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Standards are closely tied to objectives since they include a description of the desired knowledge, behavior, or skill stated in specific terms, along with conditions and criteria. When a student is able to perform according to well-defined standards, evidence of learning is apparent. Comprehensive examples of the desired learning outcomes, or behaviors, should be included in the standards. As indicated in chapter 2, standards for the level of learning in the cognitive and
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Figure 4-3. The syllabus defines the unit of training, states by objective what the student is expected to accomplish during the unit of training, shows an organized plan for instruction, and dictates the assessment process for either the unit or stages of learning.
To develop student skill in flight planning/obtaining a weather briefing Observe wind and weather conditions from the weather channel, radio, and/or visually Call flight service station for weather briefing Select launch site Weather information form Sectional chart and road map Plotter Compass Pilot balloon (Pibal) Discuss lesson Obtain weather information Observe surface winds with pibal Determine launch site Locate launch site on chart Draw dead reckoning line in direction of flight and mark off distance or time on the line Suggest landmarks to verify position in flight Ascertain airspace considerations Critique plan Obtain weather briefing from AFSS (1-800-WX-BRIEF) Recommend launch site based on accurate weather information recorded on form Draw flight plan approved by instructor Demonstrates ability to obtain complete weather briefing from the Automated Flight Service Station and correlate this information with observed weather conditions Locates launch site on chart Draws proposed course with time ticks on dead reckoning line Understands need for flexibility to adjust flight plan Selects landmarks in flight to verify positionObjective:Elements:Equipment:InstructorAction:Student Action:CompletionStandards:Lesson 1 Flight Planning BFA Preflight Training Lesson Plan
psychomotor domains are easily established. However, writing standards to evaluate a student’s level of learning or overt behavior in the affective domain (attitudes, beliefs, and values) is more difficult.
The overall objective of an aviation training course is usually well established, and the general standards are included in various rules and related publications. For example, eligibility, knowledge, proficiency, and experience requirements for pilots and AMT students are stipulated in the regulations, and the standards are published in the applicable PTS or oral and practical tests (O&Ps). It should be noted that PTS and O&P standards are limited to the most critical job tasks. Certification tests do not represent an entire training syllabus.
A broad, overall objective of any pilot training course is to qualify the student to be a competent, efficient, safe pilot for the operation of specific aircraft types under stated conditions. The established criteria or standards to determine whether the training has been adequate are the passing of knowledge and practical tests required by 14 CFR for the issuance of pilot certificates. Similar objectives and standards are established for AMT students. Professional instructors should not limit their objectives to meeting only the published requirements for pilot or AMT certification.
Instructional objectives should also extend beyond those listed in official publications. Successful instructors teach their students not only how, but also why and when. By incorporating ADM and risk management into each lesson, the aviation instructor helps the student learn, develop, and reinforce the decision-making process which ultimately leads to sound judgment and good decision-making skills.Performance-Based Objectives
Performance-based objectives are used to set measurable, reasonable standards that describe the desired performance of the student. This usually involves the term behavioral objective, although it may be referred to as a performance, instructional, or educational objective. All refer to the same thing, the behavior of the student.
These objectives provide a way of stating what performance level is desired of a student before the student is allowed to progress to the next stage of instruction. Again, the objectives must be clear, measurable, and repeatable. In other words, they must mean the same thing to any knowledgeable reader. The objectives must be written. If they are not written, they become subject to the fallibility of recall, interpretation, or loss of specificity with time.
Performance-based objectives consist of three elements: description of the skill or behavior, conditions, and criteria. Each part is required and must be stated in a way that leaves every reader with the same picture of the objective, how it is performed, and to what level of performance. [Figure 4-4]
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Figure 4-5. Examples of Practical Test Standards.
Description of the
Skill or Behavior—desired outcome oftraining stated in concrete terms that can be measured.Conditions—the framework under which the skill or behavior is tobe demonstrated.Criteria—the standards used to measure the accomplishment of the objective.
　
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