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their own tests to measure the progress of their students. If
the test is to measure the readiness of a student to take a
knowledge test, it should be based on the objectives of all
the lessons the student has received.
Aviation training also involves performance tests for
maneuvers or procedures. The flight instructor does not
administer the practical test for a pilot certificate, nor does
the aviation maintenance instructor administer the oral and
practical exam for certification as an aviation maintenance
technician (AMT). However, aviation 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 should be evaluated prior to sending an applicant for the
practical exam.
Practical tests for maintenance technicians and pilots are
criterion-referenced tests. The practical tests, defined in
the Practical Test Standards (PTS), are criterion referenced
because the objective is for all successful applicants to meet
the high standards of knowledge, skill, and safety required
by the regulations. The purpose of the PTS is to delineate
the standards by which FAA inspectors, designated pilot
examiners (DPEs), and designated maintenance examiners
(DMEs) conduct tests for ratings and certificates. The
standards are in accordance with the requirements of Title
14 of the Code of Federal Regulations (14 CFR) parts 61, 65,
5-10
and opinions of all the other students. The disadvantage of
a written assessment is that other members of the class do
not benefit.
Whatever the type of critique, the instructor must resolve
controversial issues and correct erroneous impressions. The
instructor must make allowances for the students’ relative
inexperience. Normally, the instructor should reserve time
at the end of the student assessment to cover those areas that
might have been omitted, not emphasized sufficiently, or
considered worth repeating.
Oral Assessment
The most common means of assessment is direct or indirect
oral questioning of students by the instructor. Questions may
be loosely classified as fact questions and HOTS questions.
The answer to a fact question is based on memory or recall.
This type of question usually concerns who, what, when,
and where. HOTS questions involve why or how, and
require the student to combine knowledge of facts with an
ability to analyze situations, solve problems, and arrive at
conclusions.
Proper quizzing by the instructor can have a number of
desirable results:
• Reveals the effectiveness of the instructor’s training
methods
• Checks student retention of what has been learned
• Reviews material already presented to the student
• Can be used to retain student interest and stimulate
thinking
• Emphasizes the important points of training
• Identifies points that need more emphasis
• Checks student comprehension of what has been
learned
• Promotes active student participation, which is
important to effective learning
Characteristics of Effective Questions
The instructor should devise and write pertinent questions
in advance. One method is to place them in the lesson plan.
Prepared questions merely serve as a framework, and as
the lesson progresses, should be supplemented by such
impromptu questions as the instructor considers appropriate.
Objective questions have only one correct answer, while the
answer to an open-ended HOTS question can be expressed
in a variety of possible solutions.
the instructor should avoid embarrassing the student in front
of the class.
There are several useful ways to conduct a critique.
Instructor/Student Critique
The instructor leads a group discussion in an instructor/
student critique in which members of the class are invited
to offer criticism of a performance. This method should be
controlled carefully and directed with a clear purpose. It
should be organized, and not allowed to degenerate into a
random free-for-all.
Student-Led Critique
The instructor asks a student to lead the assessment in a
student-led 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 assessments
　
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