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Since every student is different and each learning situation is unique, the actual outcome may not be entirely as expected. The instructor must be able to appraise student performance and convey this information back to the student. No skill is more important to an instructor than the ability to analyze, appraise, and judge student performance. The student quite naturally looks to the instructor for guidance, analysis, appraisal, as well as suggestions for improvement and encouragement. This feedback from instructor to student is called a critique.
In most cases, a critique should be conducted in private. It should come immediately after a student’s performance, while the details of the performance are easy to recall. An instructor may critique any activity which a student performs or practices to improve skill, proficiency, and learning.
Two common misconceptions about the critique should be corrected at the outset. First, a critique is not a step in the grading process. It is a step in the learning process. Second, a critique is not necessarily negative in content. It considers the good along with the bad, the individual parts, relationships of the individual parts, and the overall performance. A critique can, and usually should, be as varied in content as the performance being critiqued.
Purpose of a Critique
A critique should provide the student with something constructive upon which he or she can work or build. It should provide direction and guidance to raise their level of performance. Students must understand the purpose of the critique; otherwise, they are unlikely to accept the criticism offered and little improvement will result.
Methods of Critique
The critique of student performance is always the instructor’s responsibility, and it can never be delegated in its entirety. The instructor can add interest and variety to the criticism through the use of imagination and by drawing on the talents, ideas, and opinions of others. There are several useful methods of conducting a critique, two of which have specific application to balloon flight instruction.
Student-Led Critique
The instructor asks a student to lead the critique. The instructor can specify the pattern of organization and the techniques or can leave it to the discretion of the student leader. Because of the inexperience of the participants in the lesson area, student-led critiques may not be efficient, but they can generate student interest and learning and, on the whole, be effective.
Self-Critique
A student is required to critique personal performance. Like all other methods, a self-critique must be controlled and supervised by the instructor. Whatever the methods employed, the instructor must not leave controversial issues unresolved, nor erroneous impressions uncorrected. The instructor must make allowances for the student’s relative inexperience. Normally, the instructor should reserve time at the end of the student critique to cover those areas that might have been omitted, not emphasized sufficiently, or considered worth repeating. One variant of this method is for the instructor to ask the student to name three negative aspects of the flight training period, and discuss corrective action. Then, the instructor asks for three positive aspects of the training. This also indicates to the instructor whether or not the student is able to analyze their performance, in relation to the standards sought.
Ground Rules for Critiquing
There are a number of rules and techniques to keep in mind when conducting a critique. The following list can be applied, regardless of the type of critiquing activity.
10-17
Figure 10-12. Elements of an effective critique.
The
EffectiveCritiqueObjectiveSpecificFlexibleAcceptableThoughtfulOrganizedConstructiveComprehensive
• Avoid trying to cover too much. A few well-made points usually is more beneficial than a large number of points that are not developed adequately.
• Allow time for a summary of the critique to reemphasize the most important things a student should remember.
• Never allow yourself to be maneuvered into the unpleasant position of defending criticism. If the criticism is honest, objective, constructive, and comprehensive, no defense should be necessary.
• If part of the critique is written, make certain that it is consistent with the oral portion.
Although, at times, a critique may seem like an evaluation, it is not. Both student and instructor should consider it as an integral part of the lesson. It normally is a wrap-up of the lesson. A good critique closes the chapter on the lesson and sets the stage for the next lesson.
Characteristics of an Effective Critique
In order to provide direction and raise the students’ level of performance, the critique must be factual and be aligned with the completion standards of the lesson. This, of course, is because the critique is a part of the learning process. Some of the requirements for an effective critique are shown in Figure 10-12.
　
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