Debriefing Student Performance 08 Flashcards
Brief your student 2 times
Main Briefing:Conducted the duty day prior to the ission. Gives your student time to prepare.Reinforcement and Update:Brief your student again on the day of the mission to reinforce what is planned, make any last minute changes.
Training Objectives
From the instructional plan, the course control document and course training documents.
Conducting Effective Briefings
-Prior planning prevents poor performance-Get the facts- All missino planning and briefign must be based on facts-Get the student involved- instills a sense of ownership-Take notes- Students should be encouraged to keep notes during the briefing and during the mission-Ask questions- students should be enouraged to ask questions-Use guides- Your best guide for your briefing is your instructional plan and any formal lesson plan provided.
Keys to preparation for debriefing
Take Notes- Keep notes as the execution of the mission proceeds. Good notes help capture mental “snapshots.” Draw pictures tooTrain as planned- Complete all the tasks and all the training as planned and briefed.Stay involved- Instructor needs to stay involved in the misson to include little details. May have to take over at a moments noticeApproach debriefing with a positive mental attitude- Students best oppurtunity to learn from mistakes.
Organizing Debriefings
Review the ojectivesReview the instructional planReplay the missionMeasure the objectivesPreview the next mission
Conducting Effective Debriefings
-Stay organized-Remain positive-Use your notes-Identify corrective actions-Stick to the facts-Get all the questions answered
Instructor Intervention
Safety- Instructors must always intervene to prevent or avoid unsafe situationsDetriment to the mission- If student action or lack of action will delay or prevent mission accomp, you need to interveneBeneficial to the student- If student needs help and is no longer learningTo demonstrate a task- Brief students when they plan to demonstrate a taskStudent request- when the student is confused or unsure.
Times to Intervene
- Prior to a safety violation
- Time critical situation
- Student needs help
2 Purposes of Feedback
Inforamtional Feedback
- Acts to change the form or quality of performacne Motivational Feedback
- Primarily affects the quantity of performance and motivates the student to try harder
Effective Feedback
It is ojective
- Effective feedback focuses on the student and student performance It is acceptable
- Student must first accept you before they can willingly accept your feedback It is constructive
- Feedback is pointless unless the student profits from it
- It is flexible
- It is organized, follw a pattern It is comprehensive
- Does not have to be long or treat every detail
Techniques of Effective Critiquing
Content (what we say)Process (how we say it)
Methods of Evaluatuation
Numerical Scale
- Simplest form of rating scale, associated with performance levels Descriptive Scale
- Replaces numbers with phrases to indicate level of ability Graphic Scale
- Combo of numeric and descriptive scale Checklist
- 2 point rating scale, step-by-step, “Go, No Go” Product Scale
- Method rates the tangible product of performance, instead of the performance itself Forced Choice
- Not used in IQT, blocks with 2 to 5 desc in which the rater chooses one that is most charteristic
Common Errors
- Error of Central Tendency
- Error of Standardy
- Error of Halo
- Logical Error
Error of Central Tendency
Occurs when rating as a whole are clustered close to the center of the scale. Especially new insturctors are reluctant to give very high or low ratings.
Error of Standards
Happens when an instructors personal standards or interpretation of offical standards replaces or incorrectly influences student ratings.-often result in expensive over training to meet instructors inflated expectations
