliar
Page 343 and 344: . Popham’s reason 8 (6e) is shown
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Page 347 and 348: 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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, 336 , L 0 A u a > - a . . u a* =
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. S:,IDE 7
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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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: ’ . . 1 t I ,! . f / \ . SLIDE
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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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