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CITS Test Scoring Procedure for Students (1) This documentation shall be used to interpret and understand the CITS Student Performance Scoring System for a class attended at CITS offices in Roseville, MN or at a public site. Any other use is strictly prohibited and may be cause for legal action.
(2) The procedure is developed by RIAZ HUSSAIN, Training Systems Specialist at CITS and shall remain the property of CITS. It shall be modified only the person indicated above or a person so designated in this preamble at a future date by RIAZ HUSSAIN.
(3) No part of this document or the test contents may be altered or used by anyone except CITS duly qualified instructors. All duly authorized CITS instructors are indicated below:
A. Riaz Hussain
B. Ray Samek
(4) CITS instructors hardware overview or other overview classes shall not use the test scoring system herein described.
(5) A Test Score shall be prepared and presented to the customer contact at the conclusion of training unless requested otherwise.
chapter 1
(1) GENERAL
1.1 Scope: This document describes the CITS exclusive Student Testing System. It also explains how it shall/may be used.
1.2 Purpose: The document aims at standardizing the test elements and the scoring methodology thereof, so that the procedure is rendered as objective as possible.
1.3 Retroactivity CITS shall not apply the Test Scoring System or any other element thereof for classes and training for prior years. The effective date of this document shall be January 1, 2003.
Exception 1: CITS will provide a score for a previous class under special circumstances such as project requirements and if specifically requested to do so.
Exception 2: In cases where the class was held prior to January 1, 2003 CITS will provide an equivalent admittedly subjective training score, if requested to do so. CITS may charge a reasonable fee for such service if and when requested.
1.4 All terms and words used in this document shall have a specific meaning as outlined in Chapter 2, "Definitions". All other terms shall carry their normal meaning in the general setting of everyday life.
chapter 2
DEFINITIONS
2.1 Attitude: Attitude shall mean the behavior of the student in class. It shall have two components:
A. Attitude towards other students.
B. Attitude toward the instructor.
Each component shall consist of the following elements:
a. Belligerence: This shall mean an aggressive behavior in an ordinary situation that was non threatening. e document aims at standardizing the test elements and the scoring methodology thereof, so that the procedure is rendered as objective as possible.
b. Non-positivity: This shall mean an unwilling or non-committal approach to any question or problem at hand. This shall include the situation when any approach suggested is found to be inadequate and hence leads to non-action or inaction or indecisiveness on the part of the student.
c. Unwillingness to learn: This shall mean an exhibition of impatience with the speed of the class or indulging in excessive conversation, unrelated activities, such as playing games, or checking e-mail. This shall also mean leaving or missing the class for one reason or another, or other lack of attention followed by questions on material already covered.
This shall also include missing class on account of lateness in the beginning or during the class (such as breaks).
This shall also include using the instructor for excessive periods of time at the expense of other students during labs.
This shall also include a specific breach of an instruction, such as the instruction to watch a demonstration.
This shall be evidenced by questions during the demonstration that disrupts the demonstration and forces the instructor to repair students system instead of completing the demonstration.
d. Insensitivity: This shall mean disregard, disdain for another approach for remark/comment from other students or instructor, instead of positive critique. It shall also be interpreted as resulting in a potential service situation or other inactive situation that the student may be involved in later.
2.2 Ability to Understand General Concepts: This shall mean the ability to understand the nature and significance of the interrelationship between/among a finite number of entities that are extant in physical space or viewable space. This shall be evidenced by the ability to describe or otherwise exhibit the casual/other effect on another/same/all other entities.
2.3 Ability to Understand Complex Concepts: This shall mean the same as 2.2 except the entities shall be deemed to exist in logical or non-viewable space. The entities may also be infinite.
2.4 Ability to Understand the Purpose of an Operating Procedure: This shall mean that the student is able to describe the casual relationship between a series of actions that positively impact directly or indirectly enhancing an aspect of end-users situation or enhancing the usability of the system use to enhance the end-users situation.
2.5 Ability to Complete an Operating Procedure: This shall mean that in addition to the description in 2.4 the student is actually able to carry out the said steps in the description designed to impact the end-users situation directly or indirectly.
2.6 Ability to Complete an Operating Procedure in Logical Space: This shall mean the same as 2.5 except the situation referred may not be in physical or sensually identifiable space. And, it shall also mean that the student is able to use protected systems by using a designated procedure. A student completed testimonial shall be required.
2.7 Ability to Understand and Use Access Levels: This shall mean the ability of the student to appreciate the protection intended by the Access System and to refrain from any attempts to defeat it.
2.8 Compilation of Hands-on Lab Exercises: This shall mean all lab exercises in the official CITS manual for the class but not limited to these.
2.9 Worksheet Testimonial: A worksheet testimonial shall be a lab exercise/review exercise or other such document that has the student name, signature, and date on it. This document shall have at least one test element, questions, description, or other grammatical constructs, for each of the components of the test and shall have a complete written answer by the student. This document shall constitute evidence of student ability vis-a'-vis particular test element. The questions, description or other grammatical constructs similar/related or diametrically opposite to those in the document under consideration may appear in other lab exercises in order to complete the class objectives.
2.10 Attention to Detail: This shall mean the ability/willingness of the student to actually complete a process (especially in writing) when such completion is fully visible and completeable and hence may arguably be abandonable.
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