Task C and D--the teaching process, assessment and critique

student evaluation, assessment, and testing

assessment vs critique

assessment—summative assessment, a test (checkride)

critique—formative assessment, in the moment (post-flight debrief)

purpose of assessment

process of gathering measurable information to meet evaluation needs to identify student deficiencies.

involves judgement and collaboration

define curriculum

set of courses in an area of specialization offered by an education

define syllabus

summary/outline of course that contains a description of each lesson, with objectives and completion standards

areas of an effective assessment (acronym)

COCOFATS

Comprehensive—covers what’s important

Objective—focuses on student performance

Constructive—pointless unless the student benefits

Organized—student should follow your flow

Flexible—must be able to fit the occasion

Acceptable—be fair and professional

Thoughtful—instructor is considerate to student feelings, criticize only in private

Specific—so student has no doubt, tell them what they need to work on

characteristics of a good lesson plan (acronym)

IFRCUPS

Instructional steps (PPAR)—process, prep, application, review/evaluation

Flexibility—should have room for add ons/alterations

Relation to course of training—should be relevant

Content—should contain new material

Utility—should be useful and unified

Practicality—planned in accordance with training conditions

Scope—must be reasonable. can only master a few skills at a time

4 types of assessments

traditional—generally written. MC/matching/true false. Rote memorization

authentic—stall recoveries, stimulate growth in thought process

collaborative—common, daily post-flight

oral—most common means of assessing student performance

most common type of assessment

oral

4 Rs of collaborative assessment

Replay flight

Reconstruct—what would they have done

Reflect—what did they learn

Redirect—incorporate it and redirect into next lesson

characteristics of an effective question (acronym)

ABBCC

apply to subject of instruction

brief and concise

be adapted to ability, experience of student

center on only one idea

challenge the student

characteristics of a good assessment

DUOVCR

discrimination — nuanced

usable info output

objective—keep it balanced

valid—does it measure what is it supposed to

comprehensive—covers all objectives

reliable—test results are consistent with repeated measures

Types of questions to avoid

BITPOT

Bewilderment—too much info, confuses student

Irrelevant—ex. tire pressure PSI

Toss-up

Puzzle—too many parts to derive answer

Oversize—too broad

Trick questions

how to answer learner questions

be sure you understand, display interest, determine whether learner is satisfied with answer

Ways to conduct a critique (acronym)

SWIISS

small-group critique—each group critiques

written critique—ie. fsp notes

individual student-to-student—ie. trade and grade

instructor/student—one on one debrief

student-led—”how do you think you did”

self-critique

purpose of assessment (3)

DIP

Develops ADM

Identify deficiencies

Provide feedback

4 steps of teaching process

preparation, presentation, application, and review/evaluation

explain prep step of teaching process

determine objective (two types), material/completion standards, should include homework/prep by student, should reference syllabus/course training,

3 steps to introduction

AMO

Attention—applicable, joke, video

Motivation—offer specific reason why lesson is important

Overview—clear/concise presentation of objectives to be covered

3 steps to organize material

Introduction

Development

Conclusion

2 types of objectives

performance based—what to do, how to do it, how you performed

decision based—suited to scenario, ADM

4 types of development

past to present

simple to complex

known to unknown (scaffold)

most frequently used to least frequently used

6 types of training delivery methods

Lecture method —just disadvantages, can’t eval student

Guided discussion—intro, discussion, conclusion

Computer assisted learning method — AATDs

Demonstration performance — see one do one teach one

Drill and practice method

Cooperative/group learning method

disadvantage of lecture method of teaching

can’t evaluate student performance

3 parts of a guided discussion

intro, discussion, conclusion

define problem based learning

real world scenarios that encourage critical thinking, often including instructional aids