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periods if outside references are lost. In an emergency,
this ability could save the pilot’s life and those of the
passengers.
During the conduct of integrated flight training, the flight
instructor must emphasize to the students that the introduction
to the use of flight instruments does not prepare them for
operations in marginal weather or instrument meteorological
conditions (IMC). The possible consequences, both to
themselves and to others, of experiments with flight
operations in weather conditions below visual flight rules
(VFR) minimums before they are instrument rated should
be constantly impressed on the students. According to NTSB
accident data, inflight encounters with weather (attempting
VFR flight into IMC) is one of the most lethal types of GA
flying.
Procedures
Integrated flight instruction begins with the first briefing on
the function of the flight controls. This briefing includes the
instrument indications to be expected, as well as the outside
references to be used to control the attitude of the aircraft.
Each new flight maneuver is introduced using both outside
and instrument references with students developing the
ability to maneuver an aircraft equally as well by instrument
or outside references. They naturally accept the fact that the
manipulation of the flight controls is identical, regardless
of which references are used to determine the attitude
of the aircraft. This practice should continue throughout
the flight instruction for all maneuvers. To fully achieve
the demonstrated benefits of this type of training, the use
of visual and instrument references must be constantly
integrated throughout the training. Failure to do so lengthens
the flight instruction necessary for the student to achieve the
competency required for a private pilot certificate.
See and Avoid
From the start of flight training, the instructor must ensure
students develop the habit of looking for other air traffic
at all times. If students believe the instructor assumes
all responsibility for scanning and collision avoidance
procedures, they do not develop the habit of maintaining a
constant vigilance, which is essential to safety. Any observed
tendency of a student to enter flight maneuvers without first
making a careful check for other air traffic must be corrected
immediately. Recent studies of midair collisions determined
that:
• Flight instructors were onboard the aircraft in 37
percent of the accidents in the study.
8-12
Demonstrated Ability
Assessment of demonstrated ability during flight instruction
must be based upon established standards of performance,
suitably modified to apply to the student’s experience
and stage of development as a pilot. The assessment must
consider the student’s mastery of the elements involved in the
maneuver, rather than merely the overall performance.
In order for a student to be signed off for a solo flight, the CFI
must determine that the student is qualified and proficient in
the flight tasks necessary for the flight. The CFI bases this
assessment on the student’s ability to demonstrate consistent
proficiency on a number of flight maneuvers. Also associated
with pilot skill evaluations during flight training are the stage
checks conducted in FAA-approved school courses and the
practical tests for pilot certificates and ratings.
Postflight Evaluation
In assessing piloting ability, it is important for the flight
instructor to keep the student informed of progress. This
may be done as each procedure or maneuver is completed or
summarized during postflight critiques. Postflight critiques
should be in a written format, such as notes to aid the flight
instructor in covering all areas that were noticed during the
flight or lesson. Traditionally, flight instructors explained
errors in performance, pointed out elements in which the
deficiencies were believed to have originated and, if possible,
suggested appropriate corrective measures. Traditional
assessment depends on a grading scale of “excellent, good,
fair, poor” or “exceeds standards, meets standards, needs
more training” which often meets the instructor’s needs but
not the needs of the student.
With the advent of SBT, collaborative assessment is used
whenever the student has completed a scenario. As discussed
　
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