ML17313A382
| ML17313A382 | |
| Person / Time | |
|---|---|
| Site: | Palo Verde  |
| Issue date: | 05/15/1998 |
| From: | Pellet J NRC OFFICE OF INSPECTION & ENFORCEMENT (IE REGION IV) |
| To: | James M. Levine ARIZONA PUBLIC SERVICE CO. (FORMERLY ARIZONA NUCLEAR |
| References | |
| NUDOCS 9805270147 | |
| Download: ML17313A382 (26) | |
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UNIT E D STAT ES NUCLEAR REGULATORY COMMISSION REGION IV 6 I I RYAN PLAZA DRIVE. SUITE 400 ARLINGTON.TEXAS?6011 8064 May 15, 1998 James M. Levine, Senior Vice President, Nuclear Arizona Public Service Company P.O. Box 53999 Phoenix, Arizona 85072-3999
SUBJECT:
REGION IV EXAMINATIONWRITINGWORKSHOP
Dear Mr. Levine:
Region IV and Office of Nuclear Reactor Regulation staffs willconduct an Examination Writing Workshop in the Region IVTraining Conference Room, starting at noon on Wednesday, July 22 through noon on Friday, July 24, 1998. The workshop is designed to follow up on our May 1997 workshop.
It willconvey examination te'st item review techniques for operator licensing examinations, provide skill-building exercises in the presented techniques, and discuss potential changes in the final version of NUREG-1021, "Operator Licensing Examination Standards for Power Reactors," Revision 8.
You and members of your operations and training staffs are invited to attend this workshop. Our goal for the workshop is to provide a learning experience for your staff, to provide opportunities to review examination materials, and to provide an opportunity to interact with regional and headquarters operator licensing staffs. The subject audience for this workshop is those members of your staff who willprepare and review your operator licensing examination submittals.
The location for this conference will be the Region IVTraining Conference Room at the Region IVoffice, located at 611 Ryan Plaza Drive, Suite 400, Arlington, Texas, 76011.
Please notify Ms.'aura Hurley of my staff at (817)860-8253 with the names and positions of your staff who plan to attend the workshop.
Some background information is enclosed, which supports our discussions of the fundamentals of examination question development.
We request that all attendees at the workshop familiarize themselves with this material prior to the beginning of the workshop.
However, we willallow for some time to provide an overview and answer questions on the material.
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Arizona Public Service Company A draft agenda is enclosed.
We look forward to meeting with your staff in July. Ifyou have any questions, any comments on the agenda, or need additional information, please contact me at (817) 860-8159.
Sincerely, John L. Pellet, Chief Operations Branch Division of Reactor Safety
Enclosures:
As stated Docket Nos.: 50-528; 50-529; 50-530 License Nos.: NPF41; NPF-51; NPF-74 cc w/enclosures:
John Vellotta, General Manaager Nuclear Training Arizona Public Service Company P.O. Box 53999 Phoenix, Arizona 85072-3999 Mr. Steve Olea Arizona Corporation Commission 1200 W. Washington Street Phoenix, Arizona 85007 Douglas K. Porter, Senior Counsel Southern California Edison Company Law Department, Generation Resources P.O. Box 800
- Rosemead, California 91770 Chairman Maricopa County Board of Supervisors 301 W. Jefferson, 10th Floor Phoenix, Arizona 85003 Aubrey V. Godwin, Director Arizona Radiation Regulatory Agency 4814 South 40 Street Phoenix, Arizona 85040
Arizona Public Service Company Angela K. Krainik, Manager Nuclear Licen'sing Arizona Public Service Company P.O. Box 52034 Phoenix, Arizona 85072-2034 John C. Horne, Vice President Power Supply El Paso Electric Company 2025 N. Third Street, Suite 220 Phoenix, Arizona 85004 Terry Bassham, Esq.
General Counsel El Paso Electric Company 123 W. Mills El Paso, Texas 79901 Mr. Robert Burt Los Angeles Department of Water & Power Southern California Public Power Authority 111 North Hope Street, Room 1255-B Los Angeles, California 90051 Mr. David Summers Public Service Company of New Mexico 414 Silver SW, 41206 Albuquerque, New Mexico 87102 Mr. Brian Katz Southern California Edison Company 14300 Mesa Road, Drop D41-SONGS San Clemente, California 92672 Mr. Robert Henry Salt River Project 6504 East Thomas Road Scottsdale, Arizona 85251
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Arizona Public Service Company bcc to DCD (IE42) bcc distrib. by RIV:
Regional Administrator Resident Inspector DRP Director DRS-PSB Branch Chief (DRP/F, WCFO)
MIS System Senior Project Inspector (DRP/F, WCFO)
RIV File Branch Chief (DRP/TSS)
WCFO File DOCUMENT NAME: R:~vipv515lt.lmb To receive copy of document, Indicate in box: "C""-Cop without enctosures "E" = Copy with enctosures "N"= No cop RIV:C:OB JLPellet/Im 05/
98 OFFICIALRECORD COPY
l
Arizona Public Service Company bcc to DCD (IE42) bcc distrib. by RIV:
Regional Administrator Resident Inspector DRP Director DRS-PSB Branch Chief (DRP/F, WCFO)
MIS System Senior Project Inspector (DRP/F, WCFO)
RIV File Branch Chief (DRP/TSS)
WCFO File DOCUMENT NAME: R:~vhpv515lt.lmb To receive copy of document, Indicate In box: "C" = Copy without enciosures "E" = Copy with enciosures "N""-No copy RIV:C:OB l
JLPellet/Im 05/
98 OFFICIAL RECORD COPY
C ME REGION IVEXAMINATIONWORKSHOP DRAFTAGENDA Wednesday 12:00 - 12:15 pm Introductory remarks Ellis Merschoff Arthur Howell John Pellet Wednesday 12:15 - 2:00 pm Discussion of measurement concepts including: validity, levels of knowledge, level of difficulty, and sampling.
Dr. George Usova Wednesday':00
- 2:15 pm Break Wednesday 2:15 - 3:00 pm What is a "direct lookup" question and how to identify one during a review.
Dr. George Usova Wednesday 3:00 - 3:15 pm Break Wednesday 3:15 - 4:15 pm Discussion of proposed Revision 8 security and reviewer restriction changes.
John Pellet Wednesday 4:15 - 4:45 pm Question and answers from the day.
John Pellet Wednesday 4:45 - 5:00 pm Day 1 closing remarks John Pellet Thursday 8:00 - 8:15 am Day 2 Opening Remarks John Pellet Thursday 8:15 - 9:00 am Discussion of "scrutable" examination John Pellet sampling methodology.
Thursday Thursday 9:00 - 9:30 am 9:30-10:00 am The difference between a "correct" answer and a legally defensible, objectively demonstrable answer.
One review methodology for the operating test tasks and questions.
John Pellet John Pellet Thursday Thursday Thursday Thursday 12:30 - 1:30 pm Workshop discussion of tasks and questions.
10:00 - 10:15 am Break 10:15 - 11:30 am Group review of potential test items.
11:30 - 12:30 pm Lunch John Pellet
Thursday 1:30 - 2:00 pm One review methodology for written John Pellet test questions.
Thursday 2:00 - 2:15 pm Break Thursday 2:15 - 4:00 pm Group review of proposed test items.
Thursday 4:00 - 4:45 pm Thursday 4:45 - 5:00 pm Workshop discussion of written test items.
Day 2 Closing Remarks John Pellet John Pellet Friday 8:00-8:30 am Opening Remarks and questions and John Pellet answers from Day2.
Friday 8:30 - 10:00 am'roposed changes in final issue of Revision 8 to NUREG-1021.
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Applications and eligibility
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Test development
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Test administration
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Post exam process John Pellet Friday Friday Friday Friday 10:00 - 10:15 am Break 10:15 - 10:30 am Examination scheduling 10:30 - 11:15 am Questions and Answers 11:15 - 11:30 am Closing Remarks John Pellet John Pellet Ellis Merschoff Arthur Howell John Pellet 0
CH T
THE NRC WRITTEN EXAMINATION:
PRINCIPLES AND PRACTICES.
Dr. George M. Usova USNRC Training and Assessment Specialist 301-415-1064 SESSION OBJECTIVE'o review validity concepts affecting the NRC written examination for the purpose of:
instructing facilitypersonnel toward the construction ofmore valid and consistent NRC license examinations COVERAGE
~ 3 Levels of Validity
~ 3 Levels of Knowledge
~ Discrimination, Sampling, and Cut Scores o Psychometrics VALIDITY A valid test is one which tests what it intends to test.
In training examinations, this means it tests the specific skills and knowledge defined and taught in the objectives.
In licensing examinations, this means it tests the specific skills and knowledge that should have been defined and taught in the objectives.
3 LEVELS OF VALIDITY
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Content
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Operational
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Discriminant
CONTENT VALIDITY Essentially addresses K/Acoverage and sampling plan coverage OPERATIONALVALIDITY Addresses two questions:
1.
Is the question, as stated, important to be known as a part of the operator's job?
2.
Does the question, as expressed, require the candidate to perform a job related mental or physical operation?
DISCRIMINANTVALIDITY Addresses making a distinction of measurement along a continuum of candidate performance.
The cut score is the exam performance level that the test yields for making a pass-fail decision.
Since the cut score is 80 percent, the exam must be written at a level of difficultythat intends to discriminate at the 80 percent level.
The test item,its stem and distractor, interplay are such that, byintent and design, at least 80 percent of the candidates taking the test should answer the item correctly.
VALIDITY
SUMMARY
The exam (item) must be content valid, which encompasses job safety significance and sampling.
The exam (item) should be operationally oriented:
a conceivable mental or psychomotor performance of the job. As such the item should be written at the comprehension or analysis level vice simple fundamental knowledge; this means items that measure problem solving, prediction, and analysis-central to job performance.
The exam (item) must discriminate at a moderate level of difficultyas set by the cut score.
This means that the stem and distractor interplay are such that at least 80 percent of the candidates taking the test should answer the item correctly.
3 LEVELS OF KNOWLEDGE Bloom's Taxonomy Analysis, Application, Synthesis Comprehension Fundamental (simple memory)
LEVELOF KNOWLEDGE Bloom's Taxonomy is the reference benchmark NRC uses to classify the levels of knowledge of test items.
Bloom's Taxonomy is a classification scheme that permits the classification of items by the level (depth) of mental thought and performance required to answer the items.
Bloom's Taxonomy conceptually can be applied to written, scenarios, or JPM items.
LEVELS DEFINED Fundamental Knowledge testing is defined as a simple mental process that tests the recall or recognition of discrete information bits with concrete referents; examples include knowledge of terminology, definitions, set points, or other specific facts.
Comprehension testing involves the mental process of understanding the material through relating it to its own parts or to some other material; examples can include rephrasing information in different words, describing or recognizing relationships, showing similarities and differences among parts or wholes, recognizing how systems interact, including consequences or implications.,
Analysis, synthesis, and application testing is a moreactive and product-oriented testing which involves the multi-part mental process of assembling, sorting, or integrating the parts (information bits and their relationships) so that the whole, and the sum of its parts can be used to: predict an event or outcome, solve a problem, or create something new, i.e., mentally using the knowledge and its meaning to solve problems.
DETERMINANTS OF DISCRIMINATION Level of examination knowledge Level of examination difficulty Passing score Item bank use NATURE OF EXAMINATIONSAND TESTS Tests are samples of performance Infer overall performance based upon sample Sample must be broad-based to make confident inference Sample must not be fullypredictable otherwise inferences cannot be made on untested areas
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Items must intend to discriminate otherwise test has little or no value PSYCHOMETRICS Items may have one or more of the following psychometric errors:
- 1. Low level of knowledge (fundamental knowledge)
- 2. Low operational validity (not clearly job operational)
- 3. Low discriminatory validity (too easy or too hard)
- 4. Implausible distractors
- 5. Confusing language or ambiguous questions
- 6. Confusing or inappropriate negatives in the question
- 7. Collection of true/false statements
- 8. Backward logic WL V WL D Which one of the following is powered from 4160 VAC bus 1A?
- a. RHRpumpA
- b. RHRpump B
- c. RHRpumpC
- d. RHR pump D
LEVEL WL D Select the full core display indication of a drifting control rod.
- a. Red'light
- b. White light
- c. Blue light
- d. Amber light W LEVE D
Concerning use of water as a fire extinguishing agent, SELECT the correct statement from the following:
a.
Primary agent for extinguishing Class A fires and also effective on Class 8 and C fires
- b.
Primary agent for extinguishing Class B fires band also effective on Class A and C fires c.
Primary agent for extinguishing Class A and B fires but not effective on Class C fires d.
Primary agent for extinguishing Class B and C fires but not effective on Class A fires D
The following plant conditions exist:
o RCP 2A tripped after running for 50 minutes.
o The RCP was restarted, but tripped within 15 seconds.
Which ONE of the following is the minimum required interval before the next attempt to start RCP 2A?
a.
15 minutes
- b. 30 rrlinutes*
- c. 45 minutes
- d. 60 minutes W
PE VA DITY Under which one of the following conditions should the Shift Supervisor inform the shop steward?
- a. Initiation of a directed overtime request
- b. Discipline action on a supervisory personnel
- c. Medical injury of a contractor personnel
- d. Personnel error by a bargaining unit member*
4
While this may be related to a SS's job, it has nothing to do with nuclear safety and should not be included in an NRC examination.
Which one of the following reactor water levels willinitiate the RHR pumps?
- a. Level 1 only*
- b. Level 1 and 2 only
- c. Level1 and 2 and 3only
- d. Level 6 only This information should be known by 100% of all operators at all times and is of low discriminatory validity.
The plant is recovering from a scram due to a spurious Group I isolation. The cause of the isolation has been repaired and preparations are being made to reopen the MSIVs. Reactor pressure is currently 825 psig and the main steam'lines are being pressurized.
WHICH ONE (1) of the following represents the LOWEST main steam line pressure that will allow the MSIVs to be opened per procedure?
- a. 625 psig
- b. 675 psig*
- c. 725 psig
- d. 775 psig MP B
D Which of the following willcause the RHR pumps to start during a design basis LOCA?
- a. Low drywell pressure
- b. High reactor water level
- c. High drywell pressure
- d. MSIVs in the NOT OPEN position Distractors a, b, and,d are implausible distractors considering minimal knowledge of the plant response to a LOCA.
NF IN P
I TIV T
I N
Regarding temporary plant alterations (TPA), technical reviews are NOT required
- a. for a TPA NOT installed using an approved procedure.
- b. for TPAs installed on BOP systems but are required for safety related systems.
- c. for a TPA that has NOT been directed by the shift supervisor to be an emergency TPA.
- d. for all TPAs directed by the shift supervisor.
This question contains multiple problems:
(1) While negative questions can be used, they should be used for good reason; in the above example, there appears to be no good basis for asking this question negatively.
(2) Two of the distractors (a and c) also contain a negative, creating a double negative and readability confusions, a violation of good item writing practice.
This question would be more appropriately written as "Under which of the following conditions are technical reviews required'"
This phrasing would eliminate the negative in the stem.
Which of the following are true'
- a. High drywell pressure willauto start the emergency diesel generators.*
- b. Low reactor water level willtrip the main turbine.
- c. High reactor pressure willinitiate RCIC.
- d. High reactor power with the mode switch in startup willNOT close the MSIVs.
F I
T N
Which one of the following describes pump cavitation?
- a. Vapor bubbles are formed when the enthalpy difference between pump discharge and a pump suction exceeds the latent heat of vaporization.
- b. Vapor bubbles are formed in the eye of the pump and collapse as they enter higher pressure regions of the pump.*
- c. Vapor bubbles are produced when the localized pressure exceeds the vapor pressure at the existing temperature.
- d. Vapor bubbles are discharged from the pump where they impinge on downstream piping and cause a water hammer.
Both examples represent an error of a collection of true/false statements, which typically only test simple rote memory; the candidate needs only to recall a definition or condition. The question elicits no comprehension or problem-solving; hence, the question lacks operational validity. This type of question allows a candidate to answer the question without the stem of the question.
0
Which of the following parameters willsimultaneously start HPCI, RCIC and SBGTS?
a.
High RPV water level
- b. High drywell pressure
- c. Low RPV water level
- d. Low drywell pressure It is better to select a parameter and then request the expected system response because that is more operationally relevant.
Backward logic is a question that asks the candidate for information normally received, and provides the candidate with information he/she normally has to supply.
In an operational setting, operators are faced with conditions and required to know what procedure(s) to use.
Instead the question asks them to do just the opposite.
- an everyday example "Ifit takes 12.5 cubic feet of concrete to build a square loading pad 6 inches thick, what is the length of one side of the pad?"
This question gives the test takers information they should be asked to calculate, while it requires them to provide information they would be supplied in an actual work situation.