Conduct In-Training Evaluation

DOE-HDBK-1078-94

Equipment and tools used during performance tests should be

available and in operational condition;

Written tests should be corrected, graded, and reviewed with the

trainees in a timely manner to enhance benefits derived from the test;

and

In performance tests, deficiencies should be identified, a grade given,

and the trainee advised of the results promptly.

Trainee performance and progress toward achieving mastery of the learning

objectives should be monitored closely. Monitoring should identify

satisfactory performance and trends that may indicate potential problems.

Trainees should be counseled periodically to review progress and at any time

when deficiencies occur. Counseling should address trainee performance

strengths and/or deficiencies and include a plan for improvement, if needed.

The trainees' supervisor(s) should be kept informed of trainee progress and be

involved in counseling when performance problems warrant.

Standards for evaluating trainee performance should be applied consistently.

Trainees should not be permitted to complete the training program or

progress to another segment of training until deficiencies have been corrected

and the training standards met. A program of remedial training or recycling to

previous segments of training can be beneficial in correcting trainee

performance deficiencies. Remedial training is a cost-effective alternative to

removal from training.

During training, data should be collected for subsequent use in evaluating and

improving training program effectiveness. Evaluation information is collected from

test performance data, instructor critiques and trainee critiques. Evaluation of the

training program is addressed in the process. If the above data sources indicate

recurring problems or suggest the need for improvement, follow the analysis and

revision process outlined in Section 6.0 of this Handbook.

5.2.1 Collect Test Performance Data. Trainee test scores should be used to

assess trainee progress and improve training and testing effectiveness. If a

large number of trainees experience difficulty with a training segment, as

reflected in their test scores, the training material or test items may be faulty

and in need of revision. An exception analysis (see Evaluation Section 6.2.2,

Conduct Exception Analysis) should be conducted to evaluate test data

before revisions are made. Progress test and post-test scores should be

compiled routinely during training. After the test scores are tabulated in a