Basis of the Test

DOE-HDBK-1205-97

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.