NAVY SCHOOL MANAGEMENT MANUAL

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The quiz may be given as often as desired and may or may not be a formal part of the grading system. If used to determine a part of the student's grade, then quizzes and testing procedures must be standardized. If not, the instructor may prepare and administer the quiz within the guidelines of the course and activity. The quiz is not normally retested. If it is used for grading purposes, it should be considered a part of the practical work grade. An oral test is normally given when job performance in the Fleet requires verbal demonstration of a skill. A board of examiners gives the oral test. The procedures and test items will be consistent for all students. Test items used for oral tests must be validated and approved prior to their use. Grading Systems The purpose of a grading system is to communicate whether the student has successfully completed the objectives and, in some instances, how well the student has achieved the objectives. There are two grading systems used in NETC: Satisfactory/ unsatisfactory (SAT/UNSAT) grading and numerical grading. SAT/UNSAT. SAT/UNSAT grading systems are used when the performance is either accomplished or not accomplished with any varying degrees of performance. Example: An Aviation Ordnanceman either loads the bomb successfully or unsuccessfully; there is no marginal or outstanding performance. When this type of system is used, the course supervisor is required to develop grading criteria for the course; i.e., what constitutes SAT/UNSAT performance and in some cases, establish a method of ranking all the graduates. The requirements for this type of grading system are identical to those using the numerical method with the exception of translating a raw score to a grade. Grading Scale. The use of a grading scale applies only to courses using the numerical grading system. It is designed to provide a uniform understanding of the grades a student C-4 NAVEDTRA 135C
is assigned. This scale applies to both knowledge and performance testing. These grades do not represent a percentage rather a placement on the scale. The following is the interpretation of the scale: 90-100: Superior understanding/performance. Graduates in this category are able to perform quickly and efficiently with little or no supervision. 80-89: Above average understanding/performance. Graduates are able to perform efficiently with little supervision. 70-79: Acceptable understanding/performance. Graduates complete assignments with minor errors. Supervision is required. 63-69: Minimally acceptable understanding/ performance. Additional instruction is normally required along with close supervision. 0-62: Inferior understanding/performance. Students are unable to meet standards. Minimum Passing Grade for a Course. There are no formulas for establishing cut-off points. A complex matter and should be reached only after careful consideration of acceptable understanding/performance and job performance criticality (potential damage to personnel or equipment). The grading scale is a guideline to determine the minimum passing grade for a course. A minimum passing grade may be justifiably lowered to meet immediate manpower needs if errors in performance are less critical than no performance at all. The minimum passing grade for a course is determined by the CCMM and approved in the testing plan. For "A" schools, the minimum grade is between 63 and 75. Minimum Passing Grade for a Knowledge Test. While the minimum passing grade for the course is based on the grading scale, the minimum passing grade for a test is determined by a panel of SMEs and is established after the test is designed, and test items are developed. The SMEs that determine the minimum passing grade for a test should be different from the SMEs that prepared the test design and developed the test items. The curriculum developer is responsible for test design and test item development, which occur during the development/revision project. C-5 NAVEDTRA 135C
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Naval Education and NAVEDTRA 135C S
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FORWARD NAVEDTRA SERIES MANUALS: NA
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Title __ Figures _ Page 2-4-1 - Ins
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LSO LP MCS MTT MTS NAVOSH NEC NETC
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INTRODUCTION Training to support th
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Provide oversight of the external e
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CHAPTER 2 STAFF MANAGEMENT 2-1 NAVE
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supervisor is to ensure policy prov
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unsafe/unhealthy working conditions
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Maintain liaison with other LC and
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Provide recommendations in the area
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Advise managers, directing speciali
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Review curriculum materials to ensu
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Monitor the instructor evaluation p
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Curriculum Management Instructional
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Review student critiques and take c
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should conduct certification, and s
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different from that of military and
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course supervisor. This plan will d
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Step Five: Instructor Preparation a
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Ensure minimum physical standards a
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5.1. Introduction the Bureau of Nav
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Responsible for ensuring that prope
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utilization factor allows for leave
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divided by class size will determin
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technical or non-technical training
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Military personnel must pass the Ph
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8.2. Inter-Service Training Review
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TASKS new material. Ensure quarterl
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INTRODUCTION The student management
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training shall review the schedule
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in training, procedures will be in
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the specifications for conformance.
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1.9. Student Reclassification. Stud
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Preventive counseling requires the
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Reductions in numbers of attrites,
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careful analysis of all factors whi
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Messing facilities are often set up
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The student meets the minimum passi
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Administrative procedures resulting
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Membership need not be permanent, b
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The Student Drop Record is a locall
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Specific content of a student recor
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Action Plan. Any physical condition
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LCs and TSCs will fulfill the respo
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schedule. Graduation will always oc
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convening (15 days for foreign nati
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course. For example, some of the st
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CHAPTER 4 CURRICULUM MANAGEMENT 4-1
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Detailed instructions on the reprod
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SECTION 4 - CURRICULUM DOCUMENTATIO
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TABLE 4-1-1 - Training Delivery Met
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CHAPTER 5 ASSESSMENT STRATEGY 5-1 N
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Assessment of student's ability to
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The LC is responsible for the follo
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A scheduled evaluation is an evalua
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sexually harassing remarks, and abu
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on a scheduled basis. Courses one w
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positive or negative trends. The LS
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Test and Test Item Analysis. Summar
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Checklists have been developed to a
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A list of possible causes categoriz
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NETC (N7) will coordinate input fro
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schoolhouse and schoolhouse CO’s
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trained graduates and the relevance
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TASKS Summarize TQIs and forward th
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INTRODUCTION To accomplish the miss
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oster/convening schedules or studen
Page 137 and 138: Annual training plan Class schedule
Page 139 and 140: 2.1. Introduction SECTION 2 - COUNC
Page 141 and 142: REAFFIRMATION OF ACCREDITATION BY T
Page 143 and 144: (ratings), and professional experie
Page 145 and 146: Screening of Navy Training Courses
Page 147 and 148: Contracting Officers located at the
Page 149 and 150: performance only in terms of the fi
Page 151 and 152: 4.6. Firm-Fixed Price Contracts Mo
Page 153 and 154: three-month period, the level of ef
Page 155 and 156: applicable to the contractor within
Page 157 and 158: incorporation of training safety in
Page 159 and 160: Maintain a database to identify and
Page 161 and 162: Provide a detailed list of class sc
Page 163 and 164: produce problems with the introduct
Page 165 and 166: Table 6-1 - Security Matrix POLICY/
Page 167 and 168: POLICY/GUIDELINES/PROCEDURES RESPON
Page 169 and 170: APPENDIX A IN-SERVICE TRAINING A-1
Page 171 and 172: Course Supervisors Make appropria
Page 173 and 174: Table A-2 - Recommended Periodicity
Page 175 and 176: PREREQUISITES Prerequisites are any
Page 177 and 178: FCR Are the FCRs being used to im
Page 179 and 180: Is there an approved setback policy
Page 181 and 182: Instructor Utilization Are divi
Page 183 and 184: Navy Military Training Does the
Page 185 and 186: APPENDIX C TESTING PROGRAMS C-1 NAV
Page 187: Types of Tests A pretest may be us
Page 191 and 192: Step Three: Calculate the grades fo
Page 193 and 194: number of items required to ensure
Page 195 and 196: Is recommended by an ARB decision.
Page 197 and 198: on teaching the material in a diffe
Page 199 and 200: The frequency with which an analysi
Page 201 and 202: The formula p = Nc ÷ N results in
Page 203 and 204: students near the middle of a scale
Page 205 and 206: objectives of the course to the lev
Page 207 and 208: APPENDIX D LABORATORY EVALUATION PR
Page 209 and 210: the same laboratory training sessio
Page 211 and 212: should ensure that all students are
Page 213 and 214: difficulty and must remain patient
Page 215 and 216: Satisfactory Unsatisfactory Recomme
Page 217 and 218: STUDENT CRITIQUE OF TRAINING Please
Page 219 and 220: STUDENT CRITIQUE OF TEAM TRAINING P
Page 221 and 222: APPENDIX F SAFETY REVIEW CHECKLIST
Page 223 and 224: C. COMPLETE AS APPLICABLE YES NO N/
Page 225 and 226: INTRODUCTION Appendix G contains gu
Page 227 and 228: Is there a list of approved visual
Page 229 and 230: Are test items constructed as per a
Page 231 and 232: Review documentation to ensure the
Page 233 and 234: Chapter 2, Section 7. Each course r
Page 235 and 236: PART 5 - TRAINING RESOURCES Trainin
Page 237 and 238: Are ARBs being conducted as require
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COURSE REVIEW SAMPLE CHECKLIST COVE
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PART 2 - TESTING PROGRAMS (SAMPLE)
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PART 4 - INSTRUCTIONAL MATERIALS (S
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PART 7 - EVALUATION PROGRAMS (SAMPL
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CeTARS Formula STUDENT FLOW. Averag
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LIST OF TYPE COURSES CODE DESCRIPTI
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G1 G2 G5 G6 Pipeline Skill Progress
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NAVY SCHOOL MANAGEMENT MANUAL

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