Quality Assessment of a Navy Operator Training Course.
Special rept. Feb-Aug 83,
NAVY PERSONNEL RESEARCH AND DEVELOPMENT CENTER SAN DIEGO CA
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Although Navy technical personnel are often required to perform cognitively complex tasks, training in most Navy technical schools still relies on instructional methods designed for teaching procedural tasks. The quality of instruction at a Navy operator school designed to teach passive acoustic analysis was evaluated using three criteria the structural organization of the course, the quality of feedback and remediation, and testing methods used to evaluate student performance. Deficiencies found in the structural organization of the course included no clear conceptual model of the task, an overemphasis on discrete facts, and presentation of topics that were not practiced or tested as skills. Deficiencies in the quality of feedback included little diagnosis of repeated subprocedure errors and, because of the lack of a clear conceptual model of the task, no way for students to evaluate their own performance. Provision for remediation of specific problem areas in the task was poor. Deficiencies in testing were noted because of the emphasis on recognizing discrete facts rather than demonstrating conceptual understanding of the task. Recommendations for course improvements were made. Author
- Humanities and History