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techniques and methods described in this chapter apply as
much to the aviation instructor in the classroom as to the
aircraft maintenance instructor in the shop, or to the flight
instructor in the aircraft or in the briefing area. Since each
student is different and each learning situation is unique, the
outcome may not be what the instructor expected. Whatever
the outcome, the instructor must be able to assess student
performance and convey this information to the student.
To do so, the instructor utilizes several different types of
assessment.
Assessment Terminology
Most instructors and students are familiar with the term
“grading.” A more useful term is “assessment,” which is
the process of gathering measurable information to meet
evaluation needs. The Latin root “assess” means “to judge, to
sit beside.” This term thus conveys the idea that assessment
involves both judgment by the instructor and collaboration
with the student during the evaluation stage.
This chapter presents and discusses two broad categories of
assessment. The first is traditional assessment, which often
involves the kind of written testing (e.g., multiple choice,
matching) and grading that is most familiar to instructors
and students. To achieve a passing score on a traditional
assessment, the student usually has a set amount of time to
recognize or reproduce memorized terms, formulas, or data.
There is a single answer that is correct. Consequently, the
traditional assessment is more likely to be used to judge, or
evaluate, the student’s progress at the rote and understanding
levels of learning.
The second category of assessment is authentic assessment.
Authentic assessment requires the student to demonstrate
not just rote and understanding, but also the application
and correlation levels of learning. Authentic assessment
generally requires the student to perform real-world tasks,
and demonstrate a meaningful application of skills and
competencies. In other words, the authentic assessment
requires the student to exhibit in-depth knowledge by
generating a solution instead of merely choosing a
response.
In authentic assessment, there are specific performance
criteria, or standards, that students know in advance of
the actual assessment. The terms “criteria/criterion” and
“standard” are often used interchangeably. They refer to the
characteristics that define acceptable performance on a task.
Another term used in association with authentic assessment
is “rubric.” A rubric is a guide used to score performance
assessments in a reliable, fair, and valid manner. It is generally
composed of dimensions for judging student performance,
a scale for rating performances on each dimension, and
standards of excellence for specified performance levels.
Whether traditional or authentic, an assessment can be either
formal or informal. Formal assessments usually involve
documentation, such as a quiz or written examination. They
are used periodically throughout a course, as well as at the
end of a course, to measure and document whether or not
the course objectives have been met. Informal assessments,
which can include verbal critique, generally occur as needed
and are not part of the final grade.
Other terms associated with assessment include diagnostic,
formative, and summative.
• Diagnostic assessments are used to assess student
knowledge or skills prior to a course of instruction.
• Formative assessments, which are not graded, are used
as a wrap-up of the lesson and to set the stage for the
next lesson. This type of assessment, which is limited
to what transpired during that lesson, informs and
guides the instructor on which areas to reinforce.
• Summative assessments are used periodically
throughout the training to measure how well learning
has progressed to that point. For example, a chapter
quiz or an end-of-course test can measure the student’s
overall mastery of the training. These assessments are
an integral part of the lesson, as well as the course of
training.
Purpose of Assessment
Assessment is an essential and continuous (ongoing)
component of the teaching and learning processes. An
effective assessment provides critical information to both
the instructor and the student. Both instructor and student
need to know how well the student is progressing. A
good assessment provides practical and specific feedback
to students, including direction and guidance on how to
　
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