Task D: Assessment and Critique

Question 1

Purpose of Assessment:

Answer 1

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

Question 2

General Characteristics of Effective Assessments: (COCOFATS)

Answer 2

Comprehensive
Organized
Constructive
Objective
Flexible
Acceptable
Thoughtful
Specific

Question 3

General Characteristics of Effective Assessments: Comprehensive

Answer 3

Must cover strengths and weaknesses not too long not to detailed

Question 4

General Characteristics of Effective Assessments: Organized

Answer 4

Easy for student to follow

Question 5

General Characteristics of Effective Assessments: Constructive

Answer 5

Criticism must be constructive not negative

Question 6

General Characteristics of Effective Assessments: Objective

Answer 6

Personal feelings should never be expressed. Honest with no BIAS

Question 7

General Characteristics of Effective Assessments: Flexible

Answer 7

Must fit particular student / situation

Question 8

General Characteristics of Effective Assessments: Acceptable

Answer 8

Student must accept instructor before the will accept instructor’s critique.

Question 9

General Characteristics of Effective Assessments: Thoughtful

Answer 9

Always consider students feelings criticize in private

Question 10

General Characteristics of Effective Assessments: Specific

Answer 10

Be specific so that the student has no doubt of details

Question 11

Traditional Assessment:

Answer 11

Used to evaluate a students progress at the rote and understanding level. These are: Written, Multiple Choice, Matching, True/False.

Question 12

Authentic Assessment:

Answer 12

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.

Question 13

Oral Assessment:

Answer 13

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.

Question 14

Characteristics of Effective Questions:

Answer 14

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

Question 15

Types of Questions to Avoid: (POTBIT)

Answer 15

Puzzle
Oversized
Toss-up
Bewilderment
Irrelevant Questions
Trick Questions

Question 16

Types of Questions to Avoid: Puzzle

Answer 16

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?

Question 17

Types of Questions to Avoid: Oversized

Answer 17

Questions that are to general

Example: What would you do before beginning an engine overhaul?

Question 18

Types of Questions to Avoid: Toss-up

Answer 18

Questions with more than one right answer

Example: In an emergency should you squawk 7700 or pick a field first

Question 19

Types of Questions to Avoid: Bewilderment

Answer 19

Questions with unclear content (Complicated)

Question 20

Types of Questions to Avoid: Irrelevant Questions

Answer 20

Unrelated to what’s being asked for

Example: Asking about landing gear system during a test on stalls

Question 21

Types of Questions to Avoid: Trick Questions

Answer 21

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

Question 22

Critique: An effective critique considers good as well as bad performance. (WIISSS)

Answer 22

Written Critique
Individual Student Critique By Another Student
Instructor/Student Critique 
Student Led Critique
Small Group Critique

Question 23

Critique: Written Critique

Answer 23

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.

Question 24

Critique: Individual Student Critique By Another Student

Answer 24

Instructor may require another student to present assessment. Discussion of performance, and assessments often allow the group to accept more ownership of ideas expressed.

Question 25

Critique: Instructor/Student Critique

Answer 25

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.

Question 26

Critique: Student Led Critique

Answer 26

Instructor asks student to lead assessment. Student lead assessment may not be efficient but can generate interest.

Question 27

Critique: Small Group Critique

Answer 27

Class is divided into small groups each assigned specific area to analyze. Combined reports from groups results in well rounded assessment.

Question 28

Critique: Self-Critique

Answer 28

Student critiques their performance. Must be supervised by the instructor.