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Since solo flight requires a thorough working knowledge of the different conditions likely to be encountered on the solo flight, it is important that the test properly evaluate this area. In this way, the instructor can see any areas that are
10-20
not adequately understood and can then cover them in the review of the test. Selection-type test items do not allow the instructor to evaluate the student’s knowledge beyond the immediate scope of the test items. The supply-type test item measures much more adequately the knowledge of the student, and lends itself very well to presolo testing.
The instructor must keep a record of the test results for at least three (3) years, as required by the provisions of 14 CFR section 61.189. The record should at least include the date, name of the student, and the results of the test.Performance Tests
The flight instructor does not administer the practical test for a pilot certificate. Flight instructors do get involved with the same skill or performance testing that is measured in these tests. Performance testing is desirable for evaluating training that involves an operation, a procedure, or a process. The job of the instructor is to prepare the student to take these tests. Therefore, each element of the practical test has been evaluated prior to an applicant taking the practical exam.
The purpose of the practical test standards (PTS) is to delineate the standards by which FAA inspectors and designated pilot examiners conduct tests for ratings and certificates. The standards are in accordance with the requirements of 14 CFR parts 61 and 91 and other FAA publications including the Aeronautical Information Manual and pertinent advisory circulars and handbooks. The objective of the PTS is to ensure the certification of pilots at a high level of performance and proficiency, consistent with safety.
Since every task in the PTS may be covered on the check ride, the instructor must evaluate all of the tasks before certifying the applicant to take the practical test. While this evaluation is not totally formal in nature, it should adhere to criterion-referenced testing. Although the instructor should always train the student to the very highest level possible, the evaluation of the student is only in relation to the standards listed in the PTS. The instructor, and the examiner, should also keep in mind that the standards are set at a level that is already very high. They are not minimum standards and they do not represent a floor of acceptability. In other words, the standards are the acceptable level that must be met and there are no requirements to exceed them.Planning Instructional Activities
Any instructional activity must be well planned and organized if it is to proceed in an effective manner. Much of the basic planning necessary for the flight instructor is provided by the knowledge and proficiency requirements published in 14 CFR, approved school syllabi, and the various texts, manuals, and training courses available. This section reviews the planning required by the instructor as it relates to four key topics—course of training, blocks of learning, training syllabus, and lesson plans.
Course of Training
In education, a course of training may be defined as a complete series of studies leading to attainment of a specific goal. The goal might be a certificate of completion, graduation, or an academic degree. For example, a student pilot may enroll in a private pilot certificate course, and upon completion of all course requirements, be awarded a graduation certificate.
Other terms closely associated with a course of training include curriculum, syllabus, and training course outline. In many cases, these terms are used interchangeably, but there are important differences.
A curriculum may be defined as a set of courses in an area of specialization offered by an educational institution. A curriculum for a pilot school usually includes courses for the various pilot certificates and ratings. A syllabus is a brief or general summary or outline of a course of study. In aviation, the term “training syllabus” is commonly used. In this context, a training syllabus is a step-by-step, building block progression of learning with provisions for regular review and evaluations at prescribed stages of learning. The syllabus defines the unit of training, states by objective what the student is expected to accomplish during the unit of training, shows an organized plan for instruction, and dictates the evaluation process for either the unit or stages of learning. And, finally, a training course outline, within a curriculum, may be described as the specific content of a particular course. It normally includes statements of objectives, descriptions of teaching aids, definitions of evaluating criteria, and indications of desired outcome.Objectives and Standards
The overall objective of an aviation training course is usually well established, and the general standards are included in various rules and related publications. For example, eligibility, knowledge, proficiency, and experience requirements for pilots and maintenance students are stipulated in the regulations, and the standards are published in the applicable practical test standards (PTS). It should be noted, though, that the PTS standards are limited to the most critical performance tasks. Certification tests do not represent an entire training syllabus.
　
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