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10-19
Characteristics of Effective Questions
An effective oral quiz requires some preparation. The instructor should devise and write pertinent questions in advance. One method is to place them in the lesson plan. Prepared questions merely serve as a framework, and as the lesson progresses, should be supplemented by such impromptu questions as the instructor considers appropriate. To be effective, questions must apply to the subject of instruction. Unless the question pertains strictly to the particular training being conducted, it serves only to confuse the students and divert their thoughts to an unrelated subject. An effective question should be brief and concise, but also clear and definite.
Effective questions must be adapted to the ability, experience, and stage of training of the students. Effective questions center on only one idea. A single question should be limited to who, what, when, where, how, or why, not a combination. Effective questions must present a challenge to the students. Questions of suitable difficulty serve to stimulate learning. Effective questions demand and deserve the use of proper English.
Answering Questions from Students
Responses to student questions must also conform with certain considerations if answering is to be an effective teaching method. The question must be clearly understood by the instructor before an answer is attempted. The instructor should display interest in the student’s question and frame an answer that is as direct and accurate as possible. After the instructor completes a response, it should be determined whether or not the student’s request for information has been completely answered, and if the student is satisfied with the answer.
Occasionally, a student asks a question that the instructor cannot answer. In such cases, the instructor should freely admit not knowing the answer, but should promise to get the answer or, if practicable, offer to help the student look it up in available references.Written Tests
As evaluation devices, written tests are only as good as the knowledge and proficiency of the test writer. This section is intended to provide the flight instructor with only the basic concepts of written test design.
Characteristics of a Good Test
A test is a set of questions, problems, or exercises for determining whether a person has a particular knowledge or skill. A test can consist of just one test item, but it usually consists of a number of test items. A test item measures a single objective and calls for a single response. The test could be as simple as the correct answer to an essay question or as complex as completing a knowledge or practical test. Regardless of the underlying purpose, effective tests share certain characteristics. For a full list of these characteristics, refer to the Aviation Instructor’s Handbook.Test Development
When testing aviation students, the instructor is usually concerned more with criterion-referenced testing than norm-referenced testing. Criterion-referenced testing evaluates each student’s performance against a carefully written, measurable, standard or criterion. Norm-referenced testing measures a student’s performance against the performance of other students. There is little or no concern about the student’s performance in relation to the performance of other students. The FAA knowledge and practical tests for pilots are all criterion referenced because in aviation training it is necessary to measure student performance against a high standard of proficiency consistent with safety.Presolo Knowledge Tests
Title 14 of the Code of Federal Regulations (14 CFR) part 61 requires the satisfactory completion of a presolo knowledge test prior to solo flight. The presolo knowledge test is required to be administered, graded, and all incorrect answers reviewed by the instructor providing the training prior to endorsing the student pilot certificate and logbook for solo flight. The regulation states that the presolo knowledge test must include questions applicable to 14 CFR parts 61 and 91 and on the flight characteristics and operational limitations of the make and model aircraft to be flown.
The content and number of test questions are to be determined by the flight instructor. An adequate sampling of the general operating rules should be included. In addition, a sufficient number of specific questions should be asked to ensure the student has the knowledge to safely operate the aircraft in the local environment.
Specific procedures for developing test questions are covered in the Aviation Instructor’s Handbook, but a review of some items as they apply to the presolo knowledge test are in order. Though selection-type (usually referred to as multiple-choice) test items are easier to grade, it is recommended that supply-type (or “fill in the blank”) test items be used for the portions of the presolo knowledge test where specific knowledge is to be tested. One problem with supply-type test items is difficulty in assigning the appropriate grade.
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