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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
Test Development Steps
Determine level-oflearning objectives
List indicators
of desired
behaviors
Establish criterion
objectives
Develop criterionreferenced
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-tospecific 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
　
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