Lesson Overview

The student should develop knowledge of the elements related to the critique and evaluation as required in the CFI PTS.

References : Aviation Instructor’s Handbook (Chapter(s) : 5)

Elements

  1. Assessment

  2. Critique
Schedule

  1. Discuss Objectives

  2. Review material

  3. Development

  4. Conclusion
Equipment

  1. White board and markers

  2. References
IP Actions

  1. Discuss lesson objectives

  2. Present Lecture

  3. Ask and Answer Questions

  4. Assign homework
SP Actions

  1. Participate in discussion

  2. Take notes

  3. Ask and respond to questions
Completion Standards

The student has the ability to properly critique and evaluate students using the methods and characteristics described.

Instructor Notes

Attention

The dreaded tests and awful instructor critiques, this is how you do it.
Overview

Review Objectives and Elements/Key ideas.
What

The critique refers to the instructor’s role as a critic, and the evaluation portion discusses creating and conducting effective evaluations.
Why

The instructor must be able to appraise student performance and convey this information back to the student. Also, throughout a course, and at the end of a course, a student must be evaluated to measure and document whether or not the course objectives have been met.

Lesson Details

Assessment

Assessments are performed to determine how students are progressing against desired goals. A good assessment provides practical and specific feedback to students, including direction and guidance on how to raise performance. Good assessments have the following characteristics :

Objective

The objective is to focus on student performance, not on personal opinions or biases. The assessment should contribute to the student’s decision making and judgment skills.

Flexible

The performance must be examined in the context in which it was accomplished. Fit the assessment to the occasion as well as the student, and allow for variables being flexible to satisfy the current needs.

Acceptable

Before an assessment is accepted by the student, the student must first accept the instructor. The student must have confidence in the qualifications, teaching ability, sincerity, and authority of the instructor. To be accepted the assessment must be presented fairly, with authority, sincerity, and from a position of competence.

Comprehensive

The assessment must cover strengths and weaknesses. Tailor the assessment to provide the most benefit to the student.

Constructive

Any assessment is worthless unless it provides value for the student. Critique what needs improved most or only what can be reasonably expected to improve.

Organized

The assessment needs to follow some regular pattern of assessment, and any pattern is acceptable as long as it is logical and makes sense to the student and the instructor. Options include the sequence of the performance itself, working backward from where the demonstration failed (or succeeded).

Thoughtful

A good assessment should reflect thoughtfulness to self-esteem, recognition, and approval from others. Using ridicule, anger, or making fun at the student’s expense is unacceptable.

Specific

Assessments should give something concrete to the student. The student should never be left unsure about what was good, and what aspects of the performance needs improvement.

Styles of Assessment

One style of assessment is known as traditional assessment, and generally means written testing. Characteristics of a good test is one that is reliable, valid, usable, objective, comprehensive, and exhibits good discrimination. Another type of assessment is known as authentic assessment, and is where the student is asked to perform real-world tasks and demonstrate a meaningful application of skills. An oral assessment is also very common in flight training, and is comprised of direct or indirect questioning of the student (think "checkride oral exam").

Characteristics of a good oral assessment questions are multifold. They should have only one correct answer. They must apply to the subject of instruction. They should be brief, concise, but also clear and definite. They should be adapted to the learning level of the student and center on one single idea. They should be generally limited to who, what, where, when, why, or how .. and not a mix of those attributes. They must also present a challenge to the student.

Types of questions to avoid are :

  1. "Do you understand?" and "Do you have any questions?" have no place in effective oral assessments

  2. Puzzle questions

  3. Overly large questions

  4. Questions with toss-up answers

  5. Trick questions

  6. Irrelevant questions

Critique

There are numerous approaches to critiquing students. Each has advantages and pitfalls.

Instructor/Student Critique

This is a style where a group discussion, led by the instructor, offers criticism of a performance. This should be carefully controlled, have a distinct purpose, and should not devolve into a free for all.

Student Led Critique

A student is asked to lead a critique of their performance. It can generate student engagement and learning, and can be effective.

Small Group Critique

Small groups are assigned a specific area to assess, do so independently, and return to present their findings. This can often result if a very complete critique.

Individual Critique by Other Student

Another student is requested to provide the critique. With this technique the instructor must maintain very firm control over the process to maintain focus.

Self-Critique

The student provides their own critique, but care must be taken such that controversial issues are not left unresolved, or erroneous impressions uncorrected. It is critical to make sure that the student understands the mistakes.

Written Critique

This approach has three advantages. The instructor can devote more time and thought to the critique. The student can keep the written feedback for future review. The student has a concrete record of suggestions, and recommendations.

There are various ground rules that should be followed with critiques. The critique should not extend beyond the time set aside for the activity (a point of diminishing returns occurs quickly), and should probably be no more than 10-15 minutes. Avoid trying to cover too much, keeping it to 4-5 main points. Allow time for a summary at the end to reemphasize the most important things to remember. Avoid absolute statements as most "rules" have exceptions. Avoid controversies with the class and avoid taking sides. If part of the critique is written it should be consistent with the oral portion.

Conclusion

Assessments and critiques are an integral part of the teaching process. Knowing how to create meaningful assessments and effective critiques improve the student outcome.

ACS Requirements

To determine that the applicant exhibits instructional knowledge of assessments and critiques by describing:

  1. Assessment:

    1. Purpose of assessment.

    2. General characteristics of effective assessment.

    3. Traditional assessment.

    4. Authentic assessment.

    5. Oral assessment.

    6. Characteristics of effective questions.

    7. Types of questions to avoid.

  2. Critique:

    1. Instructors/student critique.

    2. Student-lead critique.

    3. Small group critique.

    4. Individual student critique by another student.

    5. Self-critique.

    6. Written critique.