NAVY SCHOOL MANAGEMENT MANUAL

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Remediation for a student whose unit/course averages or test grades fall below a predetermined grade. This method helps to identify students with potential problems before they experience a failure. These students should be placed in a less structured and less formal remediation environment than those assigned mandatory remediation due to test/objective failure. Once a student shows improvement, the requirement to attend remediation should be lifted. Test and Test Item Analysis. Test items and tests are prepared during development/revision of curriculum. During this time they are reviewed for content validity but in order to determine if they have statistical validity, test and test item analysis techniques are needed. The techniques used for analyzing test items include difficulty index, index of discriminating power, and effectiveness of alternatives. Each will be discussed in the paragraphs that follow. Procedures for Analyzing Test Items. While test item analysis procedures may vary between courses, the following general guidelines apply. Analyses are conducted from student answer sheets. The recommended sample size is 100. Smaller sample sizes will be necessary when class size and number of course iterations dictate. When the answer sheets have been collected, conduct the analysis manually or with computer assistance. Record the date items are analyzed to keep track of the performance of the test item over time. This information may be maintained manually on the test item bank or automatically with some computer programs. Historical data is used to study trends in order to make decisions about test items over time. For example: If the difficulty index of the test item suddenly changes, the testing personnel should investigate possible causes for the change. If a difficult item is now very easy, it may have been compromised. If an easy item suddenly becomes very difficult, this may mean instructors are not teaching effectively or the quality of the student has changed. C-14 NAVEDTRA 135C
The frequency with which an analysis is conducted may vary. While 100 answer sheets is the recommended number to use for analysis, this may not always be possible or practical. If a course has a large student input, conducting an analysis for every 100 answer sheets may be too time consuming. If this occurs, testing personnel may be able to conduct a monthly analysis until the items are considered stable. Once stable, the analysis can be conducted on a quarterly basis. If a course has a very small student input, and it may take several years to collect 100 answer sheets. For courses with small inputs, the entire sample may be used to calculate the effectiveness of the alternatives and the index of discriminating power. • These courses may also use the 50 percent missed rule. With this method, each test item that is missed by 50 percent of the students is reviewed for possible problem areas. • If 100 answer sheets can be accumulated in a year's time, then a complete analysis, using all three indexes should be conducted. If not, then a complete analysis may not be required. • If a complete analysis is not required, the 50 percent missed rule applies. The important thing is not so much that an analysis be conducted every time 100 answer sheets are received, but that an analysis is conducted and the results are used to improve the instruction. In the analysis of a test item, it is important to record the date an item was changed or the date the instructional materials were changed. Each time an item or material is changed, the analysis must begin again. When this is done, it is possible to compare the performance of the test item before and after the change. After the test items are analyzed, the next step is to make decisions based on the data. First, determine which items do not fall into the acceptable indexes discussed earlier. Each item is then reviewed by asking several questions: • Is the answer miskeyed? C-15 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
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Annual training plan Class schedule
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2.1. Introduction SECTION 2 - COUNC
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REAFFIRMATION OF ACCREDITATION BY T
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(ratings), and professional experie
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Screening of Navy Training Courses
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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 and 188: Types of Tests A pretest may be us
Page 189 and 190: is assigned. This scale applies to
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: on teaching the material in a diffe
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
Page 239 and 240: COURSE REVIEW SAMPLE CHECKLIST COVE
Page 241 and 242: PART 2 - TESTING PROGRAMS (SAMPLE)
Page 243 and 244: PART 4 - INSTRUCTIONAL MATERIALS (S
Page 245 and 246: PART 7 - EVALUATION PROGRAMS (SAMPL
Page 247 and 248: 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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