MTS Assessment & Evaluation Design 2

Question 1

A training manager wants to determine whether a new leadership course produced measurable behavior change on the job. Which Kirkpatrick level should be the primary focus?

Accepted Answer

Level 3 – Behavior

Answer

Level 3 (Behavior) measures the transfer of learned skills to the workplace after training.

Question 2

Which type of validity evidence is gathered by comparing test scores with scores on a well-established instrument measuring the same construct?

Accepted Answer

Concurrent validity

Answer

Concurrent validity is established by correlating new test scores with scores from an existing valid measure administered at the same time.

Question 3

A needs assessment reveals a performance gap caused by lack of motivation rather than skill deficiency. What is the most appropriate recommendation?

Accepted Answer

Recommend a non-training intervention such as incentives

Answer

When a gap is motivational rather than skill-based, non-training interventions like incentives or consequence management are more appropriate.

Question 4

In item analysis, a discrimination index of -0.15 for a test question indicates:

Accepted Answer

High scorers are answering the item incorrectly more than low scorers

Answer

A negative discrimination index means higher-performing examinees are getting the item wrong more often than lower-performing examinees, suggesting a flawed item.

Question 5

Which evaluation design uses a pretest, training, posttest sequence with a separate untrained control group to isolate training effects?

Accepted Answer

True experimental design with control group

Answer

A true experimental design with random assignment and a control group provides the strongest evidence that training caused the observed change.

(MTS) Master Training Specialist Practice Test

(MTS) Master Training Specialist Practice Test

MTS Assessment & Evaluation Design 2