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• Objective—the effective critique is focused on student performance. It should be objective, and not reflect the personal opinions, likes, dislikes, and biases of the instructor. If a critique is to be objective, it must be honest; it must be based on the performance as it was, not as it could have been, or as the instructor and student wished that it had been.
• Flexible—the instructor needs to examine the entire performance of a student and the context in which it is accomplished. Sometimes a good student turns in a poor performance and a poor student turns in a good one. A friendly student may suddenly become hostile, or a hostile student may suddenly become friendly and cooperative. The instructor must fit the tone, technique, and content of the critique to the occasion, as well as the student. A critique should be designed and executed so that the instructor can allow for variables. An effective critique is one that is flexible enough to satisfy the requirements of the moment.
• Acceptable—before students willingly accept their instructor’s criticism, they must first accept the
10-18
Figure 10-13. There are three common types of evaluations that instructors may use.
Evaluation
Knowledge TestsPerformance TestsOral Quizzes
instructor. Students must have confidence in the instructor’s qualifications, teaching ability, sincerity, competence, and authority. If a critique is presented fairly, with authority, conviction, sincerity, and from a position of recognizable competence, the student probably accepts it as such. Instructors should not rely on their position to make a critique more acceptable to their students.
• Comprehensive—a comprehensive critique is not necessarily a long one, nor must it treat every aspect of the performance in detail. The instructor must decide whether the greater benefit comes from a discussion of a few major points or a number of minor points. The instructor might critique what most needs improvement, or only what the student can reasonably be expected to improve. An effective critique covers strengths as well as weaknesses.
• Constructive—a critique is pointless unless the student profits from it. The instructor should give positive guidance for correcting the fault and strengthening the weakness. Negative criticism that does not point toward improvement or a higher level of performance should be omitted from a critique altogether.
• Organized—unless a critique follows some pattern of organization, a series of otherwise valid comments may lose their impact. Almost any pattern is acceptable as long as it is logical and makes sense to the student as well as to the instructor. An effective organizational pattern might be the sequence of the performance itself. Sometimes a critique can profitably begin at the point where a demonstration failed and work backward through the steps that led to the failure.
• Thoughtful—an effective critique reflects the instructor’s thoughtfulness toward the student’s need for self-esteem, recognition, and approval from others. The instructor should never minimize the inherent dignity and importance of the individual. Ridicule, anger, or fun at the expense of the student have no place in a critique. While being straightforward and honest, the instructor should always respect the student’s personal feelings.
• Specific—the instructor’s comments and recommendations should be specific, rather than general. The student needs to focus on something concrete. If the instructor has a clear, well-founded, and supportable idea in mind, it should be expressed with firmness and authority in terms that cannot be misunderstood. Evaluation
Whenever learning takes place, the result is a definable, observable, measurable change in behavior. The purpose of an evaluation is to determine how a student is progressing in the course. Evaluation is concerned with defining, observing, and measuring or judging this new behavior. Evaluation normally occurs before, during, and after instruction; it is an integral part of the learning process. During instruction, some sort of evaluation is essential to determine what the student is learning and how well they are learning it. The instructor’s evaluation may be the result of observations of the students’ overall performance, or it may be accomplished as either a spontaneous or planned evaluation, such as an oral quiz, written test, or skill performance test. [Figure 10-13]Oral Quizzes
The most used means of evaluation is the direct or indirect oral questioning of the student by the instructor. Questions may be loosely classified as fact questions and thought questions. The answer to a fact question is based on memory or recall. This type of question usually concerns who, what, when, and where. Thought questions usually involve why or how, and require the student to combine knowledge of facts with an ability to analyze situations, solve problems, and arrive at conclusions. Proper quizzing by the instructor can have a number of desirable results.
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Balloon Flying Handbook(125)
