Technical b r Report - International Military Testing Association

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: .- . . .-.\. .- :. \y ,:. . . .- I. . dreamed up independently by qtlality controllers who, as a result, sustained a certain amount of personal denigratioi to \\hich Doll (If) also refers. Some viewed the changeo\-cr as diitct attacks on their areas of espertisc. pedagogical approaches, or organizational divi - ‘. !: sion ‘of labor. Some saw the change as a plan worthy of resistance or subversion. as f.he Louisville administrators foresaw !Ig). Even so, these members of the staff responded positively to three kinds of suggestive challcn~e in the military setting: First--Look at the kind of testing \-MI are doing nvw. If your lifs depended upon thcl ability of one of Four students to perform in your area of cspertise, would xou say he/ \~as qualified on the basis I of the test you give now? Y ‘Second--If you cannot show how youl, J subject applies to the gr,x!u- ate’s job, I\!-;. not delete yo’lr subject from that course? Thit-d--If sppl;calion of the facts ycu I teach is taught by someone I else, why not stop trying to tes: rnplicyion noiv? --\Vhy not get together with the other instruction and il.-. later? (SLIDE OFF) / Popham’s reason 4 (6~) is shown on this slide. 311
! _..“. , (Sl,IDE 11 ON) ’ _’ *./ ‘, . -. . . , \ SI.IDE II REASON J: “MEASURJIBILITY IMPLIES BEH.4VIOR.. . ” (%lDE’OFF) t’ljnlparison of the three schools is shown on this slide. (SLIDE 12 ox;) SIJDE 12 REASON 4: “DEIIUXI.4NIZING” .i ‘l’hc ISU esperience (3b) makes the case for criterion testing of overt Iwhnvior at the teacher college lcvcl. ‘1‘Iw Louisv.ilte experience (lh) makes a case for contingency planning unticr a whole person interaction concept. ..\s previ&s remsrks on Infantry School experience with Reasons 1 through 3 imply. we did not run head-on into cries of reductionism, rwbotism, or similar charges of dehumanizing either Instructors or students. In fact, part of our underlying appeal for performance oriented testing has been on grounds of human interdependence. We ;rskcd for and r;ceived imaginative replies to this generalized ques- I lion: “\~hat is the/minimum behavior you will accept now from the 312 \ .+’
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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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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?
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1. GRADUATE’S JOI PROFICIEMCI: bd
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8. In your judgmentwMch of the foUm
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-- ----- - _--_- ..__ _____ Append
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I Observation: I c Appendix E ; 1 S
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performance testing dram in these t
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1: order drill is a good military e
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e found in the area of in:&personal
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in a similar vein, the Amy is now e
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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
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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 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
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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: (SLIDE OFF) ‘f . .‘.J. Gomparis
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 365 and 366: 342 . ,I i / .-. - . _ . 3LIUC 11
Page 367 and 368: 344 U SL:IDE 13
Page 369 and 370: 3 _ . _ , : . _‘, . . 346 SLIDE 1
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Page 373 and 374: REA SQW 80 -0 ” WtlILE LOOSE GENE
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Page 377 and 378: : ’ . . 1 t I ,! . f / \ . SLIDE
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Page 381 and 382: , . : CRITERIOX REFERESCED PERFOftW
Page 383 and 384: 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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