A model for assessing human performace systems: an application in vocational training
Date
1991
Authors
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Journal ISSN
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Publisher
ORCID
Type
Degree Level
Masters
Abstract
The purpose of this thesis was to derive from the adult
education, training, and human resource development literature a
model to assess human performance systems in a wide variety of
situations, and to apply the model in one situation to test its
efficacy. After an extensive review of the literature, a seven
element performance model was developed. This model suggests the
questions which must be asked and the areas to be investigated in
assessing a performance system.
Woodlands Campus was selected as the site for the case study
because of its unique features including an individualized
competency-based learning system and computer managed testing. A
multi-method approach to data collection was utilized to gather data
on objectives and instructions to students and instructors, the
tests and test items used, incentives to students and instructors,
procedures and processes used in testing students, and the
experience and qualifications of instructors. The efficacy of the
model should be even more apparent when it is useful in evaluating
unique performance situations.
The computerized item test bank and test generation system
were systematically sampled to assess the quality of the items and
the tests generated. Since performance is the goal of competencybased
learning, the skills testing component of Woodlands student
assessment was systematically sampled to assess quality. A sample
of students was interviewed to determine how the assessment
system works from the students' perspective and a sample of
instructors was interviewed to assess the qualifications and
procedures used by instructors in their assessment of students.
The study found that the computerized testing system,
although large compared to most systems, was a simple system
containing a large proportion of poor quality items most of which
test only the lowest levels of knowledge. The large number of
items, 73,000, provides an inadequate basis for proper testing since
it only results in a ratio of 2:1 for total items from which to draw,
whereas, experts suggest a 10:1 ratio is necessary. The
performance testing ranged from sophisticated to simple with the
largest proportion of tests being simple, low-fidelity tests.
Recommendations for improvements were made on the basis that
three stages were necessary commencing with improvement of the
organizational climate, followed by the improvement of staff
knowledge and skills which are necessary to improve the student
evaluation system. Although improvement of the student evaluation
system is the ultimate goal, it is not likely to be achieved by
instructors lacking the necessary educational knowledge, skills, and
motivation to acquire them.
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Citation
Degree
Master of Continuing Education (M.C.Ed.)
Department
Communications, Continuing and Vocational Education
Program
Communications, Continuing and Vocational Education