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| Institution | Veterans Administration Hospital, Bedford, MA. |
|---|---|
| Titel | Use of Diagnostic Testing in a Classification Information Program. |
| Quelle | , (29 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Comparative Analysis; Diagnostic Tests; Measurement Instruments; Personnel Evaluation; Questionnaires; Retention (Psychology); Retraining; Test Results; Testing Programs |
| Abstract | The three parts of this study concern the application of diagnostic testing to measure the effectiveness of classification training, the development of a systematic approach to applying the results, and a long-term study of employee retention of classification information. The measurement instrument selected for diagnostic testing of employees of a Veterans Administration Hospital was a brief "True-False" test, developed in 1968, with 20 items and called a Prototype Diagnostic Test. An alternate test, developed in 1972, with 20 items and called a Classification Questionnaire, was used after completion of refresher training, and the results were compared with the diagnostic test score; thus it was possible to quantify the effectiveness of the refresher training. The test results were also used to evaluate Divisions and Services of the hospital. The long-range study of how long the average employee retained a satisfactory amount of classification information without refresher training utilized a random sample of 137 nursing assistants over a period of four years, after which they were tested with basically the same information. Statistical analysis of the results showed that the average score of the population fell from 86% to 80%. It is concluded that use of a diagnostic test covering basic classification information is an effective way to determine classification training needs, provide a basis for measuring the effectiveness of classification training, identify employees for remedial training, and provide for comparative evaluation of the program. (For related document, see TM 002 335.) (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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