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3.6.1.1 A mastery test evaluates a trainee’s ability to perform on-the-job. All trainees must be tested on their level of mastery of terminal objectives identified throughout the course. Training programmes must provide an appropriate level of assessment. As much as possible, mastery tests should match conditions, behaviours and standards of terminal objectives. While in certain types of training, for example flight crew training, this may not always be advisable, feasible or safe, in other types of training, such as flight procedure design training, it may be possible to closely approximate actual job performance conditions in classroom conditions.
3.6.1.2 Wherever possible the mastery test should require trainees to demonstrate the necessary ability to perform on the actual equipment. Test items should require trainees to demonstrate desired performance based on the terminal objective(s) being covered. Testing items must match the performance standard and conditions under which trainees are being evaluated as closely as possible.
3.6.1.3 Design of the mastery test should not take place until all terminal objectives have been clearly defined. Mastery tests can then be developed or outlined before putting together the training curriculum. Outlining the mastery test before producing a course structure allows for greater alignment between training and on-the-job performance. It is important to remember that trainees are being tested on their ability to perform specific tasks on-the-job. By designing tests before the curriculum is designed, tests can focus on the `need to know` rather than the `nice to know’ thereby ensuring an efficient and effective use of training time.
3.6.2 Validity and reliability
3.6.2.1 The most important requirements of the mastery test are that it must be valid and reliable. A mastery test is considered valid if it measures what it is intended to measure. A valid test must therefore reproduce faithfully the conditions, behaviour and standards identified by the objectives; and cover all skills, knowledge and attitudes required to achieve these.
3.6.2.2 A reliable test refers to the capability of yielding the same scores with different people scoring the test. The test should also yield comparatively similar results when administered at different points in time to equally competent trainees. The reliability of a mastery test is dependent on the quality of instructions provided to the trainee. It is important that test instructions are always complete, clear and unambiguous.
3.6.3 Mastery test format
3.6.3.1 Ideally, mastery tests would reproduce the conditions of a job performance. Simulations and case scenarios are a good example of a test format that reproduces these conditions. However, it may not always be possible to design mastery tests in these formats. Multiple choice or short answer tests can be designed in such a way as to present a case in which the test-taker should demonstrate his/her ability to perform given terminal objectives. There are several advantages as well as disadvantages to the various types of test a training provider chooses to provide. Please refer to Attachment B to this chapter for an outline of test selection criteria.
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