Lessons Learned from Military Performance Assessment.

Autor/in	Wise, Lauress L.
Institution	Defense Manpower Data Center, Monterey, CA.
Titel	Lessons Learned from Military Performance Assessment.
Quelle	(1992), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Armed Forces; Cost Effectiveness; Educational Assessment; Federal Programs; Generalization; Job Performance; Job Skills; Measurement Techniques; Military Personnel; Military Training; Occupational Tests; Performance Based Assessment; Personnel Evaluation; Personnel Selection; Scaling; Scores; Standard Setting; Test Construction; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Military; Militär; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Education; assessment; Bewertungssystem; Work performance; Arbeitsleistung; Produktive Fertigkeit; Messtechnik; Militärausbildung; Berufseignungsprüfung; Leistungsermittlung; Personalbeurteilung; Personalauswahl; Personalentscheidung; Scale construction; Skalenkonstruktion; Standardisierung; Testaufbau; Testreliabilität; Testvalidität
Abstract	Lessons derived from the Job Performance Measurement (JPM) Project, which is overseen by the Office of the Assistant Secretary of Defense for Force Management and Personnel, for educational assessment are explored. The JPM Project was initiated to develop high fidelity measures of performance on the job that can be used to evaluate personnel selection and training procedures for the military. Several approaches to measuring performance of recruits were considered. The primary measure developed for each job was the hands-on performance test (HOPT) using a sample of critical tasks for each job. Each of the military services also developed several other types of measures. Reliability, validity, and cost issues are discussed for these measures and the HOPT. Ongoing issues include domains of interest, score scales, generalizing measures to other jobs, and setting performance standards. Among the many implications of the JPM Project for education are the following: (1) careful specification of the domain to be assessed is critical; (2) understanding the uses of the measures should precede their design; (3) attention should be paid to the type of scale required; (4) written tests are not enough; (5) alternative measures are expensive to develop, administer, and score; (6) more attention should be given to analogs of performance ratings; and (7) procedures for assessing the generalizability of performance measures are important. Two tables, 2 figures, and 16 references are included. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC