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Readiness assessment is probably the most diffi- cult task facing the SERT because it requires the ability

to provide an up-to-
the-minute status of the capabilities and limitations of the combat systems. It also requires the ability to recommend alternate
combinations of equipment to meet mission needs. The SERT must know the results of all tests and, in addition, the minute-to-
minute availability of the combat systems, its subsystems, equipments, and all support functions, such as primary power,
chilled water, dry air, and sound-powered telephones. Although all equipment problems are important, the existing tactical
environment can modify their impact on a mission capability. For example, losing the moving target indicator capability can
be more important when the ship operates near land masses than when it operates in the open sea. Materiel readiness
assessment should be ap- proached from the functional readiness aspect, rather than the equipment up-or-down-status aspect for
the following reasons: Complex, multifunction electronic equipment is seldom completely down and less frequently com-
pletely up. Normally, one or more functions are in various states of degradation. The impact of a fictional fault maybe
dif- ferent for the capability of each mission. The complex design of the combat systems includes some fictional redundancy.
The test results and operational fault directo- ries relate problems to their effect on system func- tions rather than to the basic
operation of the affected equipment. Readiness assessment uses two basic types of techniques: quantitative and qualitative.
Quanitative techniques involve the extensive use of mathematics and reports based on graphs and numbers. Past shipboard
experience has shown that without computer support, quantitative assessment is not easily managed. Its numerical reporting
lacks meaning or requires extensive explanation. Qualitative assessment (an application of engineering analysis) is based on
system knowledge, experience, and judgment. It is usually a verbal re- port. These assessments depend on the personal
experience level of the users. Therefore, written guidance and report forms are required. The impact of no-go conditions,
revealed by PMS results, must be determined for each mission capability. After an assessment is made, each major function is
assigned one of the following four readiness cri- teria: 1. Fully combat-readv status: All equipments as- sociated with a specific
function are in the highest state of readiness with respect to that function. 2. Substantially combat-ready: Although all the
equipments may not be fully operational, redundancy permits the mission to be continued, resulting in a high probability of
success. 3. Marginally combat-ready: A function may be performed, but with a much-reduced probability of success. 4. Not
combat-ready: The equipment has a com- plete loss of function. These readiness criteria provide the basis for a summary
report of readiness. A combat systems daily fault report should be submitted, listing the sub- function faults of the day, their
individual impact, any alternative recommendations, and the expected time of repair. See figure 4-4 for an example of a
daily fault report.

Criteria for the Qualitative Assessment of Education goals of personal development through learning
Performance assessment is a strong tool in class because: - The trainee/student’s capacity to avoid intolerant or aggressive
• It integrates assessment and training behavior
• It may emerge at any time of activity - The trainee/student’s capacity to discover by themselves
• It involves cooperation between the trainee and the teacher solutions or new and creative directions
• It includes trainees in assessment and auditing - The trainee/student’s capacity to volunteer for social activities
• It valorizes both the process and its product organized by the school
The continuous assessment of quality and performance in - The trainee/student’s capacity to shape oneself for
education is directly related to the necessity of setting certain performance
educational goals and it has to comply with these in the preferred field
characteristics. - The trainee/student’s ability to structure one’s work schedule so
Ongoing assessment must be directed at the following targets that they reach performance
lying at - The trainee/student’s ability for self-emancipation through
the crossroad of personal development and the need to adapt their
to the own studies outside schools requirements
labor market: - The trainee/student’s ability for self-organization so that
- The trainee/student’s capacity to become personally they
involved in increase their learning efficiency and the effectiveness of applying
work with clearly defined goals learning
- The trainee/student’s capacity to match himself to the effort - The trainee/student’s capacity for self-awareness in managing
required by accomplishing certain applicative goals their efforts
- The trainee/student’s capacity for self-integration in the topic - The trainee/student’s ability for inner balance in their
submitted for study relationships to third parties.
- The trainee/student’s capacity for self-control in the case of
highly difficult goals The following principles will be followed in the assessment of
- The trainee/student’s ability to admit to one’s possibilities and students, school or university operation and the educational
limits, and to recognize the issues and resources likely to contribute programs
to the development of such problems necessary to evaluate professor performance:
- The trainee/student’s capacity for self-acceptance of the 1. The assessment of student learning begins with educational
possible values. Assessment is not an end in itself but a vehicle for
individual progress educational improvement. Its effective practice, then, begins
- The trainee/student’s ability to strengthen self-esteem by with and enacts a vision of the kinds of learning we most
overcoming certain learning hurdles value
- The trainee/student’s ability to strengthen respect towards one’s for students and strive to help them achieve. Educational
potential values
- The trainee/student’s capacity to broaden one’s interests and should drive not only what we choose to assess but also how
hobbies through learning we
- The trainee/student’s capacity for self-guidance towards the do so. Where questions about educational mission and values
fields where they can give maximum performance are
- The trainee/student’s capacity for self-initiation in preferred skipped over, assessment threatens to be an exercise in
fields measuring what's easy, rather than a process of improving
- The trainee/student’s capacity for self-involvement in solving what
current issues we really care about.
- The trainee/student’s capacity for self-motivation to reach 2. Assessment is most effective when it reflects an
the understanding of learning as multidimensional, integrated,
and revealed in performance over time. Learning is a complex assessment process itself should be evaluated and refined in
process. It entails not only what students know but what they light
can of emerging insights.
do with what they know; it involves not only knowledge and 6. Assessment fosters wider improvement when representatives
abilities but values, attitudes, and habits of mind that affect from across the educational community are involved. Student
both learning is a campus-wide responsibility, and assessment is a
academic success and performance beyond the classroom. way of enacting that responsibility. Thus, while assessment
Assessment should reflect these understandings by employing efforts may start small, the aim over time is to involve people
a from across the educational community. Faculty play an
diverse array of methods, including those that call for actual especially important role, but assessment's questions can't be
performance, using them over time so as to reveal change, fully addressed without participation by student-affairs
growth, and increasing degrees of integration. Such an educators, librarians, administrators, and students.
approach Assessment
aims for a more complete and accurate picture of learning, may also involve individuals from beyond the campus
and (alumni/ae, trustees, employers) whose experience can enrich
therefore firmer bases for improving our students' educational the
experience. sense of appropriate aims and standards for learning. Thus
3. Assessment works best when the programs it seeks to understood, assessment is not a task for small groups of
improve have clear, explicitly stated purposes. Assessment is experts
a goal-oriented process. It entails comparing educational but a collaborative activity; its aim is wider, better-informed
performance with educational purposes and expectations - attention to student learning by all parties with a stake in its
those improvement.
derived from the institution's mission, from faculty intentions 7. Assessment makes a difference when it begins with issues of
in use and illuminates questions that people really care about.
program and course design, and from knowledge of students' Assessment recognizes the value of information in the process
own goals. Where program purposes lack specificity or of
agreement, assessment as a process pushes a campus toward improvement. But to be useful, information must be
clarity about where to aim and what standards to apply; connected
assessment also prompts attention to where and how to issues or questions that people really care about. This
program implies
goals will be taught and learned. Clear, shared, assessment approaches that produce evidence that relevant
implementable parties will find credible, suggestive, and applicable to
goals are the cornerstone for assessment that is focused and decisions
useful. that need to be made. It means thinking in advance about
4. Assessment requires attention to outcomes but also and how
equally to the experiences that lead to those outcomes. the information will be used, and by whom. The point of
Information about outcomes is of high importance; where assessment is not to gather data and return "results"; it is a
students "end up" matters greatly. But to improve outcomes, process that starts with the questions of decision-makers, that
we involves them in the gathering and interpreting of data, and
need to know about student experience along the way - about that
the informs and helps guide continuous improvement.
curricula, teaching, and kind of student effort that lead to 8. Assessment is most likely to lead to improvement when it is
particular outcomes. Assessment can help us understand part of a larger set of conditions that promote change.
which Assessment alone changes little. Its greatest contribution
students learn best under what conditions; with such comes
knowledge on campuses where the quality of teaching and learning is
comes the capacity to improve the whole of their learning. visibly valued and worked at. On such campuses, the push to
Assessment works best when it is ongoing not episodic. improve educational performance is a visible and primary goal
Assessment is a process whose power is cumulative. Though of leadership; improving the quality of undergraduate
isolated, "one-shot" assessment can be better than none, education
improvement is best fostered when assessment entails a is central to the institution's planning, budgeting, and
linked personnel
series of activities undertaken over time. This may mean decisions. On such campuses, information about learning
tracking the process of individual students, or of cohorts of outcomes is seen as an integral part of decision making, and
students; it may mean collecting the same examples of avidly sought.
student 9. Through assessment, educators meet responsibilities to
performance or using the same instrument semester after students and to the public. There is a compelling public stake
semester. The point is to monitor progress toward intended in education. As educators, we have a responsibility to the
goals publics that support or depend on us to provide information
in a spirit of continuous improvement. Along the way, the about the ways in which our students meet goals and
assessment process itself should be evaluated and refined in expectations. But that responsibility goes beyond the
light reporting
of emerging insights. of such information; our deeper obligation - to ourselves, our
5. Assessment works best when it is ongoing not episodic. students, and society - is to improve. Those to whom
Assessment is a process whose power is cumulative. Though educators
isolated, "one-shot" assessment can be better than none, are accountable have a corresponding obligation to support
improvement is best fostered when assessment entails a such
linked attempts at improvement.
series of activities undertaken over time. This may mean
tracking the process of individual students, or of cohorts of
students; it may mean collecting the same examples of Educational assessment is the process of documenting, usually in
student measurable terms, knowledge, skills, attitudes and beliefs. Assessment can
performance or using the same instrument semester after focus on the individual learner, the learning community (class, workshop, or
semester. The point is to monitor progress toward intended other organized group of learners), the institution, or the educational system as
goals a whole. According to the Academic Exchange Quarterly: "Studies of a
in a spirit of continuous improvement. Along the way, the theoretical or empirical nature (including case studies, portfolio studies,
exploratory, or experimental work) addressing the assessment of learner
aptitude and preparation, motivation and learning styles, learning outcomes in
achievement and satisfaction in different educational contexts are all
welcome, as are studies addressing issues of measurable standards and
benchmarks".[1]