1. Flight Instructor ASEL
Ground Training Course
Ground Lesson 5
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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
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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.
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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.
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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.
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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.
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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.
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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
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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
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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.
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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
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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
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13. Assessing Flight Maneuvers
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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.
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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
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16. Choosing an Effective Assessment
 Establish Criterion Objectives
 Need to establish performance based objectives for the
assessment
 Develop Criterion-Reference Assessment Items

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Need to develop the appropriate assessment to measure the
behaviors or performance described in the criterion
objectives.
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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
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18. Ways to Conduct a Critique
 Instructor/Student Critique
 Student-Led Critique
 Small Group Critique
 Student-Student Critique
 Self Critique
 Written Critique
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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
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20. Characteristics of Effective
Questions
 Questions to Avoid
 Puzzle
 Oversize
 Toss-up
 Bewilderment
 Trick Questions
 Irrelevant Questions
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