Fire Instructor III flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Measurable objective components

A performance statement, the conditions under which it occurs, and the standard of acceptable performance. All three are required for defensible evaluation.

Kirkpatrick level three

Behavior: the degree to which learners apply trained skills on the job. Measured by observation or supervisor report weeks after the course, not by end-of-course tests.

Criterion-referenced testing

Judging performance against a fixed standard rather than against other students. Appropriate for certification decisions because it answers whether the student can perform safely.

Cost per student

Total program cost divided by the number of students trained. Used to compare delivery options and justify consolidation, expansion, or external revenue decisions.

Life-cycle cost

Acquisition plus installation plus operating plus maintenance plus disposal costs over an item's service life. Required for capital requests because purchase price alone understates total commitment.

Record correction method

Draw a single line through the error, enter the correction, and add initials, date, and reason. Erasure or overwriting destroys the audit trail and credibility.

Training roster

The primary source document listing attendees, signed by students and the instructor, and stored with the version of the lesson plan actually delivered.

Gap analysis formula

Gap equals the required performance standard minus current measured performance. Training is only one possible intervention to close the gap.

Item difficulty and discrimination

Difficulty is the proportion answering correctly; discrimination compares high scorers with low scorers. Items everyone passes or everyone fails yield little information.

Summative versus formative evaluation

Formative evaluation occurs during development and delivery to improve the course; summative evaluation judges the finished program against its objectives.

Span of control in training

Roughly five to eight instructors or three to five concurrent deliveries per lead instructor. Beyond that, quality drift and record errors increase.

Change control for curriculum

Any revision to objectives, sequence, or evaluation criteria requires a revision number, effective date, and communication to affected instructors before delivery.

Course approval routing

Subject-matter review, safety review, and administrative sign-off. Each signature dates the version and triggers re-approval when content changes materially.

Cognitive load chunking

Working memory handles about four to seven discrete elements. Complex procedures are segmented into three-to-five-step chunks with practice between segments.

Observable objective verbs

Verbs such as identify, demonstrate, calculate, extinguish, and troubleshoot. Verbs like know, understand, and appreciate cannot be observed or measured.

Assessment blueprint

A matrix mapping each learning objective to at least one test item or performance check. Uncovered objectives reveal mismatches between instruction and assessment.

Distributed versus massed practice

Massed practice builds initial skill; distributed practice spaced over days improves long-term retention and is preferred for infrequently used critical skills.

Coaching conversation sequence

Observe, describe the specific behavior, ask the instructor to self-assess, agree on one or two improvements, and set a follow-up date.

Instructor probationary period

A defined number of supervised deliveries before independent assignment, documented with observation forms and a recommendation from the supervising instructor.

Unsafe instructor response

Stop the activity immediately, document the event, remove the instructor from that delivery, and follow the organization's corrective-action process.

Evaluator calibration

Having multiple supervisors score the same delivery and reconcile differences before scores are used for personnel decisions, which improves reliability and fairness.

Hierarchy of authority

Statute, then regulation, then adopted consensus standard, then organizational policy, then local procedure. When requirements conflict, the more stringent governs.

Safety officer stop authority

The safety officer may halt any training evolution judged unsafe without prior approval. This authority is stated in the written training safety plan.

Live-fire training plan

A written plan covering safety officer, water supply, accountability, rehab, and medical standby, as specified by the plan and the adopted standard.

Respiratory protection program elements

Medical evaluation, fit testing, training, maintenance, and recordkeeping. All five are required before a student wears respiratory protection in training.

Injury rate per training hour

Injuries divided by training hours, scaled to a standard base. Allows risk comparison across course types of different size and duration.

Zero-based budgeting

Each budget line is rebuilt from justified need rather than adjusted from last year. It exposes obsolete spending but requires more preparation time.

Equipment replacement planning

Using expected service life and failure history to schedule replacement. Deferral shifts cost to downtime and safety risk rather than eliminating cost.

Facility turnaround time

Reserved time between classes for cleaning, inspection, and reset. Omitting it causes double-booking, equipment strain, and safety hazards.

Record retention rule

Retain for the longest applicable period when regulations differ, and document the basis for the chosen period in the records policy.

Certification expiration tracking

Flag students at 90, 60, and 30 days before expiration so refresher training can be scheduled before the credential lapses.

Instructor credentialing progression

Supervised delivery, then independent delivery, then evaluator or lead instructor. Each step has documented prerequisites and observation requirements.