Assessment And Critique

Question 1

General Characteristics of Effective Assessment

Answer 1

(FAST COCO)

o F – Flexible (evaluate performance of learner in the context in which it is
accomplished; so take into account everything going on w learner)
o A – Acceptable (learners do not like negative feedback; assessments presented
fairly, with authority, conviction, sincerity, and from a position of recognizable
competence)
o S – Specific
o T – Thoughtful (reflects instructor’s thoughtfulness toward learner’s need for
self-esteem, recognition, and approval)
o C – Comprehensive (instructor decides whether greater benefit comes from a
discussion of a few major points or a number of minor points)
o O – Objective (avoid conflicts of personality)
o C – Constructive (pointless unless a learner benefits from it)
o O – Organized

Question 2

Characteristics of a Good Written Assessment

Answer 2

(DR COVU)

o D – Discrimination (distinguishes difference between learners and may be
appropriate for assessment of academic achievement)
o R – Reliability (test results are consistent with repeated measurements)
o C – Comprehensiveness (degree to which test measures overall objectives)
o O – Objectivity (how to score a test; essays are subjective)
o V – Validity (extent to which a test measures what it is supposed to measure)
o U – Usability (functionality of test)

Question 3

Authentic Assessment

Answer 3

(4Rs)

o R – Replay
o R – Reconstruct
o R – Reflect
o R – Redirect

Question 4

Characteristic of Effective Questioning

Answer 4

(AB CAP)

o A – Apply To the Subject Of Instruction
o B – Brief And Concise, But Clear and definite
o C – Center On One Idea, With One Correct Answer
o A – Adaptive To Ability, Experience, And Progress Of Student
o P – Present A Challenge To The Student

Question 5

Types of Questions to Avoid

Answer 5

(POT BIT)

o P – Puzzle “what should you do if your c172 with a weak right brake is swerving
left in a right xwind during full flap power on landing?”
o O – Oversize “what do you do before beginning engine overhaul?”
o T – Toss Up “in an emergency do you squawk 7700 or pick a landing spot?”
o B – Bewilderment “for reading the altimeter—you know you set a sensitive
altimeter for the nearest station pressure—if you take temperature into account,
as when flying from cold to warm air, what precaution should you take flying in a
mountainous area?”
o I – Irrelevant Questions (ask a question about tire inflation during a test on
magnetos)
o T – Trick Questions (causes learners to develop feeling that they are engaged in a
battle of wits)

Question 6

Effective Critique

Answer 6

(IS SIS W)

o I – Instructor Student Critique (instructor leads group discussion in which
members of class are invited to offer criticism; should be controlled carefully and
directed w clear purpose; should be organized and not allowed to degrade into a
random free for all)
o S – Student Led Critique (one learner leads assessment; instructor can specify
pattern of organization and technique; may not be efficient but can generate
learner interest and learning)
o S – Small Group Critique (each group assigned a specific area to analyze; present
findings to class; combined reports can result in comprehensive assessment)
o I – Individual Student Critique By Another Student (discussion can often allow
the group to accept more ownership of the ideas expressed
o S – Self Critique
o W – Written Critique (instructor can devote more time/thought than oral in
classroom; learners can keep and refer to later; learner-performer has
permanent record of all suggestions, recommendations, and opinions of all other
learners); other members do not all benefit

Question 7

Tips for a Critique (no mnemonic)

Answer 7

o Avoid Being Too Lengthy
o Avoid Trying To Cover Too Much
o Avoid Absolute Statements
o Avoid Controversies
o Don’t Get Into A Situation Where You Have to Defend It