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5-3
Figure 5-1. Effective assessments share a number of
characteristics.
Objective
Flexible
Acceptable
Comprehensive
Constructive
Organized
Thoughtful
Specific
Characteristics of Critiques
raise their level of performance. Most importantly, a welldesigned and effective assessment process contributes to the
development of aeronautical decision-making and judgment
skills by helping develop the student’s ability to evaluate his
or her own knowledge and performance accurately.
A well-designed and effective assessment is also a very
valuable tool for the instructor. By highlighting the areas in
which a student’s performance is incorrect or inadequate,
it helps the instructor see where more emphasis is needed.
If, for example, several students falter when they reach the
same step in a weight-and-balance problem, the instructor
might recognize the need for a more detailed explanation,
another demonstration of the step, or special emphasis in the
assessment of subsequent performance.
General Characteristics of Effective
Assessment
In order to provide direction and raise the student’s level
of performance, assessment must be factual, and it must
be aligned with the completion standards of the lesson. An
effective assessment displays the characteristics shown in
Figure 5-1.
Objective
The effective assessment is objective, and focused on student
performance. It should not reflect the personal opinions,
likes, dislikes, or biases of the instructor. Instructors must not
permit judgment of student performance to be influenced by
their personal views of the student, favorable or unfavorable.
Sympathy or over-identification with a student, to such a
degree that it influences objectivity, is known as “halo error.”
A conflict of personalities can also distort an opinion. If an
assessment is to be objective, it must be honest; it must be
based on the performance as it was, not as it could have
been.
Flexible
The instructor must evaluate the entire performance of a
student in 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 assessment to the occasion,
as well as to the student. An assessment should be designed
and executed so that the instructor can allow for variables.
The ongoing challenge for the instructor is deciding what to
say, what to omit, what to stress, and what to minimize at
the proper moment.
Acceptable
The student must accept the instructor in order to accept his
or her assessment willingly. Students must have confidence
in the instructor’s qualifications, teaching ability, sincerity,
competence, and authority. Usually, instructors have the
opportunity to establish themselves with students before the
formal assessment arises. If not, however, the instructor’s
manner, attitude, and familiarity with the subject at hand must
serve this purpose. Assessments must be presented fairly,
with authority, conviction, sincerity, and from a position
of recognizable competence. Instructors must never rely
on their position to make an assessment more acceptable
to students.
Comprehensive
A comprehensive assessment 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 assess what most needs
improvement, or only what the student can reasonably
be expected to improve. An effective assessment covers
strengths as well as weaknesses. The instructor’s task is to
determine how to balance the two.
Constructive
An assessment is pointless unless the student benefits from
it. Praise for its own sake is of no value, but praise can be
very effective in reinforcing and capitalizing on things that
are done well, in order to inspire the student to improve in
areas of lesser accomplishment. When identifying a mistake
or weakness, the instructor must give positive guidance for
correction. Negative comments that do not point toward
improvement or a higher level of performance should be
omitted from an assessment altogether.
5-4
Traditional Ways To Grade Student Performance
Satisfactory Unsatisfactory
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Aviation Instructor's Handbook航空教员手册(95)
