Task D: Student Evaluation, Assessment, and Testing

What is the Purpose of Assessment?

Determine Student Progress

■ Provides critical information to both instructor and student about progress, practical and

specific feedback for the student

A CFIs Jobs is to

Evaluate and assess students ability

What are some things to consider when Evaluating Student Pilot Ability

● Established Standards Tailored To Experience Level- Evaluate students to established standards for each lesson (state up front), but those standards should be tailored to the students current level.

● Consider All Elements of Performance Individually- Some elements of the performance may be good and some bad, consider each individually, not just the whole

● Keep Student Informed of Progress- Ensure students are well informed about their progress so that they know the items that they must improve before moving forward

● Allow Minor Errors to Play Out- Students can learn from making mistakes, and errors that don’t create a safety issue should be allowed to ‘play out’ to give the student a chance to recognize and correct the errors.

What are the Characteristics of Effective Assessment

■ Objective- Should be based on clear standards of performance

■ Flexible- Should be adapted to student’s current level, environment, etc.

■ Acceptable- Student must accept the instructor and the instructor’s expertise

■ Comprehensive- Assessment must deal with all elements of the student’s

performance.

■ Constructive- Should be useful and actionable by the student, praise is useful when

appropriate.

■ Organized- Should be logical and well-organized.

■ Thoughtful- Respect student’s self-esteem and need for approval. Don’t ridicule, make

fun of performance, etc.

■ Specific- Must deal with detailed aspects of the performance, can’t just be “fly better”, etc.

What is a Traditional Assessment?

■ Written testing- true/false, multiple choice, fill-in-the-blank, generally rigid format.

What are the different types of Authentic Assessments?

• Leaner-Centered assessment

• Real world task

• Meaningful application of skills and concepts

• Assessing flight training maneuvers (maneuver or procedure grades)

• Assessing risk Managment skills

Explain Learner-centered assessment

Authentic assessment is centered on the learner. The instructor leads the student through a “collaborative critique” of their performance using four open-ended questions:

● Replay- Ask the student to verbally replay the flight or procedure. The instructor pays close attention to areas where the replay seems inaccurate, and the instructor discusses these discrepancies with the student.

● Reconstruct- Ask the student what they could have, should have, or would have done differently.

● Reflect- Ask the student questions like: What was the most important thing you learned today? What part of the session was easiest or hardest for you?

● Redirect- Ask the student to connect this experience to similar ones during training. Ask questions like: How does this experience relate to previous lessons? What might be done to mitigate a similar risk in the future?

Explain real world Tasks

Evaluate the student while performing real world skills, maneuvers, etc.

Explain Meaningful application of skills and concepts

Requires students to apply knowledge from various subjects in meaningful ways

Explain Assessing Flight Training Maneuvers (Maneuver or Procedure Grades)

Requires a rubric

Explain Assessing Risk Management Skills

Similar to the rubric, when assessing risk management skills, we look to whether the student is able to:

● Explain- The learner can verbally identify, describe, and understand the risks inherent in the flight scenario.

● Practice- The learner can identify, understand, and apply SRM principles to the actual flight situation. Coaching, instruction, and/or assistance can correct minor errors. The student is an active decision maker.

● Manage and Decide- The learner manages all aspects of the risk management process, and instructor intervention is not required for safe completion of the flight.

Explain Oral Assessments (two type of questions)

■ Fact questions- “What is <X>?”, “Why does <X>?”

■ Higher Order Thinking Skills questions- “What would you do if <X> occurred?”

Explain the characteristics of Effective Questions

■ Brief and Concise- Questions should not be long or drawn out, requiring excess

explanations

■ Focused on One Idea- Questions should center on one idea, not be vague and general

■ Tailored to the Student’s Current Level- Don’t ask commercial-level questions to

pre-solo student pilots, etc.

What are types of questions to Avoid?

■ Puzzle- “Here is a scenario, what is wrong with this picture?”

■ Oversized- “How do airplanes fly?”

■ Tossup- “Is it better to use pitch or power for airspeed?”

■ Bewilderment- “You’re at <X> airport, flying <Y> airplane, the weather is <Z>, what is the purpose of the airspeed indicator?”

■ Trick Questions- “What are the VFR weather minimums in Class F airspace?”

■ Irrelevant Questions- “What size screws are used to attach the engine cowling?”

What are the Risks involved in delivering an assessment

Instructions must tread carefully when conducting assessments. Students may display negative emotional responses, especially in cases of poor performance. Remember the Defense Mechanisms (See Area I Task A - Effects of Human Behavior and Communication on the Learning Process) and how to overcome them.

How should you critique a student

○ Considers good and bad aspects of performance, individual parts, relationships between them, and overall picture

What is the purpose of a critique?

○ Critique helps students master the knowledge and skills we are trying to share with them. Instruction without proper critique, such as failing to correct minor problems, will allow poor habits (remember: The Law of Primacy) to take root and hamper skill development.

What are the different types of critiques?

■ Instructor/Student Critique- Instructor leads a focused group discussion

■ Student-Led Critique- Instructor sets parameters and asks student to provide the critique

■ Small Group Critique- Break into small groups, instructor provides criteria, groups create critiques and share

■ Individual Student Critique by Another Student- Instructor should remain firmly in control, but invite students to critique another student as a means of sharing ownership of the critique

■ Self-Critique- Supervised by the instructor, students critique own performance

■ Written Critique- Instructor writes and delivers a detailed critique

Evaluation vs Critique, which is better in the beginning phases of learning?

In the initial stages of learning a skill, students will benefit more from practical suggestions than a grade. They are, after all, still developing the cognitive and motor skills necessary to perform the training task.

○ During early stages of learning, evaluation is geared towards the instructor– ”Am I getting through? Are my techniques working?”

○ During later stages of training, it is important that students perform their tasks correctly, and therefore grades, as well as constructive criticism, are more appropriate.