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AssessmentFlight Instructor ASEL

Ground Training CourseGround Lesson 5

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AssessmentAssessment is an essential and continuous

component of the teaching and learning processes.

Assessment- a process of gathering measurable information to meet evaluation needs. Assessment involves both judgment by the instructor and collaboration with the student during the evaluation stage.

Two types of AssessmentsTraditionalAuthentic

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PurposeAn effective assessment provides critical

information to both the instructor and the student. A good assessment provides practical and specific feedback to students, including direction and guidance on how to increase their level of performance.

It shows the instructor where more emphasis is needed by highlighting the areas in which a student’s performance is incorrect or inadequate.

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Effective CritiqueObjective

The Assessment focuses on the students performance and not personal opinions. Base your critique off the lesson completion standards or the PTS

FlexibleThe Assessment must fit the tone, technique,

and content to the occasion. We need to learn what to say and when to say it.

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Effective CritiqueAcceptable

The student must accept the instructor in order to accept your assessment willingly. The student needs to have confidence in your qualifications, teaching ability, sincerity, competence and authority.

ComprehensiveA comprehensive assessment is not necessarily

a long one, nor does it touch every aspect of the flight in detail. It covers what is important for that particular lesson.

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Effective CritiqueConstructive

An assessment is pointless unless the student benefits from it. Praise can be very effective in reinforcing and capitalizing on things that are done well. Instructors need to give positive guidance for correction on a mistake or weakness. Negative comments that don’t help improve the situation should be avoided.

OrganizedThe assessment needs be logical and make sense to

the student. An effective organizational pattern might be the sequence of performance itself.

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Effective CritiqueThoughtful

The assessment reflects the instructor’s thoughtfulness towards the student’s need for self-esteem, recognition, and approval. While being straightforward and honest, the instructor should always respect the student’s personal feelings.

SpecificThe comments and recommendations should be

specific. The student needs to know specifically what to work on, and where to make improvements.

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Traditional AssessmentTraditional assessment generally refers to

written examination; such as multiple choice, matching, true/false, fill in the blank, etc. The assessment or test assumes that all students should learn the same thing, and relies on rote memorization of facts.

Traditional assessment approaches are generally instructor centered, and that they measure performance against an empirical standard. Fairly simple grading matrices are used for these types of assessments

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Characteristics of Good Written AssessmentReliable

The test results are consistent with repeated measures. Does the test give consistent measurement to a particular individual or group.

ValidDoes the test measure what it is suppose to

measure. Is the test relative to the subjectUsable

Is the test easy to give, are the instructions clear and concise. Is it easy to read the questions and answers6/28/2013

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Characteristics of Good Written AssessmentObjective

The instructors knowledge and experience, writing style or grammar should not affect the grade of the test

ComprehensiveThe ability of the test to measure overall objectives. The

test must sample a cross-section of the objectives being assessed.

DiscriminationDoes the test have the ability to show differences

between students. A test constructed to identify the differences in achievement has: a wide range of scores, all levels of difficulty and items to distinguish students with varying levels of knowledge.

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Authentic AssessmentAuthentic Assessment is a type of assessment

in which the student is asked to perform real-world tasks and demonstrate a meaningful application of skill and competencies.

The student must generate responses from skills and concepts rather than from predetermined responses.

The purpose of authentic assessments is to stimulate growth in the student’s thought process and behaviors

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Collaborative AssessmentThe instructor will use open-ended questions to

guide the student through a self-assessment.Replay- have the student verbally replay the flight or

procedure and listen for differences. Discuss the differences.

Reconstruct-have the student reconstruct the flight and think about things they would have done, should have done or could have done differently during the flight

Reflect-What did the student learn from the flight today

Redirect-Help the student relate this lesson to what was previous learned

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Assessing Flight Maneuvers

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SRM GradesExplain- the student can verbally identify, describe,

and understand the risks inherent in the flight scenario, but needs to be prompted to identify risks and make decisions

Practice- the student is able to identify, understand and apply SRM principles to the actual flight situation. Minor input from the instructor is required

Manage-Decide- the student can correctly gather the most important data available both inside and outside the flight deck, identify possible courses of actions, evaluate the risk and choose the appropriate decision.

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Choosing an Effective AssessmentDetermine Level-of-Learning Objectives

The objectives should measure one of the learning levels of the cognitive, affective and psychomotor domains.

What are we trying to assess the student on?List Indicators/Samples of Desired Behaviors

List indicators or samples of behaviors that give the best indication of the achievement of the objective.

The test must be comprehensive enough to give a true representation of the learning to be measured6/28/2013

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Choosing an Effective AssessmentEstablish Criterion Objectives

Need to establish performance based objectives for the assessment

Develop Criterion-Reference Assessment Items

Need to develop the appropriate assessment to measure the behaviors or performance described in the criterion objectives.

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Critique and Oral AssessmentA critique is an Oral assessment between the

student and instructor.A critique may be oral, written or both. The

critique should occur immediately after a student’s performance

Oral Assessment is the most common means of assessment by instructors. Questions can be fact questions or HOTS questions

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Ways to Conduct a CritiqueInstructor/Student CritiqueStudent-Led CritiqueSmall Group CritiqueStudent-Student CritiqueSelf CritiqueWritten Critique

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Characteristics of Effective QuestionsEffective Questions must:

Apply to the subject of instructionBe brief and concise and clear and definiteBe adapted to the ability, experience and stage

of trainingCenter on only one ideaPresent a challenge to the student

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Characteristics of Effective QuestionsQuestions to Avoid

PuzzleOversizeToss-upBewildermentTrick QuestionsIrrelevant Questions

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