CFI Instrument Practical Test Standards, FAA-S-8081-9B, June 2001

I. Fundamentals of Instructing

E. Critique and Evaluation

1. Critique
   a. Purposes and characteristics of an effective critique
   1) Purposes of a critique
   a) Provide direction and guidance to raise level of performance
   b) Part of each lesson, a step in the learning process
   c) Tool for re-teaching
   2) Characteristics of an effective critique
   a) Objective - honest, focused on student performance
   b) Flexible - fit tone, technic and content to occasion and student
   c) Acceptable - students must have condidence in instructor's teaching ability, sincerity, competence and authority
   d) Comprehensive - covers strengths as well as weaknesses
   e) Constructive - critique is pointless unless student profits from it
   f) Organized
   g) Thoughtful - consider student's need for self-esteem, recognition and approval from others
   h) Specific - concrete
   b. Methods and ground rules for a critique
   1) Methods of critique - all must be controlled and supervised by instructor
   a) Instructor/student critique - instructor leads discussion in which class members are invited to offer criticism
   b) Student-led critique - instructor asks a student to lead the critique
   c) Small group critique - each group is assigned a specific area to analyze and present
   d) Individual student critique by another student
   e) Self-critique
   f) Written critique
   i) Advantages - more time usually invested, student can keep and refer to critique, could be record of suggestions from many or all other students
   ii) Disadvantage - other members of class do not benefit
   2) Ground rules for a critique
   a) Limit duration
   b) Limit extent - just a few well-made points
   c) Summarize to reemphasize the most important points
   d) No dogmatic or absolute statements
   e) Avoid controversies or taking sides with group factions
   f) Don't be maneuvered into defensiveness
   g) Oral and written critiques must be consistent
2. Evaluation
   a. Characteristics of effective oral questions and what types to avoid
   1) Characteristics of effective questions
   a) Have only one correct answer
   b) Apply to the subject
   c) Brief and concise
   d) Clear and definite
   e) Adapted to ability, experience and stage of students
   f) Center on only one idea
   g) Present a challange
   h) Proper use of English
   2) Types of questions to avoid
   a) Puzzle
   b) Oversize
   c) Toss-up
   d) Bewilderment
   e) Trick questions
   f) Irrelevant
   b. Responses to student questions
   1) Clearly understand the question
   2) Answer directly and accurately
   3) Postpone answering questions that would require complicated or advanced explanations beyond the current point in training
   4) Promise to help student look up or get answer if not known
   c. Characteristics and development of effective written tests
   1) Characteristics of a good test
   a) Reliability - consistent with repeated measurement
   b) Validity - measures what it is supposed to measure
   c) Usability - easy to give, understand, grade
   d) Objectivity
   e) Comprehension - measures overall objectives
   f) Discrimination - distinguishes differences between students
   2) Test development
   a) Determine level-of-learning objectives
   b) List indicator/samples of desired behavior
   c) Establish criterion objectives
   d) Develop criterion-referenced test items - performance-based objectives serve as a reference
   3) Written test items
   a) Supply type
   
   i) Difficult to grade with uniformity
   ii) May be best for pre-solo knowledge test in which explanation of procedures may be required
   b) Selection type
   
   i) True-false
   ii) Multiple choice
   4) Principles to follow
   a) Important for student to know, understand or be able to apply
   b) All competent in area would agree on correct response
   c) Understandable language
   d) Clear, concise
   e) Use images when necessary to visualize problem or add realism
   f) Present a problem that demands knowledge of subject matter
   d. Characteristics and uses of performance tests, specifically, the FAA Practical Test Standards
   1) Performance testing is desirable for evaluating training that involves an operation, a procedure, or a process
   2) FAA Practical Test Standards (PTS)
   a) Areas of operation - phases of the test arranged in a logical sequence
   b) Tasks - knowledge areas, flight procedures or maneuvers appropriate to an area of operation
   c) Instructor is responsible for training applicant to acceptable standards in all subject matter areas, procedures, and maneuvers included in the Tasks within each Area of Operation in the appropriate PTS

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