Types of Assessments. FOI Ch. 5 - Assessment. Formal vs. Informal Assessments. Purpose. Assessment. Objective. Traditional Assessment (Testing)

Transcription

1 FOI Chapter 5 - Assessment [Critique & Evaluation] Types of Assessments Traditional Assessment (Testing) Usually written Evaluates typically y at the rote or understanding level of learning Authentic Assessment Requires the student to demonstrate the application or correlation level of learning Typically requires the student to perform Rev. Spring 2009 FOI Ch. 5 - Assessment 1 Formal vs. Informal Assessments Formal Quizzes, tests, prog & stage exams, flight test Often part of a formal grade or course assessment Informal Feedback, debrief, verbal critique Purpose Provides feedback on student performance Improve performance Provide direction Re-teach (if necessary) Provides feedback to the CFI on how to modify training Assessment (Critique) Characteristics Objective Evaluate student performance and not the individual based on personal views /impressions/personality traits, etc. Particularly susceptible when Teaching a friend Personality conflict 1

2 Flexible Must fit the tone, technique and content of the assessment to the occasion Acceptable The student must accept the instructor as someone worthy of giving the critique The student must have confidence in the instructor The instructor must be fair and sincere Comprehensive Include both strengths and weaknesses The CFI needs to figure out the balance between these two Watch out for trying to be too long Constructive Point out strengths and identify where/why they were good Point out weaknesses and give direction for improvement Encourage potential Well Organized Good then bad / Bad then good Progress of flight Progress of records Thoughtful Must remember that the student is an individual Recognize need for self esteem, recognition and approval Must respect the student's personal feelings The CFI still needs to be straightforward and honest 2

3 Specific Be specific both in identifying strengths and weaknesses Back up observations & comments with details Students should leave with clear understanding of What was good / What was bad How to improve Types of Assessments Traditional Assessment (Testing) Usually written Evaluates typically y at the rote or understanding level of learning Authentic Assessment Requires the student to demonstrate the application or correlation level of learning Typically requires the student to perform Types of Quizzing / Testing / Assessment Testing at the appropriate level Oral Written Performance (Practical) Traditional Authentic Rote - Who, What, When, Where Understanding - How, Why, Explain how, Explain why Traditional Application - Give scenario Authentic Correlation - Traditional Assessments Types of written questions Supply type Fill in Short answer Essay Selection type True/False Multiple choice Matching 3

4 Characteristics of good questions Has one correct answer Single thought - Question should focus on level of learning Emphasize the negative Avoid ambiguous statements Characteristics of good written questions Proper stems Clearly presented thought Present material that is relevant Does not give away the answer Gives all the material - avoid repetitious answers Equal length alternatives Proper grammar Characteristics of good tests More Info in Appendix B Reliable - Should provide consistent results Valid - Measures what it is supposed to measure Usable - You are testing the student's knowledge of a particular topic, not the ability to take the test Objective - should be able to be objectively scored Comprehensive - Should cover all aspects of area to be covered Discrimination - Should differentiate small differences in achievement Authentic Assessments Collaborative Assessment Student Centered Grading Replay Have the student replay the activity Reconstruct Have the student assess what should have been done differently Reflect Have the student reflect on what he/she has learned (learning journal) Redirect Evaluate how the learning might affect other lessons 4

5 Performance Grades Maneuver Grades Describe Explain Practice Perform (Not Observed) SRM Grades Explain Practice Mange - Decide Critiques and Oral Assessments Types of Critiques Instructor / Student Critique Student Led Critique Small Group Critique Individual Student Critique by Another Student Self Critique Written Oral Combined Oral Assessment... Reveals effectiveness of the instructor s training Checks the students comprehension & retention ti It reviews & emphasizes the important points of training. It identifies points which need more emphasis. It promotes active student participation Common misconceptions The critique is not a step in the grading process.. It is a step in the learning process The critique does not necessarily need to be negative in context Conducting the Critique When - immediately How long - generally 20 min. maximum unless re-teaching 5

6 Ground rules for critiquing Keep it brief & on time Avoid trying to cover too much. Allow time for a summary Avoid dogmatic or absolute statements Ground rules for critiquing... Avoid controversies with the class Never allow yourself to be maneuvered into the unpleasant position of defending criticism If part of the critique is written, make certain that it is consistent with the oral Questions to Avoid Puzzle Oversize Toss-Up Bewilderment Trick Irrelevant 6