It checks the student's retention of what has been learned.It reveals the effectiveness of your instruction.Your use of oral questioning can have a number of desirable results: Your instructional techniques course will provide guidance on ensuring that questions be asked at all levels of Bloom's taxonomy as is appropriate to the lesson. Questions that require the student to combine knowledge of facts with the ability to analyse a situation, solve problems or arrive at conclusions usually start with why or how. Questions that require the recall from memory of a fact usually start with who, what, when or where. Oral questioning has a wide range of uses in flight instruction. For example, it should measure the desired learning outcome, and it should be used when sufficient opportunity exists to make the necessary observations.Ī rating scale, as used in the CAA Flight Test Standard Guides (FTSG), in the measurement of Managing Critical Incidents is given below as an example.Įxcerpt from a Flight Test Standards Guide Oral questioning Its value depends on careful preparation and appropriate use. Rating scales provide a systematic procedure for reporting your observations. The description should be as objective as possible and it should record positive as well as constructive occurrences.Ī more structured form of anecdotal record is the rating scale. Just enough detail should be included to make the description meaningful and accurate. You should record sufficient information about the situations to make the behaviour understood, for example, 'entered cloud while concentrating on instruments in the turn'. These records often form the basis of a written debrief, and they can be of considerable help to the instructor who is to fly with a previously unknown student. For example, a student may show good knowledge of VFR minima but violate them in everyday situations. The main advantage of these records is that they depict behaviour in natural situations. Generally, a system is used to record student behaviour that cannot be evaluated by other means, for example, respect for laws, reaction to authority, persistence or physical skill. Subjective written records of observed student performances are known as anecdotal records. If unable to correct the situation by personal contact and good advice, you should report the matter to their supervisor. In the case of an observed unsatisfactory performance, it is your responsibility to try to correct it by the most reasonable and effective means. This applies to instructor's observations of unsafe or inept operations by pilots who are not aware they are being observed, as well as pilots who have requested an instructor's evaluation or guidance. Observationsįlight instructors have a moral obligation to provide guidance and restraint with respect to the operations of their students. Your evaluation may consist simply of observations of the student's performance, or it may be accomplished by more comprehensive, systematic and objective means, by oral questioning, administering written tests, or performance testing 47. Evaluation for these purposes may be formative, ie, it is used during a course of instruction, or summative, when it is used at the completion of a course of instruction 46. Once instruction has begun, some sort of evaluation is essential to determine both what and how well the student is learning, as well as how effective the course of instruction has been 45. Evaluation is concerned with defining, observing and measuring the new behaviour. Whenever learning takes place, the result is a change in behaviour. Evaluation is an integral part of the learning process.

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