ASSESSMENT & CRITIQUE

REFERENCES: FAA-H-8083-9

OBJECTIVES The Student Will Understand Elements Related to Critique and

Evaluation.

ELEMENTS  Assessment

 Critique

SCHEDULE 1. Review Lesson Objectives

2. Review Lesson Material
3. Conclusion & Review

EQUIPMENT 1. White Board / Markers

2. References

CFI ACTIONS 1. Review Lesson Objectives

2. Review Lesson Material
3. Ask / Answer Questions

STUDENT 1. Participate / Take Notes

ACTIONS
2. Ask / Respond to Questions

COMPLETION The Student Can Properly Critique and Evaluate Students Using the
STANDARDS Methods and Characteristics Described.
INSTRUCTOR NOTES:

INTRODUCTION
OVERVIEW

Review Objectives / Elements

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

To determine how students’ progress in their training

A good assessment provides practical and specific feedback to students, including

direction and guidance on how to raise performance

Contributes to decision making and judgment skills

CHARACTERISTICS

OBJECTIVE

Focus on student performance, not on personal opinions, likes, dislikes, or biases

To be objective, a critique must be honest, and based on the performance as it was

FLEXIBLE

The performance must be examined in the context it was accomplished

Fit the tone, technique and content of the critique to the occasion as well as the student
Allow for variables and be flexible to satisfy the requirements of the moment

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 ACCEPTABLE

Before accepting the critique, students must accept the instructor

Must be confident in qualifications, teaching ability, sincerity, competence and
authority
Present the critique fairly, with authority, conviction, sincerity, and from a position of
competence

COMPREHENSIVE

Cover strengths & weaknesses

What will provide the greatest benefit?
A few major points or more minor points (tailor to the student)
Critique what needs improved most or only what can be reasonably expected to
improve

CONSTRUCTIVE

The critique is pointless unless the student profits from it

Don’t offer a negative critique without a solution

ORGANIZED

It should follow a pattern of organization, otherwise it may lose its impact

Any pattern is acceptable if it is logical and makes sense to the student and
instructor
Options include:
The sequence of the performance itself
Work backward from where the demonstration failed (or was successful)
Break the whole into parts or build the parts into a whole

THOUGHTFUL

Reflects thoughtfulness to self-esteem, recognition, and approval from others

Ridicule, anger, or fun at a student’s expense have no place in a critique

SPECIFIC (RATHER THAN GENERAL)

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

Generally, refers to written testing

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 CHARACTERISTICS OF A GOOD TEST

Reliability
Validity
Usability
Objectivity
Comprehensiveness
Discrimination

AUTHENTIC ASSESSMENT

The student is asked to perform real-world tasks, and demonstrate a meaningful

application of skills and competencies
Students must generate responses from their knowledge rather than choosing from options
Open ended questions and set criteria are important characteristics

ORAL ASSESSMENT

Most common method of assessment

Comprised of direct or indirect questioning of the student

CHARACTERISTICS OF EFFECTIVE ORAL QUESTIONS

Have only one correct answer

Must apply to the subject of instruction

Should be brief and concise, but also clear and definite

Must be adapted to the ability, experience, and stage of training of the students

Center on only one idea

Should be limited to who, what, where, when, why, or how and not a combination

Must present a challenge to the student

Demand and deserve the use of proper English

TYPES OF QUESTIONS TO AVOID

“Do you understand?”/” Do you have any questions?” have no place in effective
quizzing

Puzzle Questions

Oversize

Toss-up

Bewilderment

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 Trick Questions

Irrelevant Questions

CRITIQUE
INSTRUCTOR / STUDENT CRITIQUE

The instructor leads a group discussion in which students offer criticism of a

performance
This should be controlled carefully and directed with a firm purpose (not a free-for-all)
It’s often beneficial (if the student being critiqued approves) to allow other students to sit in
on post flight debriefs to learn from other’s mistakes and/or successes

STUDENT LED CRITIQUE

A student is asked to lead the critique

This can generate student interest and learning, and be effective

SMALL GROUP CRITIQUE

Small groups are assigned a specific area to analyze and present their findings on
Results in a comprehensive critique

INDIVIDUAL STUDENT CRITIQUE BY ANOTHER STUDENT

Another student is requested to present the entire critique

The instructor must maintain firm control over the process

SELF-CRITIQUE

A student critiques their own personal performance

Do not leave controversial issues unresolved, or erroneous impressions

uncorrected

Make sure the student realizes the mistakes

WRITTEN CRITIQUE

THREE ( ) ADVANTAGES

1. Instructor can devote more time and thought to it

2. The student can keep written critiques and refer to them whenever they wish
3. The student has record of suggestions, recommendations, and opinions of all other
students

Disadvantage is that the other members of the class do not benefit

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GROUND RULES

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

Avoid absolute statements (most rules have exceptions)

Avoid controversies with the class and don’t take sides

Never allow yourself to be maneuvered into defending criticism!

Don’t let the student argue and tell you that you are wrong
If part of the critique is written, ensure it is consistent with the oral portion

CONCLUSION & REVIEW

Briefly Review the Main Lesson Points & Anything in Question

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.

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