3. BASIS OF THE TEST
Test design and development should not be viewed as a strictly defined mechanical process
with blind application of testing principles. Rather, a good test is the direct result of the
implementation of testing principles. The test developer should be knowledgeable of good
testing principles, the subject matter, its significance, and the most appropriate training
setting and method for the material.
3.1 Analysis Prior to Testing
Specific areas to be tested should be proven important to job performance. Proper analysis
of the job or task for which the trainee is being trained provides direction for the entire
training program. Tasks required for competent job performance are identified,
documented, and included in the training program as a result of a job analysis. Learning
objectives that identify training content and define satisfactory performance are derived from
these tasks. Effective testing requires learning objectives to be carefully selected and
classified prior to test development.
Detailed discussions of three types of analyses (needs, job, and task) are found in the DOE
Training Program Handbook: A Systematic Approach to Training. Alternative methods for
analysis are discussed in the DOE Handbook Alternative Systematic Approaches to
Training. DOE nuclear facilities should perform plant-specific analyses that provide detailed
bases for their training programs. These analyses should be conducted by personnel who
have been trained to conduct analyses of training requirements.
3.2 Learning Objectives
Learning objectives identify the knowledge and skills that are necessary to perform the job or
task. A properly designed learning objective will allow the test developer to determine the
specific aspects of the knowledge, skills, or ability to be measured by the test item.
Learning objectives also provide the conditions under which the test will take place and a
standard against which test items are judged.