Determine Scoring Methods

DOE-HDBK-1078-94

When evaluating an existing program or a performance deficiency, identify

which enabling objective(s) support each terminal objective. Each should then

be evaluated for correct standards and conditions of performance, for clarity

and conciseness, and for support of the terminal objective.

3.2.7 Determine Scoring Methods. Scoring methods are determined when

constructing the evaluation section of the TES. In some evaluation standards,

referenced procedures may provide detailed, step-by-step descriptions of

required performance, and therefore provide an effective scoring method.

Another method is to prepare a performance checklist that incorporates the

action steps or elements of task performance. The trainee is required to follow

each step, usually without deviation. See Attachment 12. For other tasks,

where strict adherence to procedural sequence may not be required, the

product of performance (i.e., a tangible result) can provide a measurement of

successful task completion. When developing the TES, scorable items must be

clearly defined to distinguish between satisfactory and unsatisfactory

performance.

After completion of the TES development, a review of the TES should be done to

ensure that it includes the desired characteristics. For an example, see Attachment

14, "TES Review Checklist."

Test items are developed to be consistent with the learning objectives. The purpose

of the test item is to measure trainee performance against the criteria stated in the

learning objective. The test item development sequence is as follows:

3.3.1 Determine Test Item Format. Test items are developed from the learning

objectives to measure trainee skills, recall, and/or application of information.

Test item formats that are preferred in a performance-based system include

performance, completions/short answer, multiple choice, matching, alternate

choice, and drawing/labeling. Other test item formats may have applications

in specific situations.

Selection of test item format is guided by action verbs of the learning

objectives. Action verbs of the learning objectives suggest one format to be

more appropriate for use in testing than others.

Skill action verbs suggest a performance test format, and knowledge

action verbs suggest one or more of the written formats. For

example, "start" and "shut down" are skill actions verbs that suggest

a performance test format.