Student Evaluation And Testing

Question 1

Ground rules for critiquing (MADDAAD)

Answer 1

M-MAKE sure oral and written critiques correspond
A- ALLOW time for critique summary
D- DONT cover to much keep It short and to the point
D- DONT be maneuvered into defending your criticism
A- AVOID controversies avoid taking sides
A- AVOID dogmatic/absolute statements
D- DONT go over your allotted time

Question 2

Methods of evaluation/critique (6 types)

Answer 2

1. Instructor/student critique
   - instructor leads group in which members criticize performance (should be carefully controlled)
2. Student led critique
   - student led critique (instructor request)
3. Small group critique
   - class divided into small groups, each one assigned to criticize a specific area
4. Individual student critique by another student
   - instructor asks student to present the entire critique
5. Written critique
   - more thought can go into critique
   - permanent record
   - suggestions and recommendations of other people
6. Self critique
   - criticizing personal performance

Question 3

Evaluation oral quizzing

Answer 3

Fact questions
- who, what, why
Thought questions
- how and why

Question 4

Characteristics of effective questions (oral test)

Answer 4

1. Prepare and make questions brief and concise
2. One idea one question
3. Questions should prevent a challenge at his level of proficiency

Question 5

Types of questions to avoid (oral test)

Answer 5

1. Do you understand
2. The puzzle question
3. The oversize question
4. The toss up question
5. The bewilderedment question
6. Yes and no questions

Question 6

Answering student questions (oral test)

Answer 6

1. Instructor must understand question
2. Instructor must satisfy student with answer
3. Instructor should admit not knowing answer, then help student find it

Question 7

Characteristics of a good test (VCROUD)

Answer 7

V- VALIDITY: measures what it’s supposed to nothing else
C- COMPREHENSIVE: covers all material
R- RELIABILITY: yields consistent results
O- OBJECTIVITY: does not reflect any bias of person scoring it
U- USABILITY: test that is easy to give/easy to take
D- DISCRIMINATION: ability to detect small differences in individual achievement

Question 8

Performance tests

Answer 8

1. Desirable for evaluating training that involves an operation, procedure or process
2. Practical tests are criterion-referenced tests
3. Purpose of practical test standards is to outline the standards by which FAA inspectors and DPEs conduct tests-maintains consistency
4. Instructors are responsible for training students to acceptable standards in all subjects covered by the tasks within each area of operation

Question 9

Characteristics of an effective critique (FASTCOCO)

Answer 9

F- FLEXIBLE: allow for differences between students, situations, and scenarios (e.g. Crosswinds or gusting winds. Private vs commercial students)
A- ACCEPTABLE: students must except the instructor and the critique. Instructor excepts the student (e.g. Student/instructor have good relationship)
S- SPECIFIC: specific with as many details as possible. Avoid generalization (e.g. You flared at 60 feet vs you flared a little high)
T- THOUGHTFUL: always be respectful and recognize the importance of the student. Give proper critique (e.g. Use positive and reinforcing words)
C- COMPREHENSIVE: determine what is important to cover including strengths and weaknesses (e.g. Great 65 knot pitch attitude in glide but flare started 20 feet high)
O- ORGANIZED: organize thoughts and go in a specific order/consistent order (e.g. Chronological order)
C- CONSTRUCTIVE: give guidance for correcting weakness (e.g. Gentle aft cyclic in flare to prevent rotor rpm from overspending)
O- OBJECTIVE: base critique on performance rather than personal judgments or opinion (e.g. Not judging student because of tattoos and you don’t like them)