MTS Test Study Guide Questions

MTS Test Study Guide Questions State and discuss the three qualities of an efficient and effective instructor. - Knowledge: Know more about the subject than what you teach (SME) Ability: Professional ability, using leadership skills to plan, organize, monitor progress, and results. Personality: Gain the respect of students by treating them with a professional attitude. State the ultimate goal of instruction. - To cause students to remain motivated beyond the instructor's influence. And apply what they have learned on the job and in other areas of their lives. Define the most essential, single link in the training chain. - The Instructor must simplify the complex training system for students of various backgrounds. Discuss the Instructor's responsibility to curriculum. - Instructor should know the difference between changes (minor, pen and ink) and revisions (requires TPP, CCA approval). State and discuss the characteristics of a good oral question. - Clarity of Meaning: state questions in a clear and conversational tone (no tricks) Level of instruction: simple words, use words students understand. Use of an interrogative: Use the interoggative in the beginning so the students know they're being asked a question. State the four purposes of oral questioning - Focuses attention, Arouses interest, Drills students, Stimulates thinking State and discuss the types of sensory learners. - visual, auditory, kinesthetic State and discuss the types and purposes of oral questions. - Multiple answer: more than one right answer, increases student participation. Yes/No: can be used to arouse interest or encourage participation. Canvassing: Helps to see how many students are familiar with the subject. Leading: Suggests its own answer, helps struggling students. Interest arousing: used to arouse interest in material and focus attention. Factual/Close-ended: asks for specific information Thought Provoking: Stimulates student thinking State and discuss the different types of performance tests. - Product: comparing students to an acceptable completed example. Process: students ability to correctly follow procedural steps in a task. Combination: both process and product. State and discuss the instructional methods. - Lecture: present a large amount of information in a short time. Lecture with audiovisual: includes visual or audio learning aids. Lesson:most used in Navy training, interactive in nature and primarily used to transfer knowledge or information to students. Demonstration: basic, and most often used for teaching skill-type subjects. Role-playing: assume active roles in a simulated situation followed by discussion Team dimensional Training: allows a team to diagnose and correct their own performance problems, helping them to learn from mistakes Gaming/Simulation: learners can make real time decisions and apply problem solving skills. Case Study: focus the attention upon a specific case. State and discuss the two methods of testing and their importance. - Knowledge: measure the achievement of objectives through written test items. Performance: measure skill acquisition by demonstration defined by learning objectives. State and discuss the five learning levels a knowledge test item may test. - Recognition: process of verbatim identification of terms, facts, etc. presented during training. Recall: respond from memory instead of selecting from two or more alternatives. Comprehension: used when questions which require interpretation, explanation, translation, and summarizing information. Application: ability to use acquired knowledge in a job-related situation. Analysis/Evaluation: understanding of elements of data and relationships among the data, and the judgment of the value of effectiveness