Task D: Assessment and Critique Flashcards
Purpose of Assessment:
Allows instructor to identify deficiencies
Provides feedback to student
Allows student and instructor to see progression
Develops ADM and judgment skills by helping students evaluate own performance
General Characteristics of Effective Assessments: (COCOFATS)
Comprehensive Organized Constructive Objective Flexible Acceptable Thoughtful Specific
General Characteristics of Effective Assessments: Comprehensive
Must cover strengths and weaknesses not too long not to detailed
General Characteristics of Effective Assessments: Organized
Easy for student to follow
General Characteristics of Effective Assessments: Constructive
Criticism must be constructive not negative
General Characteristics of Effective Assessments: Objective
Personal feelings should never be expressed. Honest with no BIAS
General Characteristics of Effective Assessments: Flexible
Must fit particular student / situation
General Characteristics of Effective Assessments: Acceptable
Student must accept instructor before the will accept instructor’s critique.
General Characteristics of Effective Assessments: Thoughtful
Always consider students feelings criticize in private
General Characteristics of Effective Assessments: Specific
Be specific so that the student has no doubt of details
Traditional Assessment:
Used to evaluate a students progress at the rote and understanding level. These are: Written, Multiple Choice, Matching, True/False.
Authentic Assessment:
Type of assessment where student is asked to perform real world tasks. Requires student to use critical thinking skills by generating a solution instead of choosing a response.
Oral Assessment:
Most common form of assessment and uses oral questioning to reveal the effectiveness of the instructor. Helps see students retention, Emphasizes points that need more emphasis.
Characteristics of Effective Questions:
Apply to subject of Instruction Brief and concise but also clear Center on one idea with one correct answer Adapted to stage of training Presents a challenge
Types of Questions to Avoid: (POTBIT)
Puzzle Oversized Toss-up Bewilderment Irrelevant Questions Trick Questions
Types of Questions to Avoid: Puzzle
Questions with many subparts
Example: What is the first action you take if a conventional gear airplane with a weak right break is swerving left in a right crosswind during full flap power on landing?
Types of Questions to Avoid: Oversized
Questions that are to general
Example: What would you do before beginning an engine overhaul?
Types of Questions to Avoid: Toss-up
Questions with more than one right answer
Example: In an emergency should you squawk 7700 or pick a field first
Types of Questions to Avoid: Bewilderment
Questions with unclear content (Complicated)
Types of Questions to Avoid: Irrelevant Questions
Unrelated to what’s being asked for
Example: Asking about landing gear system during a test on stalls
Types of Questions to Avoid: Trick Questions
Cause students to think they are in a battle with the flight instructor
Example: Test with answer choices like A:C, B:B, C:A
Critique: An effective critique considers good as well as bad performance. (WIISSS)
Written Critique Individual Student Critique By Another Student Instructor/Student Critique Student Led Critique Small Group Critique
Critique: Written Critique
Instructor can devote more time and thought into it than an oral assessment. Students can keep written assessments to refer to. Student has permanent record of suggestions.
Critique: Individual Student Critique By Another Student
Instructor may require another student to present assessment. Discussion of performance, and assessments often allow the group to accept more ownership of ideas expressed.
Critique: Instructor/Student Critique
Instructor leads a group discussion in which class members offer criticisms of a performance. It should be organized and not allowed to turn into a random free for all.
Critique: Student Led Critique
Instructor asks student to lead assessment. Student lead assessment may not be efficient but can generate interest.
Critique: Small Group Critique
Class is divided into small groups each assigned specific area to analyze. Combined reports from groups results in well rounded assessment.
Critique: Self-Critique
Student critiques their performance. Must be supervised by the instructor.
