Technical b r Report - International Military Testing Association

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THE GROWING DEhIAND FOR HUMAN PERFO+IANCE TESTING -- J. E. GERBER, JR. -j ABSTRACT This paper reports the human factors involved in moving United States A&y Infantry School instructors away from norm-referenced, know- ledge sampling testing and into cri: erion-referenced performance testing. It sketches the gradual convergence of and increased com- munication between subject matter esperts (instructors) and test psychologists (quality controllers) from’group orientation through stylized esample to specific problems of performance testing, and I compares the dynamics with those obsefved by educators in civilian schools. m 1 i INTRODUCTION Parallel innovations have been occurrir!g and recurring in different I types of schools in separated parts of the country. In April, 1973, Doll, Love and Levin i.i) reported as foollows on their esperiences in implementin,n a new instructional model in Louisville clemcntary and high schools. / “In Loui5xille, Kentucky, a brave new world of educational innovntivn was recently attempted. Bright ideas and good .’ I 297 _.
JJ intentions, a situation ripe for change, and a golly-gee, whiz-bang attitude at many levels of decision making augured well for its success. Education was to roll for&ard. History was to be made. But somewhere along ‘the way the wheel had to be rediscorered and history not only was made, it was remade. It Two years ago, Kramer and Kneisel (2) showed you a model for course design as it was then being developed at the US Army Infantry School, and related to you a dynamic plan for imposing (2a) this model onto on-going courses of instruction. Their model is depicted on this slide. 9 (SLIDE 1 OK) SLIDE I, SYSTEMS ENGINEERING PROCESS The two-headed arrow labeled quality control in the middle of the slide implies that quality control takes place at every step of the systems engineering process. Our concentration today will be on criterion. testing. (SLIDE OFF) , i I 298 _ - .. . . c . _-.
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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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. . . . . . *. ’ . -. . . *’ .
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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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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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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?
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1. GRADUATE’S JOI PROFICIEMCI: bd
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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
Page 315 and 316: . . It Kas not possible to dcscriI)
Page 317 and 318: RECOMMENDED APPROACHES AND Pl.ANS !
Page 319: ‘. Nevertheless, there arc severa
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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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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 361 and 362: . S:,IDE 7
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Page 367 and 368: 344 U SL:IDE 13
Page 369 and 370: 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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. ‘. . . . 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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