曝光臺 注意防騙 網曝天貓店富美金盛家居專營店坑蒙拐騙欺詐消費者

Both instructors and students may initially be reluctant to use this method of assessment. Instructors may think it requires more time, when in fact it is merely a more structured, effective, and collaborative version of a traditional postflight critique. Also, instructors who learned in the more traditional assessment structure must be careful not to equate or force the dimensions of the rubric into the traditional grading mold of A through F. One way to avoid this temptation is to remember that evaluation should be progressive: the student should achieve a new level of learning during each lesson. For example, in flight one, the automation management area might be a “describe” item. By flight three, it is a “practice” item, and by flight five, it is a “manage-decide” item.
5-8
T
est Development StepsDetermine level-of-learning objectivesList indicators of desired behaviorsEstablish criterion objectivesDevelop criterion-referenced test items
Figure 5-4. The development process for criterion-referenced tests follows a general-to-specific pattern.
The student may be reluctant to self-assess if he or she has not had the chance to participate in such a process before. Therefore, the instructor may need to teach the student how to become an active participant in the collaborative assessment.
Choosing an Effective Assessment Method
When deciding how to assess student progress, aviation instructors can follow a four-step process.
• First, determine level-of-learning objectives.
• Second, list indicators of desired behaviors.
• Third, establish criterion objectives.
• Fourth, develop criterion-referenced test items.
This process is useful for tests that apply to the cognitive and affective domains of learning, and also can be used for skill testing in the psychomotor domain. The development process for criterion-referenced tests follows a general-to-specific pattern. [Figure 5-4]
Instructors should be aware that authentic assessment may not be as useful as traditional assessment in the early phases of training, because the student does not have enough information about the concepts or knowledge to participate fully. As discussed in Chapter 2, The Learning Process, when exposed to a new topic, students first tend to acquire and memorize facts. As learning progresses, they begin to organize their knowledge to formulate an understanding of the things they have memorized. When students possess the knowledge needed to analyze, synthesize, and evaluate (i.e., application and correlation levels of learning), they can participate more fully in the assessment process. Determine Level-of-Learning Objectives
The first step in developing an appropriate assessment is to state the individual objectives as general, level-of-learning objectives. The objectives should measure one of the learning levels of the cognitive, affective, or psychomotor domains described in chapter 2. The levels of cognitive learning include knowledge, comprehension, application, analysis, synthesis, and evaluation.
For the understanding level, an objective could be stated as, “Describe how to perform a compression test on an aircraft reciprocating engine.” This objective requires a student to explain how to do a compression test, but not necessarily perform a compression test (application level). Further, the student would not be expected to compare the results of compression tests on different engines (application level), design a compression test for a different type of engine (correlation level), or interpret the results of the compression test (correlation level). A general level-of-learning objective is a good starting point for developing a test because it defines the scope of the learning task.List Indicators/Samples of Desired Behaviors
The second step is to list the indicators or samples of behavior that give the best indication of the achievement of the objective. Some level of learning objectives often cannot be directly measured. As a result, behaviors that can be measured are selected in order to give the best evidence of learning. For example, if the instructor is expecting the student to display the understanding level of learning on compression testing, some of the specific test question answers should describe appropriate tools and equipment, the proper equipment setup, appropriate safety procedures, and the steps used to obtain compression readings. The overall test must be comprehensive enough to give a true representation of the learning to be measured. It is not usually feasible to measure every aspect of a level of learning objective, but by carefully choosing samples of behavior, the instructor can obtain adequate evidence of learning.Establish Criterion Objectives
The next step in the test development process is to define criterion (performance-based) objectives. In addition to the behavior expected, criterion objectives state the conditions under which the behavior is to be performed, and the criteria that must be met. If the instructor developed performance-based objectives during the creation of lesson plans, criterion objectives have already been formulated. The criterion objective provides the framework for developing the test items used to measure the level of learning objectives. In the
　
中國航空網 www.k6050.com
航空翻譯 www.aviation.cn
本文鏈接地址：Aviation Instructor’s Handbook下(36)