I__. - International Military Testing Association

instructional design, test items, and laboratory experience that should be explored, and
(3) students do not seem to develop a good practical understanding of electricity and
electronics. Attention to all of these issues could lead to lower attrition and setback rates,
and improved transfer to job tasks.
Practical Test
A practical hands-on performance exam was developed by NPRDC to test the
transfer ability of BETT curriculum to more relevant job situations. The BETT course
objectives were evaluated to determine which would be the most common to the job a
technician might do in the fleet. From this analysis five hands-on test questions were
developed using real components, resistors, capacitors, conductors, and a flashlight
(battery) which tested the trainee’s ability to recognize and identify electrical
components, determine the components operating condition using a multimeter, and
analyze its effect in an operating circuit. Since the BETT course materials focus on use
the multimeter, the test assumed a similar focus. Prior to giving the test the school staff
evaluated it and thought that their students would have little difficulty achieving a good
score.
The test was given at two Navy class A schools once in 1986 at the Avionics
Technician class ‘A’ school in Memphis, and again in 1988 at the Electrician’s Mate
class ‘A’ school in Great Lakes, Illinois.
The Memphis Study.
The hands-on test was given to determine whether students could apply knowledge
and skills learned in BETT in practical situations. The data from the hands-on
performance test show that these students performing at very low levels. The mean
scores for this test were 61.3 (n=l05) of 104 possible points. The mean score was
considerably lower than the end-of-course-curriculum test scores and would be
considered below passing in most Navy schools.
The Great Lakes Study.
In June 1987 the Chief of Naval Education and Training (CNET) designated the
Electrician’s Mate (EM) ‘A’ School at Great Lakes, Illinois a “model school.” The goal
was “to apply the best techniques and instructional technologies available... so that we
will have in place curriculum, technologies, and management techniques which reflect
the very best we currently know about teaching and learning.” The Navy Personnel
Research and Development Center (NPRDC) was asked to participate in the model
school effort.
Our first research effort was to evaluate EM ‘A’ school Phase I training, which is
the basic electronics and electricity (BETT) portion of the course. The hands-on
performance test was given to 44 trainee’s from the first two phases of the course. and
23 trainee’s awaiting initial instruction. The objective was to determine if phase 1 and
11 trainee’s could solve practical problems using the knowledge and skills taught in EM
known of electricity two centuries ago, and tradition dies hard. It makes a poor beginning for
modem electric circuits. Now you need some knowledge of it for atomic physics. How much you
see and learn of this part of physics will depend on apparatus, weather, and instructor. On the
whole the 1~~s the better.” From, Rogers, E.M. 1977, Physics for the inquiring mind. Princeton,
NJ: Princeton University Press, page 533.
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