Measuring Officer Knowledge and Experience to Enable Tailored Training

Schaefer, Peter; Blankenbeckler, Paul N; Lipinski, John

doi:10.21236/ada552440

Cited by 8 publications

(13 citation statements)

References 19 publications

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“…However, our research (Schaefer, Bencaz, Bush, & Price, 2010;Schaefer, Blankenbeckler, & Brogdon, 2011;Schaefer, Blankenbeckler, & Lipinski, 2011) indicates that predicting poor performers on the basis of pretests in military courses is difficult. This may be due to criteria composed of different, interacting knowledge or skill areas.…”

Section: Measurementmentioning

confidence: 82%

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Bridging the Gap Between Adaptive Training Research and Army Practice

Schaefer

Dyer

2012

Military Psychology

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This article assesses the overlap between academic research on adaptive training and how training is adapted in the Army. The literature review encompassed modes of adapting ranging from classroom research to experimental investigations. Army instructors were interviewed to determine how they adapted instruction and the factors that impacted adapting. Integrating these efforts showed that the modes of adapting found in the literature and modes common to the Army did not overlap greatly. Army courses and populations also differed substantially from those in the literature. The research needed to address the major gaps between the academic and Army settings is discussed.

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Section: Measurementmentioning

confidence: 82%

“…For example, assessment procedures in mastery courses are also often more formal than in nonmastery courses. Formal methods are more accurate (Schaefer, Blankenbeckler, & Brogdon, 2011;Schaefer, Blankenbeckler, & Lipinski, 2011) but also take more time. Empirical assessment of tradeoffs between time and accuracy may be warranted.…”

Section: Measurementmentioning

confidence: 99%

Bridging the Gap Between Adaptive Training Research and Army Practice

Schaefer

Dyer

2012

Military Psychology

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“…With the Engineer CCC research (Schaefer, Blankenbeckler, & Lipinski, 2011), the criterion was a defensive planning test given as an integral part of the course. Five types of predictors were used.…”

Section: Predictors Of Performance In Army Coursesmentioning

confidence: 99%

Prior Knowledge Assessment Guide

Stallings¹,

Dyer²,

Wampler³

et al. 2014

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The goal of Army instructors is to deliver the best possible instructional experience so students can increase their knowledge and transfer it to their duty positions. A major means of accomplishing this goal is to tailor training to the individual student, a concept espoused in the Army Learning Model. In order to tailor training, one must first identify the critical differences that distinguish individuals who are likely to have problems with course content vs. those who will not. One objective of ARI's tailored training research is to identify measures which predict student performance in a variety of courses with different student populations. In agreement with the research literature, relevant prior knowledge has been consistently found to be the best predictor of later performance. It was also determined that experienced instructors had a good understanding of what prior knowledge was relevant for their courses. The purpose of the guide documented in this report is to provide instructors the tools necessary for developing appropriate assessments of prior knowledge, to determine whether these assessments are a good predictor of course performance, and to show them how to apply prior knowledge and course performance data to identify the students who could benefit from tailored training.

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“…At the broadest level then, the core idea of tailored training is that salient individual differences related to performance can be used to assign learners to learning conditions (Schaefer, Blankenbeckler, & Lipinski, 2011). In the case of one-on-one instruction, this may be simple enough provided the instructor can identify and correct performance issues.…”

Section: Introductionmentioning

confidence: 99%

Tests of a Prior Marksmanship Knowledge Predictor Test

Lipinski¹,

James²,

Wampler³

2014

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The research sought to determine whether performance on a prior knowledge test of marksmanship added any predictive power beyond that from simply asking Soldiers if they have experience shooting outside of a military context (e.g., hunting). We tested the relationship between marksmanship prior knowledge and the shooting performance of 54 students across three classes of the Army Squad Designated Marksmanship (SDM) Course and 184 Soldiers during Infantry One Station Unit Training (OSUT) on the Basic Rifle Marksmanship (BRM) qualification course of fire. We found that prior knowledge did significantly predict marksmanship performance beyond any effects of prior shooting experience outside of the military in both the SDM and BRM groups. However, the effect size for BRM was too small to be useful for effective instructional grouping for BRM.

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Measuring Officer Knowledge and Experience to Enable Tailored Training

Cited by 8 publications

References 19 publications

Bridging the Gap Between Adaptive Training Research and Army Practice

Bridging the Gap Between Adaptive Training Research and Army Practice

Prior Knowledge Assessment Guide

Tests of a Prior Marksmanship Knowledge Predictor Test

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