Interpretation of Scores – Bloom’s Learning Objectives -------------- 51

PHILIPPINE MERCHANT MARINE ACADEMY Graduate School, Manila

In the Netherlands, subsequent discussion led to the idea of awarding

some amount of sea time for simulator experience. Aside from simply improving

performance, an incentive is provided by simulator training. For example,

simulator time can be used to replace up to 60 days of sea-time – reducing the

sea-time requirement from 360 days to 300. The ratio applied here is 1:4 –where 15 days of simulator time counts for 60 days of sea-time. But even though

this is allowed in some countries, the Standards of Training, Certification and

Watchkeeping (STCW) does not recognize the use of simulation time as a

replacement for some portion of sea-time (Guest, 2012).

Furthermore, report talked quite a bit about the use of simulators for

assessment of competence and how the Maritime Institute Willem Barentsz is

reducing the use of written exams which are still useful for assessing the

knowledge underlying the competencies in favor of simulator-based assessment

of competencies. The conclusion is that simulation time is a valuable tool both for

maritime training and assessment, and that it is reasonable to expand its use and

recognition in maritime education and training.

A committee-developed case study of the U.S. Merchant Marine Academy

cadet watchkeeping course that has used the Computer Aided Operations

Research Facility (CAORF) simulator since the early 1980s strongly indicates

that watchstanding knowledge, skills, and abilities can be significantly improved