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may not be efficient, but they can generate student interest
and learning and, on the whole, be effective.
Small Group Critique
For the small group critique, the class is divided into small
groups, each assigned a specific area to analyze. Each group
must present its findings to the class. It is desirable for the
instructor to furnish the criteria and guidelines. The combined
reports from the groups can result in a comprehensive
assessment.
Individual Student Critique by Another Student
The instructor may require another student to present the
entire assessment. A variation is for the instructor to ask a
number of students questions about the manner and quality
of performance. Discussion of the performance and of
the assessment can often allow the group to accept more
ownership of the ideas expressed. As with all assessments
incorporating student participation, it is important that the
instructor maintain firm control over the process.
Self-Critique
A student critiques personal performance in a self-critique.
Like all other methods, a self-critique must be controlled and
supervised by the instructor.
Written Critique
A written critique has three advantages. First, the instructor
can devote more time and thought to it than to an oral
assessment in the classroom. Second, students can keep
written assessments and refer to them whenever they wish.
Third, when the instructor requires all students to write an
assessment of a performance, the student-performer has the
permanent record of the suggestions, recommendations,
5-11
To be effective, questions must:
• Apply to the subject of instruction.
• Be brief and concise, but also clear and definite.
• Be adapted to the ability, experience, and stage of
training of the students.
• Center on only one idea (limited to who, what, when,
where, how, or why, not a combination).
• Present a challenge to the students.
Types of Questions To Avoid
Effective quizzing does not ever include yes/no questions
such as “Do you understand?” or “Do you have any
questions?” Instructors should also avoid the following types
of questions:
• Puzzle—“What is the first action you should take if a
conventional gear airplane with a weak right brake is
swerving left in a right crosswind during a full flap,
power-on wheel landing?”
• Oversize—“What do you do before beginning an
engine overhaul?”
• Toss-up—“In an emergency, should you squawk 7700
or pick a landing spot?”
• Bewilderment—“In reading the altimeter—you know
you set a sensitive altimeter for the nearest station
pressure—if you take temperature into account, as
when flying from a cold air mass through a warm
front, what precaution should you take when in a
mountainous area?”
• Trick questions—these questions cause the students to
develop the feeling that they are engaged in a battle
of wits with the instructor, and the whole significance
of the subject of the instruction involved is lost. An
example of a trick question would be one in which the
response options are 1, 2, 3, and 4, but they are placed
in the following form.
A. 4
B. 3
C. 2
D. 1
• Irrelevant questions—diversions that introduce only
unrelated facts and thoughts and slow the student’s
progress. Questions unrelated to the test topics are not
helpful in evaluating the student’s knowledge of the
subject at hand. An example of an irrelevant question
would be to ask a question about tire inflation during
a test on the timing of magnetos.
Answering Student Questions
Tips for responding effectively to student questions,
especially in a classroom setting:
• Be sure that you clearly understand the question before
attempting to answer.
• Display interest in the student’s question and frame
an answer that is as direct and accurate as possible.
• After responding, determine whether or not the student
is satisfied with the answer.
Sometimes it is unwise to introduce considerations more
complicated or advanced than necessary to completely answer
a student’s question at the current point in training. In this case,
the instructor should carefully explain to the student that the
question was good and pertinent, but that a detailed answer
would, at this time, unnecessarily complicate the learning
tasks. The instructor should invite the student to reintroduce
　
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