I__. - International Military Testing Association

More documents

Recommendations

Info

_____ - . . . ..- -_-.---. --.-. -~----._----_.-.- --~__ Item Editor The item bank is created in this part of the system. Tile structure ol’ 111e rlala~xw is developed to allow for accurate testing of different subject areas. Exam Editor Once the item bank has been created, the examination editor is used to create “pr~l’iie~” IIMI will be trsed a5 telI~~)lilleS to create tesls. Exam Delivery Tests are delivered in a secure environruetlt with a user iMerf;tce designed to allow tIlti assessment of examinee knowledge rather than test-taking ability. Paper and pencil tests ale cleanly printed for maximum clarity and legibility. Statistics Completed examination records can be viewed for both examinee results and item allalysis. Tile Ilem Bank Structure 0~ of the great powers of The Exaalincr is that the software naturally leads tl~e rle~loprr inlo ol,giilli/.illg item into a logically-structured item banks. This ratiomlly structured item bar~k illl(~wS (1~ c~lrlstruclion 01 tests that can evaluate specific learning objectives or bloacl knowledge are;t% Examiner
The Examiner Multiple Choice Multiple Correct Dynamic Multiple Choice Dual Short Alpha Answer Short Numeric Answer Linked Parallel Up lo 10 aJlern;Ilives are available, each alternative IIaviIIg its O\VII gl.illlillg weight with item mastery based 011 achieving a set SUIII ol c~rrecI dIr~IIilIi\es. Up to 10 alternatives are available. Ilenis are coIulrurletl \I~ll~\IlliCilll~ ;II exaIIIiII;Ilion geIIeralioII lime by selecting a preselected ~turuber ol’ WI reck ;IIKI incorrect allerIIalive% A special Corm of multiple choice item created al examination getteration litlIe from a set of four alternatives, two correct and two incorrect. Up to ten words can be judged at one lime. Misspellings, extra words, irtcvrrect word order, and capilalizalion errors can be allowed or tlisallouetl at will. A floating point number can be judged. Exact matching or plus ;uId mittus a11 absolute number or percentage of error can be allowed. Up to 99 items can be linked, together ittto a “scenario” type of item. Mastery of the linked item can be based 011 mastery ol all or [‘ill t ol’ lltr ittclutled items. Up to 99 items can be grouped together as a parallel item. At examimrtiott generatioti the, lhe sysleni will iwidomly select 01) tlie px;illel items 101. inclusion in the examinatiun. The means of examination delivery will ol’ten determine the type of questions tlmt 211 e IO be used. If computer-delivered or manually-graded paper and pencil examination ;II r’ LO be used, then any of tl~ese item types can be used. If machine-graded paper and pencil examinatiotts are anticipated, tlten multiple choice is the usual choice. Item Entry An integrated word-processor allows clerical staff to enter items into The Examiner. A judicious use oI’ preformatting enables The Examiner editor lo produce correclly enleretl items every time. If an item bank is already in existence, a Taz hport r/rility can be used to load items ~IIIO att Examiner database. Mai&ame-based item banks can be successfully migrated into the Exanrirrcr’s ertvirotunertt \r.i~ll in minimum of expensive “hands-on” intervention. Examination Develonmenl Once an item bank has been created, the developer can create examinations from dl OI’ poll 1 ol tl1r 1Wlk. Item selection can range from the selection ot’ specific ilems lo m~clorn seleclioIi. The Examiner is unique in its use of projifes. A profile is a set of directives that tells llie Examiner testgenerating software how to extract items out of the database and create an exarnittaliott. The Examiner doesn’t store tesfs. Rather, it stores profiles that allow tests to be created otr-demand by accessing 1l1e profile. This mikes Examiner databases totally self-coIllaiIIed, allowing the crealioII of urIiqtIe, ye1 equivalenl, examinalions at any lime. Profiles contain two main sets 01 specificatiotu: 555
Page 1 and 2:
32nd ANNUAL CONFERENCE OF THE MILIT
Page 3 and 4:
32nd Annual Conferenae of the Milit
Page 5 and 6:
Registration (Continued) RMC M, McK
Page 7 and 8:
TABLE OF CONTENTS 1990 CONFERENCE C
Page 9 and 10:
305. 306. 307. 308. 309 * 310. 311.
Page 11 and 12:
418. Not Presented. 419. HANSON, Ma
Page 13 and 14:
502. Not Presented. 503. COLLINS, D
Page 15 and 16:
804A. 804B. ao4c. 804D. 805. DOYLE,
Page 17 and 18:
'I'li~; CANADIAN RESERVES: CURRENT
Page 19 and 20:
of ‘;llC 1; e f-;
Page 21 and 22:
easons, followed by social reasons
Page 23 and 24:
Training to support these programs
Page 25 and 26:
USAREC commanders in the field take
Page 27 and 28:
lost; but asking for more quality,
Page 29 and 30:
Background ETHNIC PARTKCIPATION IN
Page 31 and 32:
Tahte 1 The Ten Largest Ethnic Grou
Page 33 and 34:
or 25.6% of foreign horns, :Jero ac
Page 35 and 36:
1990 ARMY CAREER SATISFACTION SURVE
Page 37 and 38:
clashes, etc.). It may be that the
Page 39 and 40:
espondents were so concerned about
Page 41 and 42:
The Use of Artificial Neural Networ
Page 43 and 44:
where: A = (A,, . . . . A,) , B = (
Page 45 and 46:
In attempting to relate ASP score t
Page 47 and 48:
Hispanics in Navy’s Blue-Collar C
Page 49 and 50:
34.81 33.60 34.00 12.60 12.54 12.28
Page 51 and 52:
Work-g;rouD comoosition. The averag
Page 53 and 54:
1 . INTRODKTICi? DESCRIPTORS OF JOB
Page 55 and 56:
c:- TORc OF JOB SPEr:aON RAm ON JOS
Page 57 and 58:
2.1.5.4. Pcrcelitage of Persons Rxe
Page 59 and 60:
----- DESCRIPTORS OF JOE SPECIALIZA
Page 61 and 62:
coum? I 1.1 TIME SPECIALI7,TION, CO
Page 63 and 64:
DESCRIPTORS OF JOR SPECIEJ,IZATIaN
Page 65 and 66:
I ? 3 4 5 n 96 96 96 96 67 49 19 II
Page 67 and 68:
ADDRESSING THE ISSUES OF “QUANTIT
Page 69 and 70:
abilities for test development (Stu
Page 71 and 72:
atings for the incumbents given in
Page 73 and 74:
Psycholoqical Bulletin, 70(61, 534-
Page 75 and 76:
quantitative comparison of the sort
Page 77 and 78:
administrative occupations. The lea
Page 79 and 80:
SUMMARY This exploratory study was
Page 81 and 82:
--- These job descriptions were pri
Page 83 and 84:
Table 2 below illustrates the degre
Page 85 and 86:
However, the degree of agreement ob
Page 87 and 88:
Tosunmmrize, informationgeneratedfr
Page 89 and 90:
Change IIf If 1: 1; 0 tl t2 t3 t4 t
Page 91 and 92:
Recammenaations Werecxararrendthat~
Page 93 and 94:
The ORDB was designed and continues
Page 95 and 96:
qualified resources to support cont
Page 97 and 98:
acquisition. ASD/ALH made extensive
Page 99 and 100:
A Suite of Advanced Interpretive As
Page 101 and 102:
CORCAS - The CORCAS report characte
Page 103 and 104:
Discussion The advanced analysis as
Page 105 and 106:
From a technical point of view, the
Page 107 and 108:
y attending schools, to meet the re
Page 109 and 110:
Literature ------. .-- -.~---.. --
Page 111 and 112:
organizational distribution of the
Page 113 and 114:
in training cost savings, a reduced
Page 115 and 116:
APPLICATION OF THE JOB ABILITY ASSE
Page 117 and 118:
As already shown, rater reliability
Page 119 and 120:
0 a 103 -t \~~.1~--l---1.1-~L-I I
Page 121 and 122:
Table 1 Military Assignments in the
Page 123 and 124:
Preference scores overall sample (N
Page 125 and 126:
Region School’)North Center South
Page 127 and 128:
Aptitude-Oriented Manpower Replacem
Page 129 and 130:
The Psychologist’s Method of Prop
Page 131 and 132:
Table 5: Study on Job Characteristi
Page 133 and 134:
equired for an occupation (Ruck, 19
Page 135 and 136:
For the weapon system design TDS ap
Page 137 and 138:
knowledge-based model (equation 3)
Page 139 and 140:
EVALUATION MODEL The evaluation sys
Page 141 and 142:
and various other sources, we becam
Page 143 and 144:
.--_-.-- .---- ----- -...- -._--_.-
Page 145 and 146:
tally significant. Hotelling's T2 w
Page 147 and 148:
able ancillary information which co
Page 149 and 150:
and a contractor (Westinghouse) was
Page 151 and 152:
‘A’ and what knowledge a typica
Page 153 and 154:
Develop job oriented electricity th
Page 155 and 156:
year career. Instead, CODAP provide
Page 157 and 158:
2E 24 20 I@ 12 8 4 Figure 4 Mean Li
Page 159 and 160:
using event history analysis, which
Page 161 and 162:
increased student-instructor intera
Page 163 and 164:
Exercise Performance Group II (inst
Page 165 and 166:
etween CBT and research on teaching
Page 167 and 168:
in baseline classes and 39 platoons
Page 169 and 170:
--. ..____ s platoons. Team Chiefs,
Page 171 and 172:
._ 50 - BASELINE TRAINING z . WEEK
Page 173 and 174:
The scenario must be short, concise
Page 175 and 176:
I PEACiTIME TAIKI I ,......_.,,....
Page 177 and 178:
have involved complicated procedure
Page 179 and 180:
I'd like to start with an brief ove
Page 181 and 182:
~-~___-. -- ---- Brooks et al (1987
Page 183 and 184:
BATTLE-TASIUBATTLEBOARD TRAINING AP
Page 185 and 186:
4. Situational Awareness and the Mi
Page 187 and 188:
examples then chaining the stages s
Page 189 and 190:
I L THE PERSONNEL APPLIED RESEARCH
Page 191 and 192:
Typically a commander's awareness o
Page 193 and 194:
Table 1 Situational Awareness Items
Page 195 and 196:
answers that precisely indicated th
Page 197 and 198:
2. Identifying The Problem 2.1. Scr
Page 199 and 200:
3.1.2. Problem Area: Handling Compl
Page 201 and 202:
Analyzing User Interactions With In
Page 203 and 204:
lesson templates. Intelligent lesso
Page 205 and 206:
iteration of the evaluation study.
Page 207 and 208:
MILITARY TWTING ASSOCIATION iYH) An
Page 209 and 210:
DATA INPUT Two methods are provided
Page 211 and 212:
10 WE 1ASI YlslRUc70n IS PROMPlED 1
Page 213 and 214:
The linear model indicates that the
Page 215 and 216:
Cost-Effectiveness of Home Study us
Page 217 and 218:
- ---.. Eouinment, Procedure and Da
Page 219 and 220:
Figure 1 shows the total course con
Page 221 and 222:
(1) Determine criticality of the ob
Page 223 and 224:
(4) Length of the material tested.
Page 225 and 226:
(e) Average the total responses and
Page 227 and 228:
-- ---. ----- --- --.._ _ .I-. I he
Page 229 and 230:
On the POMS, two-way ANOVAs for rep
Page 231 and 232:
Journal of Clinical Pharmacology, 2
Page 233 and 234:
. Stressors An anal.ysis was made o
Page 235 and 236:
. The Test After a short demonstrat
Page 237 and 238:
then by the principle of transitivi
Page 239 and 240:
the order they were obtained. FoLLo
Page 241 and 242:
a regression equation can be create
Page 243 and 244:
--__-. -. _ the Army’s near-term
Page 245 and 246:
however, would be to determine whet
Page 247 and 248:
Development of a New Language Aptit
Page 249 and 250:
e preferable to group languages int
Page 251 and 252:
Implementation of Content Validity
Page 253 and 254:
Air Force enlisted specialties. The
Page 255 and 256:
clear reference support and accepta
Page 257 and 258:
Barbara Jezior U.S. Army Natick Res
Page 259 and 260:
Figure 2’s scatterplot shows the
Page 261 and 262:
---.---- ---._. -.. \ ASVAB, Descri
Page 263 and 264:
tests in a paper-and-pencil mode; t
Page 265 and 266:
Corps MOSS will include: Motor Tran
Page 267 and 268:
ASSESSMENT OF APTITUDE REQUIREMENTS
Page 269 and 270:
I AFI’ITUDE ASSESSMENT TOOLS FOR
Page 271 and 272:
Currently. most personnel psycholog
Page 273 and 274:
Sample METHOD The sample consisted
Page 275 and 276:
Table 1 Correlation Matrix of Predi
Page 277 and 278:
performance criteria. Classificatio
Page 279 and 280:
Variables Criteria. Two measures of
Page 281 and 282:
Psychometric Properties of NOAE! Pr
Page 283 and 284:
predicts MARS III training success,
Page 285 and 286:
One-hundred and eighty of the most
Page 287 and 288:
Table 2 presents the intercorrelati
Page 289 and 290:
lower) than those of soldiers who r
Page 291 and 292:
For each administration, the tests
Page 293 and 294:
Table IV cont. EM-46 13 Paygrade 1
Page 295 and 296:
Discussion This study failed to sho
Page 297 and 298:
afterwards. The purpose of the curr
Page 299 and 300:
consuming the carbohydrate. This st
Page 301 and 302:
REFERENCES Banderet, L. E., Lieberm
Page 303 and 304:
Virtually all life experiences are
Page 305 and 306:
verified can reduce faking (Schrade
Page 307 and 308:
Glennon, J. R., Albright, L. E., &
Page 309 and 310:
to develop materials to the best le
Page 311 and 312:
considerable time preparing for the
Page 313 and 314:
REFERENCES Laabz., G. ~1.) &‘< Be
Page 315 and 316:
Similarly, a number of vocational i
Page 318 and 319:
tool wi th which tu begin acquaint
Page 320 and 321:
PREDICTING PERFORMANCE WITR BIODATA
Page 322:
analysis. For biodata items in whic
Page 325 and 326:
Table 6 presents the results of the
Page 327 and 328:
surveyed job incumbent is requested
Page 329 and 330:
overall predictive efficiency, (i.e
Page 331 and 332:
anged from 62% (908X0) to 89% (112X
Page 333 and 334:
THE SURVEY INSTRUMENT The SKT Task
Page 335 and 336:
C. Clusterine of Factor Profiles vs
Page 337 and 338:
DJSCUSSION unit weighting at the E-
Page 339 and 340:
The ODCSPER directed that a Physica
Page 341 and 342:
Factor 1, For purposes of this pape
Page 343 and 344:
Discussion Certain characteristics
Page 345 and 346:
Instruments -.~--..-~---.- --... ._
Page 347 and 348:
Overall, the results replicate the
Page 349 and 350:
REFERENCES Hanson, M.A., Hallam, G.
Page 351 and 352:
Sub jects---Twen ty medical researc
Page 353 and 354:
In the second study, the response r
Page 355 and 356:
SUBJECTIVE STATES QUESTIONNAIRE: PE
Page 357 and 358:
each item on the SSQ was read to th
Page 359 and 360:
I4 BI k3 ; 2 BASELINE WALK 1 FIG. 2
Page 361 and 362:
Validity of Grade Point Average: Do
Page 363 and 364:
elationships. The highest correlati
Page 365 and 366:
College Selectivity Versus Educatio
Page 367 and 368:
Introduction Flight Psychological S
Page 369 and 370:
1) Demonstration Phase The control
Page 371 and 372:
published in the “Wehtpsychologis
Page 373 and 374:
Introduction Leadership in Aptitude
Page 375 and 376:
A further objective was to produce
Page 377 and 378:
his group, to insist on a short che
Page 379 and 380:
ehavior will be invalid. This condi
Page 381 and 382:
In the fire fighting system prevent
Page 383 and 384:
. . . -.-- -.-I to their decision-m
Page 385 and 386:
In the Federal Armed Forces, this c
Page 387 and 388:
Evaluation of the counseling nroced
Page 389 and 390:
TABLE 2. Ranking, Weighting, and Sc
Page 391 and 392:
. EJectronlcs KnowledQg (Table A-3)
Page 393 and 394:
3. Further test the TAE approach on
Page 395 and 396:
* PC.05 * * pc.01. *** pc.001. Corr
Page 397 and 398:
Table 1 Subjects MOS Enlisted Job N
Page 399 and 400:
Table 3 Proportion of Criterion Var
Page 401 and 402:
some ASVAB and Project A predictors
Page 403 and 404:
the higher-scoring examinees will a
Page 405 and 406:
Table 2 Correlation Coefficients of
Page 407 and 408:
-~ . -______ -__--..- REFERENCES La
Page 409 and 410:
REFERENCES Lawshe, C. H. (1975). A
Page 411 and 412:
ubjects in each analysis may differ
Page 413 and 414:
-.- -. -.-- -. The Minnelrota Multi
Page 415 and 416:
the scales based on character of se
Page 417 and 418:
school diploma graduates (10,6%, 14
Page 419 and 420:
criterion.(-.09). Variabk? Table 2
Page 421 and 422:
Laurence, J. H., & Gribben, M. A. (
Page 423 and 424:
Subjects were al lowed to use the a
Page 425 and 426:
-- I
Page 427 and 428:
-~-- -___- - Subjects Sixteen soldi
Page 429 and 430:
The effects of both altitude exposu
Page 431 and 432:
___ .- _- .~- __--_.--~~ .--. --.-
Page 433 and 434:
factors from both enemy and friendl
Page 435 and 436:
Using those systems tasks which are
Page 437 and 438:
'L'KADLNC; OE'k' PEKFOKMANCE, TKAlN
Page 439 and 440:
PPOPORTI ON OF PEOPLE 04 .T.# - 90
Page 441 and 442:
which is a check oE logical necessi
Page 443 and 444:
FINAL REPORT, COMPUTER ASSISTED GUI
Page 445 and 446:
___-. ----- ..~._ ~. ----~--..---.-
Page 447 and 448:
As a further measure of the effecti
Page 449 and 450:
5. Training is essential to the suc
Page 451 and 452:
Post Selection Board Analysis Post-
Page 453 and 454:
-- higher. The second approach was
Page 455 and 456:
Figure 1. Lowest Break in Vertical
Page 457 and 458:
THE USE OF INCENTIVES IN LIGHT INFA
Page 459 and 460:
%5 (+ 40- ‘-J 3 o- Lt) 2 o- 1 3-
Page 461 and 462:
otation, and 6) general job motivat
Page 463 and 464:
COHESION IN CONTEXT Guy L. Siebold
Page 465 and 466:
een used in prior research and thus
Page 467 and 468:
-_._____ __ _.._^.._ _.. _.^ _-- wa
Page 469 and 470:
EVALUATION OF THE ARMY’S FINANCE
Page 471 and 472:
The three critical issues were form
Page 473 and 474:
. operational capability was valida
Page 475 and 476:
(c) Take-home package observations
Page 477 and 478:
Figure 1. . INHIBITORS OF INITIATIV
Page 479 and 480:
STARTING A TQM PROGRAM IN AN R&D OR
Page 481 and 482:
are used to examine the processes a
Page 483 and 484:
Management must listen, but also le
Page 485 and 486:
32nd Conference of the Miiitarv Tes
Page 487 and 488:
e. Ceployability research On severa
Page 489 and 490:
--- --- We estimate that 25% of all
Page 491 and 492:
e. Furthermore, I have been c:omman
Page 493 and 494:
Acceptance of Change An Empirical T
Page 495 and 496:
supervisor-subordinate relations, m
Page 497 and 498:
I_- __-- ____-._ -.- -- -.. .-.----
Page 499 and 500:
TWEEDDALE, J. W. (Chair), Chief of
Page 501 and 502:
____ _.... ___----- .._._ - ___.I.-
Page 503 and 504:
i I I Scholarship: Quality of learn
Page 505 and 506:
--- -_ ------__ -_-._-_--.-_.--- -_
Page 507 and 508:
I were dcrivcd lo optimally prcdicl
Page 509 and 510:
2. While the academically oriented
Page 511 and 512:
Accordingly, the NROTC selection in
Page 513 and 514:
the behavioral statements for guidi
Page 515 and 516:
- .__ the new interview is criterio
Page 517 and 518:
iors, these items are more likely t
Page 519 and 520:
Comuarison with “Honest” Sample
Page 521 and 522: Conclusions The final experimental
Page 523 and 524: THE INVESTIGATIVE INTERVIEW> A REVI
Page 525 and 526: 7B---.-- -- rapport with the subjec
Page 527 and 528: staff concluded that inclusion of t
Page 529 and 530: Backaround Each of the military ser
Page 531 and 532: Empirical Scorinq Key Prescreening
Page 533 and 534: The base rate for applicants who re
Page 535 and 536: installations were visited to obtai
Page 537 and 538: Obstacles in Maintainina an Effecti
Page 539 and 540: Installation security managers also
Page 541 and 542: The goal for the CVAL system was to
Page 543 and 544: Based on the feedback received from
Page 545 and 546: (1) The keynote in interpreting the
Page 547 and 548: NAVY ': HANDS-ON AND KNOWLEDGE TEST
Page 549 and 550: The general knowledge test consiste
Page 551 and 552: I Table 4 Correlations Between Writ
Page 553 and 554: 1 Interrater Reliability as an Indi
Page 555 and 556: might influence task performance. T
Page 557 and 558: Figure 2 shows temporal effects at
Page 559 and 560: ARMY: JOB PERFORMANCE MEASURES FOR
Page 561 and 562: for MOS-specific tasks, as the perc
Page 563 and 564: Table 3 shows the intercorrelations
Page 565 and 566: The USAF Occupational Measurement S
Page 567 and 568: In addition to SKTs and PFEs, USAFO
Page 569 and 570: only for the first job, as well as
Page 571: The Examirler is a sopilisticated c
Page 575 and 576: Paner and Pencil Testing The Examin
Page 577 and 578: The Exanliwr is ii sopllis[ic;l(etj
Page 579 and 580: (c) The Coast Guard will host the 1
Page 581 and 582: ORGANIZATION ROYAL WSTRALIAR AIR FO
Page 583 and 584: ORGANIZATION 1990 REPRESENTATIVE RO
Page 585 and 586: ORGANIZATION NAVAL HILITARY PERSONN
Page 587 and 588: C. Non-Member Participants. 1. Non-
Page 589 and 590: committee members shall serve in th
Page 591 and 592: CDR Mary Adams Naval Education and
Page 593 and 594: Jack R. Dempsey Human Resources Res
Page 595 and 596: c _.. -. _ ..-___ Mr. G. J. (Jeff)
Page 597 and 598: Deborah L. McCormick Chief,of Naval
Page 599 and 600: COL Terry J. Procluk Director of Pe
Page 601 and 602: Paul P. Stanley.11 USAFOMC/OMD Rand
Page 603 and 604: Abrahams, N. M., 486 Albert, W, G.,
show all

I__. - International Military Testing Association

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?