Assessment and Critique - ATP Flight School Flashcards
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What is the purpose of an assessmment?
An assessment is used to evaluate a student’s progress based on the lesson or course standards.
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What are the general characteristics of an effective assessment?
- Objective
- Flexible
- Acceptable
- Comprehensive
- Constructive
- Organized
- Thoughtful
- Specific
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What is an objective assessment?
An objective assessment focuses on the student’s performance and is not influenced by the personal opinions, likes, dislikes, or biases of the instructor.
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What is a flexible assessment?
A flexible assessment acknowledges that the training environment is dynamic and allows for variation based on the student, aircraft, flight environment, etc.
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What is an acceptable assessment?
In order for an assessment to be productive, the student needs to accept the instructor and their assessment. The student must trust and respect the instructor’s ability, competence, qualifications, sincerity, and authority.
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What is a comprehensive assessment?
A comprehensive assessment takes the overall ability of the student into account by evaluating several areas in less detail rather than covering only one area in great detail.
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What is a constructive assessment?
A constructive assessment is one that benefits the student. Criticism should be actionable and constructive, and praise should be earned.
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What is an organized assessment?
The assessment must be structured so that the student can logically follow along. Common methods are structuring the assessment chronologically or using a strengths-and-weaknesses approach.
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What is a thoughtful assessment?
A thoughtful assessment reflects the instructor’s awareness of the student’s self-respect and need for approval. Thoughtfulness omits ridicule, rudeness, or anger during the assessment.
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What is a specific assessment?
Assessments that are specific give clearly articulated feedback that the student can understand and take action to improve upon. Avoid general, non-specific descriptors such as “good,” “bad,” “OK,” “alright,” etc.
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What is a traditional assessment?
Traditional assessment generally refers to written tests that primarily evaluate a student’s rote memorization of facts.
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What is an authentic assessment?
An authentic assessment has students perform real-world tasks and is used to evaluate application and correlation abilities. These are usually in the form of a oral exam or flight test.
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Describe an oral assessment.
An oral assessment uses direct or indirect questioning to determine a student’s knowledge. The questions can be either memorization-based or scenario-based.
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Describe the characteristics of effective questions.
- Apply to the subject matter
- Are brief and concise
- Are appropriate the the stage of training
- Center on one idea
- Present a challenge to the student
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What types of questions should be avoided?
- Puzzle
- Oversize
- Toss-up
- Bewilderment
- Trick
- Irrelevant
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What is a critique?
A critique highlights the correct and incorrect aspects of a student’s performance and gives guidance on how to improve the incorrect areas.
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What are the six common types of critique?
- Instructor/student
- Student-led
- Small group
- Individual critique by another student
- Self-critique
- Written critique
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Describe the instructor/student critique.
The instructor leads a discussion and allows students to offer helpful criticism of another student’s performance.
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Describe a student-led critique.
The instructor asks a student to lead the assessment of a specific performance.
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Describe a small group critique.
A class is broken up into small groups. Each group analyzes a specific area of the performance and then presents them to the class.
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Describe an individual student critique by another student.
The instructor may ask another student to do the entire assessment and give praise and corrective critisism.
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Describe a self-critique.
A self-critique has the student assess their own performance and discuss what corrective action they think they need to accomplish to improve.
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Describe a written critique.
A written critique is used to give the instructor more time to articulate his/her thoughts and allows the student to have a written record to reference later.
