Technical b r Report - International Military Testing Association

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. . Checklist Item 1. Replacements properly received and assigned 2. Losses and casualties properly processed 3. Leadership of platoon and squad SCOS 4 -* Duties of subordinates properly allocated ATT Phases Figure 6. An Approach to Unit Evaluation Devices Based upon Task Statements. Activity Rated: Rifle Platoon Phase 1--Daylight Attack Proper actions:and preparations in assembly area? /’ Proper organization, formation, and dispersal? Platoon’s use of cover and concealment? Firing on objective--good volume, 1~11 directed? (Scored only for live firing’ score Comments - - Figure 7. Evaluation in Terms of Unit Performance As a Whole. t /: - .-.:
RECOMMENDED APPROACHES AND Pl.ANS !'I APPROACH .y I I Test; have usually been designed by taking a p+rticulor criterion situation and designing a test for that one situation irrespective of how it is structured for that particular case at that particular point in time. If, for cxainple, a proficiencg knowledge test is being designed for somebody who repairs automobiles, you determine exactly Aich tasks pooplc in that NOS are supposed to perform, then you design the individual proficiency tests to measure knoulcdge of those specific tasks. The same is true of unit trninin~ tests. You look nt the capability statements, study the terrain in \
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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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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: ,:>::. . . / : ,. :... .
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Ji &“l.:~ : i ; r t .,... : : ..,
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: ._ EVALUATE Instructor evaluating
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_ 7.. ;,;,,-;;,T-. :,;,,-;;,T-. ..
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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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-_... ..-..-. “._..--_-- --_ . ..
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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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, 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?
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
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Page 293 and 294: 44 INTRODUCTION A new, more specifi
Page 295 and 296: The Enlisted Evaluation Center is t
Page 297 and 298: The mcijor iIrc3J arc wcightcd ncco
Page 299 and 300: - step 1 PERFORM JOB ANALYSIS Ident
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Page 303 and 304: -. ..- - .~... _ . _ __, , . . ..-
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 319 and 320: ‘. Nevertheless, there arc severa
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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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Page 351 and 352: - -.. . bEcause they attempted more
Page 353 and 354: 3b. 3c. 1. 5. 6. Ga. 6b. (iC. 6d. G
Page 355 and 356: “V’ SYSTEAfS ENGINEERING PROCES
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Page 359 and 360: , 336 , L 0 A u a > - a . . u a* =
Page 361 and 362: . S:,IDE 7
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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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