Student evaluation, assessment, and testing

What this lesson is for: learning to give a critique that makes somebody better, rather than one that is merely accurate. You will also be on the receiving end of one: the lesson plan you wrote in lesson 3 gets critiqued here, and you will revise it and teach it again.

Read:

• FAA-H-8083-9B, chapter 6, Assessment.
• FAA-S-ACS-25, Area of Operation I, Task D.
• standards/CRITIQUE-STANDARD.md, all of it. This is the school's standard and you will be held to it for the rest of the program.
• Your own lesson 3 plan, re-read with a critical eye.

Deliverable: A written self-critique of your own lesson 3 plan and the block you taught from it. Name at least two things wrong with it, their probable causes, and what you would change. Bring it. You will deliver it before hearing your instructor's critique.

1. What assessment is for, and the eight characteristics of an effective one.
2. Traditional assessment.
3. Authentic assessment: learner-centered assessment, maneuver and procedure grades, and assessing risk management.
4. Choosing a method.
5. The types of critique, and what each is for.
6. Oral assessment: what makes a question effective, which questions to avoid, and how to answer a question you are asked.
7. Assessing piloting ability.
8. The risks in delivering an assessment.
9. Your lesson 3 plan, critiqued, revised, and re-taught.
10. You critique a performance.

• Deliver your own self-critique of your lesson 3 work, before hearing anyone else's.
• Take a critique, revise the plan, and teach it again in the same lesson.
• Watch a short performance with two errors in it, and critique it.
• Write three oral assessment questions and defend why each is a good one.

1. You deliver a critique of a performance that names the error, its probable cause, and the correction, and the correction is specific enough to attempt on the next flight.
2. You find the causal error underneath the obvious one, or, having missed it, name it when asked what caused the error you did find.
3. You revise your lesson 3 plan in response to critique and re-teach a block from the revised version, with the change visible in the delivery.
4. You ask three oral assessment questions that are not leading, not yes-or-no, and not answerable by guessing, and say what each would reveal.
5. You name two of the eight characteristics of an effective assessment that your own critique demonstrated, and one it did not.
6. You deliver a self-critique before hearing your instructor's.

• Listing faults and calling it a critique. This is the exact failure this lesson exists to prevent. Test yourself: could the person act on it tomorrow? If not, it was a list.
• Naming the error but never the cause. The most common gap. Without a cause, all you have told someone is to try harder.
• Reciting the eight characteristics and demonstrating none of them.
• Asking leading questions. "You'd add power there, wouldn't you?" tells you nothing about what they know. You will do this without noticing until you hear yourself on a recording.
• Softening until the message disappears. Thoughtful is one of the eight characteristics. Specific is also one of them.
• Grading against how you would have flown it rather than against the lesson's completion standard.
• Critiquing in front of an audience without thinking about whether that helps this person.

Not applicable. Ground lesson.

This lesson has no Video Slots of its own. It teaches the standard that the Clip critiques in phase 3 are judged against.

Being critiqued on work you did an hour ago, having already critiqued it yourself, is uncomfortable. It is also the most efficient way to learn this, and it is deliberately scheduled early so that the rest of the program is easier.

Notice how your instructor delivers it. You are being shown the skill you are about to be assessed on.