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REFERENCES: FAA-H-8083-9
ELEMENTS Assessment
Critique
COMPLETION The Student Can Properly Critique and Evaluate Students Using the
STANDARDS Methods and Characteristics Described.
INSTRUCTOR NOTES:
INTRODUCTION
OVERVIEW
WHAT
The critique refers to the instructor’s role as a critic, and the evaluation section discusses
creating and conducting effective evaluations.
WHY
The instructor must be able to appraise student performance and convey this information back
to the student. Throughout a training course, and at the end of a course, a student must be
evaluated to measure and document whether the course objectives have been met.
HOW
ASSESSMENT
PURPOSE
CHARACTERISTICS
OBJECTIVE
FLEXIBLE
COMPREHENSIVE
CONSTRUCTIVE
ORGANIZED
THOUGHTFUL
Tell the student why something was not good and how to improve it
Students should have no doubt what was good, and what was poor, and how they can
improve
TRADITIONAL ASSESSMENT
Reliability
Validity
Usability
Objectivity
Comprehensiveness
Discrimination
AUTHENTIC ASSESSMENT
ORAL ASSESSMENT
Must be adapted to the ability, experience, and stage of training of the students
Should be limited to who, what, where, when, why, or how and not a combination
“Do you understand?”/” Do you have any questions?” have no place in effective
quizzing
Puzzle Questions
Oversize
Toss-up
Bewilderment
Irrelevant Questions
CRITIQUE
INSTRUCTOR / STUDENT CRITIQUE
Small groups are assigned a specific area to analyze and present their findings on
Results in a comprehensive critique
SELF-CRITIQUE
WRITTEN CRITIQUE
THREE ( ) ADVANTAGES
Do not extend the critique beyond its scheduled time limit and into time allotted for
other activities
Point of diminishing returns is reached very quickly
No more than 10 – 15 minutes (never more than 30 minutes)
Avoid trying to cover too much
Get the main points (4-5 things to correct at most)
Allow time for a summary of the critique to reemphasize the most important things
to remember
REVIEW
1. Assessment:
a. Purpose of assessment.
b. General characteristics of effective assessment.
c. Traditional assessment.
d. Authentic assessment.
e. Oral assessment.
f. Characteristics of effective questions.
g. Types of questions to avoid.
2. Critique:
a. Instructors/student critique.
b. Student-lead critique.
c. Small group critique.
d. Individual student critique by another student.
e. Self-critique.
f. Written critique.