2. Assessment
Assessment is an essential and continuous component of
the teaching and learning processes.
Assessment- a process of gathering measurable
information to meet evaluation needs. Assessment involves
both judgment by the instructor and collaboration with the
student during the evaluation stage.
Two types of Assessments
Traditional
Authentic
6/28/2013
2
3. Purpose
An effective assessment provides critical information
to both the instructor and the student. A good
assessment provides practical and specific feedback to
students, including direction and guidance on how to
increase their level of performance.
It shows the instructor where more emphasis is
needed by highlighting the areas in which a student’s
performance is incorrect or inadequate.
6/28/2013
3
4. Effective Critique
Objective
The Assessment focuses on the students performance
and not personal opinions. Base your critique off the
lesson completion standards or the PTS
Flexible
The Assessment must fit the tone, technique, and
content to the occasion. We need to learn what to say
and when to say it.
6/28/2013
4
5. Effective Critique
Acceptable
The student must accept the instructor in order to
accept your assessment willingly. The student needs to
have confidence in your qualifications, teaching ability,
sincerity, competence and authority.
Comprehensive
A comprehensive assessment is not necessarily a long
one, nor does it touch every aspect of the flight in detail.
It covers what is important for that particular lesson.
6/28/2013
5
6. Effective Critique
Constructive
An assessment is pointless unless the student benefits
from it. Praise can be very effective in reinforcing and
capitalizing on things that are done well. Instructors
need to give positive guidance for correction on a
mistake or weakness. Negative comments that don’t help
improve the situation should be avoided.
Organized
The assessment needs be logical and make sense to the
student. An effective organizational pattern might be
the sequence of performance itself.
6/28/2013
6
7. Effective Critique
Thoughtful
The assessment reflects the instructor’s thoughtfulness
towards the student’s need for self-esteem, recognition,
and approval. While being straightforward and honest,
the instructor should always respect the student’s
personal feelings.
Specific
The comments and recommendations should be
specific. The student needs to know specifically what to
work on, and where to make improvements.
6/28/2013
7
8. Traditional Assessment
Traditional assessment generally refers to written
examination; such as multiple choice, matching,
true/false, fill in the blank, etc. The assessment or test
assumes that all students should learn the same thing,
and relies on rote memorization of facts.
Traditional assessment approaches are generally
instructor centered, and that they measure
performance against an empirical standard. Fairly
simple grading matrices are used for these types of
assessments
6/28/2013
8
9. Characteristics of Good Written
Assessment
Reliable
The test results are consistent with repeated measures.
Does the test give consistent measurement to a
particular individual or group.
Valid
Does the test measure what it is suppose to measure. Is
the test relative to the subject
Usable
Is the test easy to give, are the instructions clear and
concise. Is it easy to read the questions and answers
6/28/2013
9
10. Characteristics of Good Written
Assessment
Objective
The instructors knowledge and experience, writing style or
grammar should not affect the grade of the test
Comprehensive
The ability of the test to measure overall objectives. The test
must sample a cross-section of the objectives being assessed.
Discrimination
Does the test have the ability to show differences between
students. A test constructed to identify the differences in
achievement has: a wide range of scores, all levels of difficulty
and items to distinguish students with varying levels of
knowledge.
6/28/2013
10
11. Authentic Assessment
Authentic Assessment is a type of assessment in which
the student is asked to perform real-world tasks and
demonstrate a meaningful application of skill and
competencies.
The student must generate responses from skills and
concepts rather than from predetermined responses.
The purpose of authentic assessments is to stimulate
growth in the student’s thought process and behaviors
6/28/2013
11
12. Collaborative Assessment
The instructor will use open-ended questions to guide
the student through a self-assessment.
Replay- have the student verbally replay the flight or
procedure and listen for differences. Discuss the
differences.
Reconstruct-have the student reconstruct the flight and
think about things they would have done, should have
done or could have done differently during the flight
Reflect-What did the student learn from the flight today
Redirect-Help the student relate this lesson to what was
previous learned
6/28/2013
12
14. SRM Grades
Explain- the student can verbally identify, describe,
and understand the risks inherent in the flight
scenario, but needs to be prompted to identify risks
and make decisions
Practice- the student is able to identify, understand
and apply SRM principles to the actual flight situation.
Minor input from the instructor is required
Manage-Decide- the student can correctly gather the
most important data available both inside and outside
the flight deck, identify possible courses of actions,
evaluate the risk and choose the appropriate decision.
6/28/2013
14
15. Choosing an Effective Assessment
Determine Level-of-Learning Objectives
The objectives should measure one of the learning levels
of the cognitive, affective and psychomotor domains.
What are we trying to assess the student on?
List Indicators/Samples of Desired Behaviors
List indicators or samples of behaviors that give the best
indication of the achievement of the objective.
The test must be comprehensive enough to give a true
representation of the learning to be measured
6/28/2013
15
16. Choosing an Effective Assessment
Establish Criterion Objectives
Need to establish performance based objectives for the
assessment
Develop Criterion-Reference Assessment Items
6/28/2013
Need to develop the appropriate assessment to measure the
behaviors or performance described in the criterion
objectives.
16
17. Critique and Oral Assessment
A critique is an Oral assessment between the student
and instructor.
A critique may be oral, written or both. The critique
should occur immediately after a student’s
performance
Oral Assessment is the most common means of
assessment by instructors. Questions can be fact
questions or HOTS questions
6/28/2013
17
18. Ways to Conduct a Critique
Instructor/Student Critique
Student-Led Critique
Small Group Critique
Student-Student Critique
Self Critique
Written Critique
6/28/2013
18
19. Characteristics of Effective
Questions
Effective Questions must:
Apply to the subject of instruction
Be brief and concise and clear and definite
Be adapted to the ability, experience and stage of
training
Center on only one idea
Present a challenge to the student
6/28/2013
19