Assessment and Critique Lesson by wifiCFI
To determine the applicant exhibits instructional knowledge of assessments and critiques by describing:
General characteristics of effective assessments
Characteristics of effective questions
Types of questions to avoid
Critique Instructors/student critique
Small group critique
Individual student critique by another student
Purpose of Assessments Why assess?
Both the instructor and the student need to know how well the student is progressing.
A good assessment provides practical and specific feedback to students, including direction and guidance on how to raise their level of performance.
Characteristics of Effective Assessments
Effective assessments should be:
Objective - Focused on performance and not opinions or likes and dislikes.
Flexible - The instructor must evaluate the entire performance of a student in the context in which it was accomplished.
Acceptable - The student must accept and trust the instructor to accept and trust his assessment.
Comprehensive - Decide whether to cover a few points in detail or many points vaguely.
Constructive - An assessment is pointless unless the student benefits from it. However, do not give praise unnecessarily.
Organized - Create a pattern that is logical and makes sense to the student.
Specific - Give very specific details on what the student can do to improve his/her performance.
Traditional assessment generally refers to written testing.
These types of assessments must be completed within certain time frames and generally only have one correct answer per question.
Pro’s - Fast and simple to grade.
Con’s - They measure student performance against an empirical standard and offer little opportunity for a demonstration of thought processes.
Authentic Assessment A type of assessment where a student is asked to perform real world tasks. Pro’s: Authentic assessment lies at the heart of training in today’s aviation industry because it tests a student’s critical thinking abilities.
Encourages higher order thinking.
Helps teach the student how to assess their abilities and performance.
Oral Assessment The most common type of assessment. Oral questioning between the instructor and student.
Pro’s: Reveals the effectiveness of the instructor’s teaching methods.
Checks for student retention.
Reviews previously presented material.
Identifies points that need more emphasis.
Promotes active student participation.
Effective Questions What makes a good question?
Apply to the subject of instruction.
Be brief and concise, but also clear and definite.
Be adapted to the ability and experience of the student.
Center on only one idea (limited to one of: who, what, when, where, how, why).
Present a challenge to the student.
Types of Questions to Avoid What makes a poor question? Puzzle question- not concise enough
Oversize question- not specific enough
Toss-up- either answer could be right
Bewilderment- not centered on a single idea
Trick question- there is nothing earned in tricking a student
Irrelevant question- does not pertain to the subject matter
Instructor leads a group discussion in an instructor/student critique of performance.
This type of critique should be carefully directed as to not become a free-for-all.
Student Lead Critique
The instructor asks the student to lead the assessment.
If students are wholly inexperienced then this method of critique will not be very effective.
Small Group Critique
The class will be divided into small groups with each group assigned a specific area to analyze.
Then each group will present their findings to the class.
Student Critique by Another Student
One student presents the entire critique on another student’s performance.
This critique should also be carefully directed so one student does not end up confusing another student with inaccurate information.
A student critiques him or herself on their performance.
A written critique has 3 advantages:
The instructor can devote more time and thought into it.
Students can keep the written critique for future reference.
The student then has a permanent record of all the critiques and can see their past performance and progress.
FAA Sources Used in this Lesson
Aviation Instructor’s Handbook