Flight Service Specialist Initial Qualifications Course: Content Validation of FAA Academy Course 50232

This study evaluates the content validity of the Initial Qualifications Course provided to flight service specialists (FSS) by the FAA academy. The purpose of FSS Initial Qualifications Course (FAA Academy course 50232) is to predict the student's probability of attaining certification as a ful...

Full description

Saved in:
Bibliographic Details
Main Author: Broach, Dana
Format: Report
Language:English
Subjects:
Air Navigation and Guidance
AIR TRAFFIC CONTROL SYSTEMS
AIR TRAFFIC CONTROLLERS
AUTOMATION
CONTROL
FACILITIES
FIELD CONDITIONS
FLIGHT
FLIGHT SERVICE SPECIALIST
FUNCTIONS
INDEXES
INSTRUMENTATION
JOB ANALYSIS
LABORATORY PROCEDURES
PROBABILITY
SELECTION
SIMULATION
SPECIALISTS
SPECIFICATIONS
STATIONS
STUDENTS
TRAINING
VALIDATION
VALIDITY
Online Access:Request full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study evaluates the content validity of the Initial Qualifications Course provided to flight service specialists (FSS) by the FAA academy. The purpose of FSS Initial Qualifications Course (FAA Academy course 50232) is to predict the student's probability of attaining certification as a full performance level controller in field facilities. First, results of analyses of the FSS position in automated flight service stations (AFSSs) are reviewed and summarized. Second, the linkage between job analysis and specifications of training content are described. Third, a content validation study, using a panel of 16 full performance level specialists from field facilities, is described. The panel reviewed the graded, multiple-choice written examinations and a sample of graded laboratory simulations against the available job function descriptions and identified knowledges and skills required to perform those functions. The panel indicated whether a knowledge or skill was represented or tested in the reviewed graded instrument. The proportion of knowledges or skills represented by an instrument was then calculated for each rater; the average of these proportions across raters provided an overall index of the degree to which the knowledges and skills were represented in the graded instruments. A criterion of 70% coverage was selected as the evaluative benchmark.