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Trainee Selection and Placement
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Guide to Good Practices for the Design, Development, and Implementation of Examinations
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Basis of the Test


DOE-HDBK-1205-97
program. Conversely, low scores may indicate a need for improvement in instruction or
teaching material, or that more instruction time is needed. For example, if a significant
number of trainees missed questions based on one learning objective, training may be found
to be inadequate for that objective.
2.5 Program Evaluation
Trainee test scores should be combined and analyzed to obtain course or program
performance information. This information can be valuable in assessing program strengths
and weaknesses. To maximize the usefulness of the test data, systematic reviews should
be conducted. Programmatic information can be obtained by analyzing and interpreting the
results of tests, and then comparing that data with information acquired from instructor,
supervisor, and trainee questionnaires. When combined, these sources can form a
composite picture of program strengths and weaknesses and appropriate actions can be
taken to correct deficiencies.
2.6 An Instrument to Provide Feedback
Instructors who view testing as only an evaluation tool often overlook the opportunity to use
testing as a learning tool. An application of testing as teaching can be seen in the On-the-
Job Training (OJT) process. In this activity, the trainees perform tasks under the
supervision of a subject matter expert (SME). If the trainees perform properly, the
performances are acknowledged; if not, the trainees are given immediate feedback on what
errors were made and the proper steps needed to correct them. When this occurs during
the training process, the trainees may have the opportunity to make the corrections at once.
Testing can also provide effective feedback in the classroom, especially when test results
are reviewed with the trainees. An open discussion of incorrect answers and why the wrong
answers were selected can be very beneficial for both trainee and instructor.
5


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