I.D. Student Evaluation, Assessment, & Testing Flashcards
(43 cards)
1
Q
Define Assessment.
FI.I.D.K1
A
The process of gathering measurable information to meet evaluation needs
2
Q
What is an Norm-Referenced and a Criterion-Referenced Assessment?
A
- Norm-Referenced (performance is compared against other learners)
- Criterion-Referenced (performance is compared to an established standard)
3
Q
What is a Formative Assessment and a Summative Assessment?
A
- Formative Assessment: Ungraded review of a learner’s performance, occurring naturally within the learning process
- Summative Assessment: Periodic measurements of course progress, conducted at the end of an extended learning period, summarizing everything covered up to that
point.
4
Q
What is a Formal Assessment and Informal Assessment
A
- Formal Assessment: A structured method of evaluating a learner’s performance using standardized tools or criteria
- Informal Assessment: A flexible and non-standardized way of assessing learners’ understanding or skills, usually during the learning process.
5
Q
What is the purpose of an assessment?
FI.I.D.K1
A
- To determine how a learner is progressing in the course
- Provides practical and specific feedback to learners, including direction and guidance to raise performance
- Highlights areas where a learner is lacking, helps the instructor see where more help is needed
- Provides an opportunity for self-evaluation and enhances aeronautical decision making and judgement skills
6
Q
What are the Characteristics of an Effective Assessment?
Fast COCO
FI.I.D.K1
A
- Flexible - Fits the learner and the occasion.
- Acceptable - The learner must first accept the instructor to accept the critique.
- Specific (rather then general) - Guidance should be clear and concise.
- Thoughtful - It should not ridicule or anger the learner.
- Comprehensive - Covers both strengths and weaknesses.
- Objective - Does not reflect the instructor’s opinions or preferences.
- Constructive - Benefits the learner.
- Organized - Logical and makes sense to the learner.
7
Q
What is a Traditional Assessment?
FI.I.D.K2
A
It is a written test
8
Q
What is the limitations of a Traditional Assessment?
FI.I.D.K2
A
Measure of performance is limited, and a good grade may not reflect an ability to apply the knowledge
9
Q
What are Characteristics of a good test (Traditional Assessment)?
DR COVU
FI.I.D.K2
A
- Discrimination: Small differences can be measured between learners or the course objectives.
- Reliability: Yields consistent results.
- Comprehensiveness: Samples a good cross-section of all the knowledge being measured.
- Objectivity: Can be graded consistently.
- Validity: Measures the achievement of lesson objectives and nothing else.
- Usability: Easy to give, read, and grade.
10
Q
How does an instructor design a test for proper discrimination between learners?
FI.I.D.K2
A
- Wide range of scores
- All levels of difficulty
- Items that distinguish between learners with differing levels of achievement of the objectives
11
Q
Define Authentic Assessment.
FI.I.D.K2
A
Asks a learner to perform real-world tasks and demonstrate a meaningful application of skill/competency
scenario-based
12
Q
What is the advantage of an Authentic Assessment?
FI.I.D.K3
A
- Learners must generate responses from their knowledge rather than choosing from options
- Helps develop Higher Order Thinking Skills
13
Q
What are the four-step series of open-ended questions an instructor can use to guide the learner through a self-critique?
RRRR
FI.I.D.K3a
A
- Replay: verbally replay the flight or procedure
- Reconstruct: identify the things that could have been done differently
- Reflect: Reflect on the events to find insight
- Redirect: Relate the lessons learned to other experiences
14
Q
What are the four outcomes (grades) of the rubric for assessing flight training maneuvers or procedures?
FI.I.D.K3b
A
- Describe: Learner can describe characteristics and elements but needs help executing the maneuver
- Explain: Learner can describe the activity, its concepts, principles & procedures but needs help executing
- Practice: Learner can plan and execute the scenario. Assistance corrects deviation and errors
- Perform: Learner identifies/corrects errors & can perform the activity without instructor assistance
- Not Observed: Not accomplished/required
15
Q
What are the three outcomes (grades) of the rubric for assessing risk management skills?
FI.I.D.K3c
A
- Explain: Can identify, describe & understand risks, but needs prompted to identify risks/make decisions
- Practice: Can identify, understand, and apply SRM principles; assistance corrects deviation & errors
- Manage-Decide: Can gather the most important data, identify courses of action, evaluate risk in each course of action, and make the appropriate decision; instructor intervention not required
16
Q
What is four-step process an instructor can follow when choosing an effective assessment method for a specific lesson?
FI.I.D.K4
A
- Determine level-of-learning objectives
- List indicators of desired behaviors (Attuide, Knowledge, and Skills)
- Establish criterion (performance-based) objectives
- Develop criterion-reference test items (Standards of completion)
17
Q
Define Critique and what is its purpose.
FI.I.D.K5
A
- Assessment with feedback
- The instructor provides the learner with constructive feedback on their performance after the task is complete.
- The primary purpose is to enhance learning by helping the learner understand what was done well, what needs improvement, and how to improve.
It is what they pay an instructor to do
18
Q
During a learner’s training, when is an assessment of skill more appropriate than a critique?
FI.I.D.K5
A
In the initial stages of skill acquisition, practical suggestions are more valuable to the learner than a grade.
Early assessment are used to assess
* Teaching method effectiveness
* Learner progress
* Correct misunderstandings
19
Q
What is the difference between an assessment and a critique?
FI.I.D.K5
A
- Assessment: The process of measuring performance (Knowledge, Attitude, and Skill) to the standard
- Critique: The feedback after the assessment identifying what was done well, what needs improvement, and how to improve.
- The feedback offers guidance to the learner of how to achieve the standard
Critique offers feedback from the instructor of how to improve
20
Q
Define Instructor Leads and Learner Critique.
Instructor/Learner Critique
FI.I.D.K5
A
- The instructor leads a group discussion in which members of a class offer criticism of a performance
- This method should be controlled carefully and directed with a clear purpose.
- It should be organized, and not allowed to degenerate into a random free-for-all.
21
Q
Define Learner Led Critique.
FI.I.D.K5
A
- A learner is asked to lead the assessment (instructor can provide structure, if necessary)
- Because of the inexperience of the participants in the lesson area,
learner-led assessments may not be efficient, but they can generate learner interest and learning.
22
Q
Define Small Group Critique.
FI.I.D.K5
A
Small groups are assigned a specific area to analyze and present their findings on
23
Q
Define Individual Learner Critique by another Learner.
FI.I.D.K5
A
Another learner is requested to present the entire assessment
This is cause the most harm and cause ill will between learners
24
Q
Define Self-Critique.
FI.I.D.K5
A
- A learner critiques their own personal performance
- Most helpful in developing HOTS (ADM)
Most useful critique, start with postive feedback
25
Define Written Critique.
What are advantages and limitations of this critique?
## Footnote
FI.I.D.K5
* Written critique from the instructor to the learner after the task is completed
* Instructor can devote more time and thought to it
* Learners can keep written assessments and refer to them whenever they wish
* The learner has a record of suggestions, recommendations, and opinions of all other learners
* Disadvantage is that other members of the class do not benefit
26
What is the advantages and limitations of a Written Critique?
## Footnote
FI.I.D.K5
* Instructor can devote more time and thought to it
* Both the instructor and learner can keep written assessments and refer to them whenever they wish
* Other learners do not benefit from written critiques
| Assists the instructor in keeping track of multiple learners
27
What are important conditions of a Critique?
## Footnote
FI.I.D.K5
* It is **quick**, Should last 10 to 15 minutes, diminishing returns is reached very quickly
* Focuses on the **main points**
* **Reemphasize** the most important points
* Avoid absolute statements
* Avoid controversies between learners
* Never allow yourself to be maneuvered into defending criticism
* If part of the critique is written, ensure it is consistent with the oral portion
28
What is one of the most common forms of assessment used by instructors?
## Footnote
FI.I.D.K6
Oral Assessment: Direct or indirect oral questioning
29
What two categories of questions are used in Oral Assessments?
## Footnote
FI.I.D.K6
* *Fact questions* are based on retrieval and usually concern who, what, when, and where
* *HOTS questions* involve why or how
* HOTS require the learner to combine knowledge of facts with an ability to analyze situations, solve problems, and arrive at conclusions
30
What are the desirable results when Oral Assessments are done properly?
## Footnote
FI.I.D.K6
* Reveals the effectiveness of the training methods
* Checks learner retention of what has been learned
* Reviews material already presented to the learner
* Can be used to retain learner interest and stimulate thinking
* Emphasizes the important points of training
* Identifies points that need more emphasis
* Checks comprehension of what has been learned
* Promotes active learner participation, which is important to effective learning
31
What are the five properities of Effective Questions?
## Footnote
FI.I.D.K6a
* Apply to the subject of instruction
* Brief and concise, but also clear and definite
* Adapted to the ability, experience, and stage of training of the learners
* Center on only one idea (limited to who, what, where, when, why, or how and not a combination)
* Present a challenge to the learner
32
What is the type of questions instructors should Avoid?
| 7 Questions
## Footnote
FI.I.D.K6b
* Yes / No questions (Closed ended): Questions that require a short answer
* Puzzle: Questions with many parts (puzzle pieces) that must be assembled before they can be understood
* Oversize: Questions that are too broad
* Toss-up: Questions with two viable options
* Bewilderment: Questions that are hard to read or understand
* Trick Questions: Questions that are designed to be misleading
* Irrelevant Questions: Questions that are unrelated to the learning objective
| Know the examples of the types of questions
33
How does an effective instructor answer their learner's questions?
## Footnote
FI.I.D.K6c
* Be sure to clearly understand the question before attempting to answer.
* Display interest in the learner’s question and frame an answer that is as direct and accurate as possible.
* After responding, determine whether or not the learner is satisfied with the answer.
34
Occasionally, a learner asks a question that the instructor cannot answer. How should an effective instructor should respond?
## Footnote
FI.I.D.K6c
* The instructor should freely admit not knowing the answer,
* should promise to get the answer or,
* offer to help the learner look it up in available references.
| Do not take time away from other tasks if looking up takes time
35
Assessment of demonstrated ability during flight instruction is based upon what factors?
## Footnote
FI.I.D.K7
A learner's
* Attitude
* Abilities
* Experience
36
What is some important factors that an assessment must have for the learner’s benefit?
## Footnote
FI.I.D.K7
* Essential part of the teaching process to determine how, what, and how well learning is occurring
* Provides learner something constructive to work or build on
* Provides direction and guidance to raise performance
* Learner’s must understand the purpose of the assessment, otherwise little improvement will result
* Can be used as a tool for reteaching
| The learner must know how they're doing and where they are in the course
37
How should an instructor assess demonstrated ability?
## Footnote
FI.I.D.K7
* Assessment must be based on established standards of performance adjusted for the learner’s experience
* Evaluation considers the mastery of maneuver, procedure, or task elements rather than just the overall performance
| Qualification for solo privileges depends upon demonstrated performance
38
When evaluating a learner’s ability to perform a maneuver or procedure, an instructor should follow what general guidelines?
## Footnote
FI.I.D.K7
Evaluation of learner’s ability is based upon:
* Established standards of performance suitably modified to the learner’s experience and stage of development.
* Consideration of the learner’s mastery of the elements involved in the maneuver or procedure, rather than merely the overall performance
* Keeping the learner informed of their progress by identifying deficiencies and suggesting corrective measures.
* Not immediately correcting learner errors when a mistake is made (safety permitting). It is difficult for learners to learn if they seldom have the opportunity to correct an error.
39
What are two important aspects of a postflight evaluation (Briefing)?
## Footnote
FI.I.D.K7
* Keep the learner informed of progress (done along with maneuvers or summarized postflight)
* Critiques should be in a written format to aid the instructor in covering all areas
40
What are important factors when conducting student solo flight?
## Footnote
FI.I.D.K7
* Ensure a positive, confidence building experience
* Instructor presence and supervision: Must be available to answer questions or resolve issues
* Debrief during postflight: Answer questions, ensure correct flight procedures
41
Why is it important for instructors to not immediately taking control when a mistake occurs?
## Footnote
FI.I.D.K7
* It's often better to let learners experience the consequences of their actions and attempt to correct their mistakes
* This approach helps deepen understanding
| Only safety permitting
42
How could an instructor confirm that their learner understand the principles/objectives of a task that they are performing correctly?
## Footnote
FI.I.D.K7
Require the learner vary the procedure slightly, combine it with another operation, or apply the elements to the performance of another procedure
43
What are an instructor's responsibilities when recommending a learner for a practical test?
## Footnote
FI.I.D.K7
* Ensuring that the learner thoroughly demonstrated the knowledge & skill required for the certificate/rating
* Failure to ensure the learner meets the requirements is a serious deficiency in instructor performance
* FAA may hold the instructor responsible
| The DPE acts as quality control
