008. How do you turn training requirements into attainable goals?
By developing objectives.
008. What is a task objective?
A short term goal that helps you attain a long-term objective.
008.What is a criterion objective?
An objective that matches the training standard line item exactly.
008. What are the three parts of an objective?
Condition, performance/behavior, and standard.
008. What is the condition part of an objective?
What is to be given of used by the trainee, the circumstances for evaluation.
008. How do you promote realism when developing objectives?
Make the conditions simulate actual job conditions as closely as possible.
008. What is the performance/behavior part of an objective?
Tells the trainee exactly what is required.
008. What is it called when the performance/behavior portion of an objective is used by itself?
A behavioral objective.
008. When developing the performance/behavior part of an objective, what comes first?
A verb precedes the rest of the statement.
008. What is the standard portion of an objective?
Tells the individual how well or to what degree of proficiency the objective must be performed.
008. What are standards based on?
Air Force, MAJCOM, and local policies.
008. What are standards related to?
Either the training program or to the task objective.
009. What are the two ways to measure a person’t knowledge of a subject?
Written or oral testing.
009. What is the reference for developing written tests?
AFMAN 36-2236, Guidebook for Air Force Instructors.
009. What should be included in the instructions for a written test?
Text, references, or tools; Time alloted; Number of test items and how to answer them; Example of correc response; How to change an answer; Whether they can proceed or wait from one section to the next.
009. What are the two types of written questions?
Selection or supply.
009. What are the types of selection questions?
Multiple choice, matching, and true/false.
009. What are the types of supply questions?
Essay, short answer, and completion.
009. What should test questions measure?
Retention or transfer of the learning.
009. What is retentions?
Remembering the information.
009. What is transfer?
Taking the explanation given during training and applying it to the job.
009. What are the portions of a multiple choice question?
Stem, alternatives, distractors, and keyed response.
009. What is the least effective test question for measuring simple knowledge?
009. What kind of test can you create when both performance and knowledge are important?
An oral test combined with a performance test.
009. What type of question requires the individual to explaing why they are performing certain functions?
009. What must you review test questions for?
If the question is valid, reliable, comprehensive, objective, and discriminatory.
009. When is a question valid?
When it measure what it is supposed to measure.
009. How do you determin if a question is valid?
Math each question with the objective.
009. When is a question reliable?
When it yields the same results consistently.
009. When is a test comprehensive?
When all the objectives taught are measured.
009. When is a test objective?
When all personal bias or prejudice is removed from the rating system.
009. When does a test show differentiation/discrimination?
When it distinguishes between poor, average, and outstanding trainees.
010. Which type of test is easier to develop?
010. What is a performance test based on?
What the trainee is required to perform.
010. What are the three areas of performance test development?
Development of the performance test, development of a checklist, and evaluator training.
010. What materials, equipment, and references should be used during a performance test?
The same as the ones used while learning the objective.
010. What are two things important in the completion of a task?
Speed and accuracy.
010. What should you do if you develop a performance test checklist?
Include all items required for complete performance, determine the passing point, assign each step a point total, decide which steps are critical/automatic failures, and include instructions.
010. Name the common rating errors.
Standard, logic, central tendency, and halo.
010. Describe the rating error of standard.
The evaluator setting the standard according to their own ability.
010. What is the rating error of logic?
The evaluator giving a final score based on seeing one portion of the task being performed.
010. What is the rating error of central tendency?
The evaluator does not allow wither a high or low score.
010. What is the rating error of halo?
The evaluator rates based on their impression of the trainee.