Technical b r Report - International Military Testing Association

~hc evaluation plans only cover those areas of interest to the schooi,
hL,:ever. They usually do not cover al 1 the tasks in 3n NOS, especially
for the more advanced tasks, which the pcrsonncl arc supposed to learn on
the job. The Enlisted Evaluation Center, therefore, has to supplement this
school-oricntcd inforrxtion with other sources. Usually, they use the judgmcnts
of knowledgeable KCOs who have csrcricnce in the particular MOS, and who
formulate proposals rcgsrding Kh?t tasks are appropriately included in an MOS
proficiency tcs t.
1. Criteria for the Training Cbjcctivc dcvcloped for the task:
Action Troubleshoot AS/?‘RC-24 . (A-??-1)
Cond!~ion In addition to Standard Training Conrlitions, the
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student is riven an XK/TRC-24 with one major componcnt
containing a DS- part dcfcct as weli as OS-8,
N&30/U, TN 11-SS.!O-‘57-12, TN 11-5820-257-34, and
AY/‘iRT-24 Block Diagram.
St nndnrd The stuJcnt is qualified if, when given two defcctive
XS/TRC-24s with a Z-hour tire limit on each,
he can isolate one of the dcfcctive parts.
Figure 5. Evaluation Planning Information Sheet.
The proficiency testing system in the Army, as it is present!? organized,
provides scpnrstc tests for each skill lcvcl within each MS. Occasionally,
one test may bc used in tuo or three skill levels with different score lequircments,
but the principle is the same. .3m reason for providing scparatc
tests for diffcrcnt skill levc,ls is that an NOS is a broad collection of duty
areas that cover many different duty positions. Providing separate tests for
each skill 1~~1 makes it possibIe to provide items that are more appropriate
for the positions being filled by those uho take the tests.
This skill level approach, which is not incompatible with the duty module
concept that KC ha\-c described, is appropriately used in connection with
duty modules, and, further, it iilustratcs how useful duty modules can br: to
those who design tests. Table 6 lists the tasks for 2 duty module of patrolling,
cithtr mounted or dismounted. One’s skill lcvcl is dependent upon whether one
supcrviscs a task, doe’; the task and also supcrviscs it, simply dces the task,
or rshethcr one just assists in doing it. The tllrcc skill levels in the 1lB MO.5
(Light Weapons Infant~nan) are indicated. The ski1 1 levels are numbered 1, 2,
and 4. Thcrc arc only three skill levels in this particular blOS, so there is
no skill lcvc 1 numbered 3. Table 6 indicates that people who 3rc at skill level
4 are more like 1y to supervise. People who are at skill level 2 do not supcrvise,
and arc much more likely to assist somebody. People who are at skill
level 1 carry out the orders and requirements of their superiorc. This kind of
information about skill Icvcl profiles could be cstremcly useful to Army
organizations in dcsignins proficiency tests.
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