FOI - Assessment & Critique Summary

REFERENCES: FAA-H-8083-9

WHAT

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

WHY

The instructor must be able to appraise student performance and convey this information back to the student. Throughout a training course, and at the end of a course, a student must be evaluated to measure and document whether the course objectives have been met.

ASSESSMENT

PURPOSE

• To determine how students’ progress in their training
• A good assessment provides practical and specific feedback to students, including direction and guidance on how to raise performance
• Contributes to decision making and judgment skills

CHARACTERISTICS

Objective

• Focus on student performance, not on personal opinions, likes, dislikes, or biases
• To be objective, a critique must be honest, and based on the performance as it was

Flexible

• The performance must be examined in the context it was accomplished
• Fit the tone, technique and content of the critique to the occasion as well as the student
• Allow for variables and be flexible to satisfy the requirements of the moment

Acceptable

• Before accepting the critique, students must accept the instructor
• Must be confident in qualifications, teaching ability, sincerity, competence, and authority
  • Must be confident in qualifications, teaching ability, sincerity, competence, and authority
• Present the critique fairly, with authority, conviction, and sincerity, and from a position of competence

Comprehensive

• Cover strengths & weaknesses
• What will provide the greatest benefit?
• A few major points or more minor points (tailored to the student)
• Critique what needs improvement most or only what can be reasonably expected to improve
  • A few major points or more minor points (tailored to the student)
  • Critique what needs improvement most or only what can be reasonably expected to improve

Constructive

• The critique is pointless unless the student profits from it
• Don’t offer a negative critique without a solution

Organized

• It should follow a pattern of organization, otherwise, it may lose its impact
• Any pattern is acceptable if it is logical and makes sense to the student and instructor
  • Any pattern is acceptable if it is logical and makes sense to the student and instructor
• Options include:
• The sequence of the performance itself
• Work backward from where the demonstration failed (or was successful)
• Break the whole into parts or build the parts into a whole
  • The sequence of the performance itself
  • Work backward from where the demonstration failed (or was successful)
  • Break the whole into parts or build the parts into a whole

Thoughtful

• Reflects thoughtfulness to self-esteem, recognition, and approval from others
• Ridicule, anger, or fun at a student’s expense have no place in a critique
  • Ridicule, anger, or fun at a student’s expense have no place in a critique

Specific (rather than general)

• Tell the student why something was not good and how to improve it
• Students should have no doubt about what is good, what was poor, and how they can improve

TRADITIONAL ASSESSMENT

• Generally, refers to written testing

Characteristics of a good test

• Reliability
• Validity
• Usability
• Objectivity
• Comprehensiveness
• Discrimination

AUTHENTIC ASSESSMENT

• The student is asked to perform real-world tasks, and demonstrate a meaningful application of skills and competencies
• Students must generate responses from their knowledge rather than choosing from options
  • Students must generate responses from their knowledge rather than choosing from options
• Open ended questions and set criteria are important characteristics

ORAL ASSESSMENT

• Most common method of assessment
• Comprised of direct or indirect questioning of the student

CHARACTERISTICS OF EFFECTIVE ORAL QUESTIONS

• Have only one correct answer
• Must apply to the subject of instruction
• Should be brief and concise, but also clear and definite
• Must be adapted to the ability, experience, and stage of training of the students
• Center on only one idea
• Should be limited to who, what, where, when, why, or how and not a combination
• Must present a challenge to the student
• Demand and deserve the use of proper English

TYPES OF QUESTIONS TO AVOID

• “Do you understand?”/” Do you have any questions?” have no place in effective quizzing
• Puzzle Questions
• Oversize
• Toss-up
• Bewilderment
• Trick Questions
• Irrelevant Questions

CRITIQUE

Instructor / Student Critique

• The instructor leads a group discussion in which students offer criticism of a performance
• This should be controlled carefully and directed with a firm purpose (not a free-for-all)
• It’s often beneficial (if the student being critiqued approves) to allow other students to sit in on post flight debriefs to learn from other’s mistakes and/or successes 
  • This should be controlled carefully and directed with a firm purpose (not a free-for-all)
  • It’s often beneficial (if the student being critiqued approves) to allow other students to sit in on post flight debriefs to learn from other’s mistakes and/or successes 

STUDENT LED CRITIQUE

• A student is asked to lead the critique
• This can generate student interest and learning, and be effective

SMALL GROUP CRITIQUE

• Small groups are assigned a specific area to analyze and present their findings on
• Results in a comprehensive critique
  • Results in a comprehensive critique

INDIVIDUAL STUDENT CRITIQUE BY ANOTHER STUDENT

• Another student is requested to present the entire critique
• The instructor must maintain firm control over the process
  • The instructor must maintain firm control over the process

SELF-CRITIQUE

• A student critiques their own personal performance
• Do not leave controversial issues unresolved, or erroneous impressions uncorrected
• Make sure the student realizes the mistakes

WRITTEN CRITIQUE

Three (3) advantages

1. Instructors can devote more time and thought to it
2. The student can keep written critiques and refer to them whenever they wish
3. The student has a record of suggestions, recommendations, and opinions of all other students

• The disadvantage is that the other members of the class do not benefit

GROUND RULES

• Do not extend the critique beyond its scheduled time limit and into time allotted for other activities
• Point of diminishing returns is reached very quickly
• No more than 10 – 15 minutes (never more than 30 minutes)
  • Point of diminishing returns is reached very quickly
  • No more than 10 – 15 minutes (never more than 30 minutes)
• Avoid trying to cover too much
• Get the main points (4-5 things to correct at most)
  • Get the main points (4-5 things to correct at most)
• Allow time for a summary of the critique to reemphasize the most important things to remember
• Avoid absolute statements (most rules have exceptions)
• Avoid controversies with the class and don’t take sides
• Never allow yourself to be maneuvered into defending criticism!
• Don’t let the student argue and tell you that you are wrong
  • Don’t let the student argue and tell you that you are wrong
• If part of the critique is written, ensure it is consistent with the oral portion

** Conclusion: Cultivating Effective Critiques and Assessments for Better Learning Outcomes**

In summary, the role of an instructor in conducting evaluations and critiques is multifaceted but crucial for effective learning and skill development. Grounded in both the FAA guidelines and practical teaching methodologies, this article outlines how to craft assessments that are objective, flexible, comprehensive, and constructive. Whether you are utilizing traditional written tests, authentic tasks, or oral questioning, the key is to be clear, relevant, and tailored to the individual learner's needs and context. By understanding the intricacies of different forms of assessment, including student-led and self-critiques, we can create a more holistic educational experience.

Additionally, while ground rules like time management and avoiding controversy are essential, instructors must remember that the ultimate goal is to provide actionable, specific feedback that leads to measurable improvement. Therefore, all critiques should aim to be a collaborative, educational exercise rather than a mere judgment of performance. As instructors, we must uphold our responsibility to guide students effectively, building not only their skill sets but also their confidence and critical thinking abilities. This balanced and thoughtful approach ensures that we meet course objectives while fostering an enriching learning environment.