Recognition: Field Manual, FM 21-80 - Recognition Training - 6. Evalutation of Training

Chapter 6: EVALUATION OF TRAINING

Section I. GENERAL

109. OBJECT. The object of this chapter is to describe the nature and requirements of a recognition test, to outline the factors to be considered in planning such tests, and to comment briefly on testing in classroom and field positions.

110. SCOPE. a. This chapter deals only with problems peculiar to recognition testing. For a complete discussion of design and administration of tests, see chapter 5, TM 21-250.

b. It is realized that all of the precautions and principles out-lined in the following paragraphs cannot be implicitly followed with the limited time and material available under certain circumstances. These principles are presented as a guide. A determined effort will be made by all concerned to follow them as closely as possible.

111. NECESSITY. a. In any recognition training program, testing is essential. This function is largely fulfilled by the daily drill. Such drills enable the soldier to concentrate his free time on aircraft, vessels, or vehicles which require more attention. They enable the instructor to adjust his teaching program to fit the rate of learning of the soldier. However, in the daily drills, emphasis is on teaching, not on testing.

b. Tests are necessary to determine the effectiveness of training previously given, training in progress, and training just completed and to check the effectiveness of the training aids used. Even if no formal recognition instruction is scheduled, continuous on-the-site drill and test of all personnel must be given.

112. NATURE. a. The purpose of a recognition test is to determine the ability to recognize the objects presented in the training program. Recognition is a visual process. A recognition test is at least 90 percent actual spotting problems and not more than 10 percent written. Such written problems are on allied subjects, such as nomenclature. They are not on problems which require students to describe the object. One exception, however, is in the case where a sketching test is given. Although testing students by requiring them to sketch various aircraft is a completely written test, it is nevertheless an effective type of test, especially in cases where contrasts between similar aircraft are to be emphasized.

b. By proper choice of training aids, tests are devised to determine accurately the state of training. By improper choice of training aids, it is possible to devise tests on which the slowest in the class makes high grades and give a false idea of the state of training of the group. It is equally possible to devise tests on which the best in the class cannot make a passing grade.

113. VALIDITY. a. The test must be valid. In other words, it must measure accurately the material presented. A test designed for the 7th class-hour of a 30-hour course, but given later, is not a valid test.

b. Similarly, a test composed of slides, or baloptican or shadowgraph views, seen many times by the class is not necessarily valid. Such a test would accurately measure the ability to recognize familiar views, but would not offer a reliable guide to the ability to recognize the aircraft, vessels, or vehicles pictured thereon. After a few showings, it is easy to memorize a view which shows an object in a particular position. But the ability to recognize a particular view is not a valid indication of the ability to recognize all other views (or the genuine article), which may show the object in other angles of approach and other conditions of visibility.

c. To achieve complete validity in recognition tests is impossible. The only valid test of recognition is in combat. Therefore, the recognition test is designed to simulate the actual combat conditions that the recognition training program has been designed to meet.

d. The situation in combat never is precisely identical with the situation in the classroom. Therefore, a valid recognition test requires that material be reserved specifically for testing, and thus present a genuine recognition problem.

114. RELIABILITY. A reliable test yields the same answer each time it is given to comparable groups. To help achieve reliability, close attention is given to proper disciplinary conditions, proper lighting, effective use of training aids, and to similar precautions. Another factor must be emphasized, every recognition test actually teaches recognition. Therefore, when a man fails a recognition test he should not be given the same test as a "make-up" on the following day.

Section II. DESIGN OF TESTS

115. ITEMS NECESSARY. a. A recognition course, unlike most other courses, teaches as many separate subjects as there are aircraft, vessels, or vehicles included in the program. It must be realized that a recognition test covering 30 items is in reality a series of 30 independent tests. Therefore, care must be exercised in selecting each individual testing aid.

b. It is desirable in any recognition test that the total number of recognition problems approximate twice the number of aircraft, vessels, or vehicles taught. If possible, more than this number should be included. To prevent the soldier from arriving at the answer by mathematical consideration of the objects previously presented, it is frequently desirable to omit from the test one or two of the objects studied. The aircraft, vessels, or vehicles omitted should be those which previous tests have indicated will cause the class no difficulty. To omit an item which only the best in the class will recognize is equivalent to giving slower students an additional score.

c. It is essential to vary the number of recognition problems on each aircraft, vessel, or vehicle. To give a 60-item test on 30 aircraft, with uniformly two recognition problems per air-craft, is to invite the student to arrive at the answer on a number of these problems by a process of elimination.

116. TYPES OF ITEMS. To determine the state of training of the group, the test should be so designed that the majority of the recognition problems are of a difficulty corresponding to the desired level of achievement of average students. To test individual students two other requirements must be met. First, a specified percent of recognition problems must be included to approximate the state of training of the poorer students. Second, a section of the test must be composed of recognition problems which can be solved by only the best students in the course. To select the recognition problems from one level of difficulty is to test the state of training only of the students who have mastered the problems of that level of difficulty.

117. DUDS. In order to reduce further possibility of arriving at solutions by means other than recognition, it is essential that "duds" or "ringers" are included. (See par. 105.) In order to be most effective, duds must occur in the test before the aircraft, vessel, or vehicle for which they may be mistaken by the average student.

118. ORDER. The order in which the recognition problems are presented, except for duds, is completely random. This is approximated by shuffling the previously mixed test items (or slips of paper representing them), and showing them in the order drawn.

119. MARKINGS AND DETAIL. a. In selecting test material, care must be taken to choose such material as illustrates the form and general outline typical of the aircraft, vessel, or vehicle previously presented. To use test material with small, "close-range" detail peculiar to the object is to test the memory of the soldier for detail and not for general outline. For example, to use a test item a photograph which shows the unique, "swiss cheese" flaps of the SBD, is to test for detail rather than to test knowledge of the over-all appearance of the SBD. (Such detail can be discerned in very rapid exposure.) Any small unique details of this type can be removed from test photo graphs, flash cards, or slides with ink or crayon. Great artistic skill is not. required, but the result must be sufficiently neat to avoid distracting from the fundamental appearance of the object.

b. As markings are rarely visible under combat conditions, it is usually advisable to remove them from test material.

120. "BREAKS." A recognition test is really a series of separate tests, each item building up to its own tension. Therefore such tests frequently create considerable nervous strain. It is advisable, if the test exceeds 50 items, to give 5-minute breaks each 25 items.

Section III. TESTING IN CLASSROOM

121. TRAINING AIDS. The most suitable training aids for testing in the classroom are the same as those for teaching—slides, flash cards, and delineascope or model shadows. A flash card test or "pass-around" test can be used if the class is small. Model shadow tests must be rehearsed.

122. LARGE UNITS. If a unit as large as a company is tested indoors as a unit, certain precautions are observed:

a. Seating is arranged so that no men are so near the front that undue detail or appreciable distortion is peculiar to this position. Similarly, no men should be so distant as to have an appreciable disadvantage.

b. The precautions listed in paragraphs 95 and 96, TM 21-250 should be carefully observed in the administration of tests.

c. It may be necessary to provide alternate problems for alternate seats. To assist the students in selecting the proper problem, different colored answer sheets may be issued alternate men. A large sheet of the same color may be displayed near the screen as the recognition problems for those men are presented.

d. It is essential that the instructor clearly announce the number of each recognition problem before it is shown. It may even be advisable to display large pieces of cardboard or a blackboard near the screen, with the numbers suitably indicated as the corresponding problem is shown.

123. SCORING. Papers may be exchanged and the tests scored by the students. Appropriate battery officers may perform this function. Proper discipline is essential.

Section IV. TESTING IN FIELD

124. GENERAL. In the field, flash cards, actual aircraft, vessels, or vehicles will be the principal testing agents.

125. ACTUAL AIRCRAFT. Responsible officers and non-commissioned officers must continually test or drill every available man on each actual aircraft, vessel, or vehicle in view. If groups are small, simple scores can be kept and appropriate recognition awarded. Oral tests require only minimum time and insure not only recognition consciousness but also provide much valuable instruction.

126. OTHER METHODS. A plane-of-the-day program may be used in field positions. With this procedure, the maximum number of men will be tested by responsible officers and by inspecting staff officers through the medium of flash cards or similar devices. As mentioned in paragraph 37d, outpost recognition diaries present a valuable means of frequently testing the efficiency of small units.

127. THE IMPORTANCE OF TESTS IN SMALL UNITS. The purpose of tests in small units is primarily to sustain interest, to insure appropriate small unit instruction, and to develop recognition consciousness among all personnel. As a secondary factor, the results of such tests may be used to ad-vantage by responsible officers in planning appropriate remedial instruction.