曝光台 注意防骗
网曝天猫店富美金盛家居专营店坑蒙拐骗欺诈消费者
have, could have, or should have done differently during the
flight or procedure.
5-6
Reflect—insights come from investing perceptions and
experiences with meaning, requiring reflection on the events.
For example:
• What was the most important thing you learned
today?
• What part of the session was easiest for you? What
part was hardest?
• Did anything make you uncomfortable? If so, when
did it occur?
• How would you assess your performance and your
decisions?
• Did you perform in accordance with the PTS?
Redirect—the final step is to help the student relate lessons
learned in this session to other experiences, and consider how
they might help in future sessions. Questions:
• How does this experience relate to previous
lessons?
• What might be done to mitigate a similar risk in a
future situation?
• Which aspects of this experience might apply to future
situations, and how?
• What personal minimums should be established, and
what additional proficiency flying and/or training
might be useful?
The purpose of the self-assessment is to stimulate growth in
the student’s thought processes and, in turn, behaviors. The
self-assessment is followed by an in-depth discussion between
the instructor and the student, which compares the instructor’s
assessment to the student’s self-assessment. Through this
discussion, the instructor and the student jointly determine
the student’s progress on a rubric. As explained earlier, a
rubric is a guide for scoring performance assessments in a
reliable, fair, and valid manner. It is generally composed
of dimensions for judging student performance, a scale for
rating performances on each dimension, and standards of
excellence for specified performance levels.
The collaborative assessment process in student-centered
grading uses two broad rubrics: one that assesses the student’s
level of proficiency on skill-focused maneuvers or procedures,
and one that assesses the student’s level of proficiency on
single-pilot resource management (SRM), which is the
cognitive or decision-making aspect of flight training.
The performance assessment dimensions for each type of
rubric are as follows:
Maneuver or Procedure “Grades”
• Describe—at the completion of the scenario, the
student is able to describe the physical characteristics
and cognitive elements of the scenario activities, but
needs assistance to execute the maneuver or procedure
successfully.
• Explain—at the completion of the scenario, the student
is able to describe the scenario activity and understand
the underlying concepts, principles, and procedures
that comprise the activity, but needs assistance to
execute the maneuver or procedure successfully.
• Practice—at the completion of the scenario, the student
is able to plan and execute the scenario. Coaching,
instruction, and/or assistance will correct deviations
and errors identified by the instructor.
• Perform—at the completion of the scenario, the student
is able to perform the activity without instructor
assistance. The student will identify and correct errors
and deviations in an expeditious manner. At no time
will the successful completion of the activity be in
doubt. (“Perform” is used to signify that the student is
satisfactorily demonstrating proficiency in traditional
piloting and systems operation skills).
• Not observed—any event not accomplished or
required.
For example, a student can describe a landing and can tell
the flight instructor about the physical characteristics and
appearance of the landing. On a good day, with the wind
straight down the runway, the student may be able to practice
landings with some success while still functioning at the
rote level of learning. However, on a gusty crosswind day
the student needs a deeper level of understanding to adapt to
the different conditions. If a student can explain all the basic
physics associated with lift/drag and crosswind correction, he
or she is more likely to practice successfully and eventually
perform a landing under a wide variety of conditions.
Single-Pilot Resource Management (SRM)
“Grades”
• Explain—the student can verbally identify, describe,
and understand the risks inherent in the flight scenario,
but needs to be prompted to identify risks and make
decisions.
中国航空网 www.aero.cn
航空翻译 www.aviation.cn
本文链接地址：
Aviation Instructor's Handbook航空教员手册(98)
