Figure 4-4. Elements of on-the-spot corrections.
After practice has been sufficient to allow students to reach the required level of
proficiency, formal evaluation can be a practical test and/or an objective test. For skill
training, there should be testing in both modes. For knowledge training, the testing will
a. Practical Testing. A performance checklist listing all steps of the task should
be prepared and given to the students. The performance checklist should follow the
sequence in which the students are taught. Critical steps should be indicated on the
checklist. The test proctors should know the exact manner in which the students were
trained. If there is any doubt, the proctors should be trained by the primary instructor
prior to the testing period. The lack of coordination among practical test proctors is a
frequent failing. Make sure all your students are graded using the same standards. If
students are given a "no go" or a "fail" on a performance test, they should be informed
of the reason(s).
b. Objective Testing. Each nonperformance and each performance objective
should be tested by one or more objective items. Objective items may be written in
several modes--essay, short answer, list, true-false, or multiple-choice.