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| {{#Wiki_filter:EXPERIENCE EXPERIENCE Both a good teacher-...and a bad teacher. | | {{#Wiki_filter:EXPERIENCE EXPERIENCE Both a good teacher...and a bad teacher. |
| Good-because the lesson you learn is seldom forgotten.
| | Goodbecause the lesson you learn is seldom forgotten. |
| Bad-because it gives you the test first, then teaches you the lesson.
| | Badbecause it gives you the test first, then teaches you the lesson. |
| | |
| Question Format Question Format NUREG 1021 shows four format models in Appendix B. | | Question Format Question Format NUREG 1021 shows four format models in Appendix B. |
| Turns out-the Two-Part Question Format is the one format that receives the least resistance during the review process. | | Turns outthe Two-Part Question Format is the one format that receives the least resistance during the review process. |
| The Two-Part Question Format does simply the process for developing plausible distracters. | | The Two-Part Question Format does simply the process for developing plausible distracters. |
| Plausible Distracters Plausible Distracters NUREG 1021 Appendix B Attachment 2 D. Implausible DistractersThe next two questions illustrate the concept of implausible distracters, which is another common psychometric deficiency that should be avoided on NRC examinations. | | |
| : 1. "Which of the following will c ause the RHR pumps to start during a design-basis LOCA? | | Plausible Distracters Plausible Distracters NUREG 1021 Appendix B Attachment 2 D. Implausible Distracters The next two questions illustrate the concept of implausible distracters, which is another common psychometric deficiency that should be avoided on NRC examinations. |
| : a. low drywell pressureb. high reactor water level | | : 1. |
| | Which of the following will cause the RHR pumps to start during a design-basis LOCA? |
| | : a. low drywell pressure |
| | : b. high reactor water level |
| : c. high drywell pressure | | : c. high drywell pressure |
| : d. MSIVs in the NOT OPEN position"Distracters "a," "b," and "d" are implausible, considering minimal knowledge of the plant response to a LOCA.2. "Which ONE of the following condi tions will NOT result in a shutdown of the standby gas treatment system (SBGTS)?a. manual shutdown | | : d. MSIVs in the NOT OPEN position Distracters a, b, and d are implausible, considering minimal knowledge of the plant response to a LOCA. |
| | : 2. |
| | Which ONE of the following conditions will NOT result in a shutdown of the standby gas treatment system (SBGTS)? |
| | : a. manual shutdown |
| : b. high-temperature (107 C, 225 F) charcoal bed | | : b. high-temperature (107 C, 225 F) charcoal bed |
| : c. high-temperature (82 C, 180 F) heater inletd. overloads in the local control panel"Distracter "a" is very implausible, and distracter "d" is subjective. The questio n is also written from a negative perspective. | | : c. high-temperature (82 C, 180 F) heater inlet |
| Plausible Distracters Plausible Distracters Upon further review, my interpretation of a plausible distracter is; If a minor change in the stem makes the distracter correct-it's PLAUSIBLE. | | : d. overloads in the local control panel Distracter a is very implausible, and distracter d is subjective. The question is also written from a negative perspective. |
| NOTE: If a distracter is chosen as the correct answer during validation-it's PLAUSIBLE. | | |
| | Plausible Distracters Plausible Distracters Upon further review, my interpretation of a plausible distracter is; If a minor change in the stem makes the distracter correctits PLAUSIBLE. |
| | NOTE: |
| | If a distracter is chosen as the correct answer during validationits PLAUSIBLE. |
| | |
| Do NOT teach in the stem. | | Do NOT teach in the stem. |
| Do NOT teach in the stem. | | Do NOT teach in the stem. |
| Save your teaching skills for the Plausibility Analysis.}} | | Save your teaching skills for the Plausibility Analysis.}} |
|
|---|
Category:Conference/Symposium/Workshop Paper
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[Table view] |
Text
EXPERIENCE EXPERIENCE Both a good teacher...and a bad teacher.
Goodbecause the lesson you learn is seldom forgotten.
Badbecause it gives you the test first, then teaches you the lesson.
Question Format Question Format NUREG 1021 shows four format models in Appendix B.
Turns outthe Two-Part Question Format is the one format that receives the least resistance during the review process.
The Two-Part Question Format does simply the process for developing plausible distracters.
Plausible Distracters Plausible Distracters NUREG 1021 Appendix B Attachment 2 D. Implausible Distracters The next two questions illustrate the concept of implausible distracters, which is another common psychometric deficiency that should be avoided on NRC examinations.
- 1.
Which of the following will cause 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 Distracters a, b, and d are implausible, considering minimal knowledge of the plant response to a LOCA.
- 2.
Which ONE of the following conditions will NOT result in a shutdown of the standby gas treatment system (SBGTS)?
- a. manual shutdown
- b. high-temperature (107 C, 225 F) charcoal bed
- c. high-temperature (82 C, 180 F) heater inlet
- d. overloads in the local control panel Distracter a is very implausible, and distracter d is subjective. The question is also written from a negative perspective.
Plausible Distracters Plausible Distracters Upon further review, my interpretation of a plausible distracter is; If a minor change in the stem makes the distracter correctits PLAUSIBLE.
NOTE:
If a distracter is chosen as the correct answer during validationits PLAUSIBLE.
Do NOT teach in the stem.
Do NOT teach in the stem.
Save your teaching skills for the Plausibility Analysis.
