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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 performancebased 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
5-9
91, and other FAA publications, including the Aeronautical
Information Manual (AIM) and pertinent advisory circulars
and handbooks.
The objective of the PTS is to ensure the certification
of pilots and maintenance technicians at a high level of
performance and proficiency, consistent with safety. The
PTS for aeronautical certificates and ratings include areas
of operation and tasks that reflect the requirements of the
FAA publications mentioned above. Areas of operation
define phases of the practical test arranged in a logical
sequence within each standard. They usually begin with
preflight preparation and end with postflight procedures.
Tasks are titles of knowledge areas, flight procedures, or
maneuvers appropriate to an area of operation. Included
are references to the applicable regulations or publications.
Private pilot applicants are evaluated in all tasks of each area
of operation. Flight instructor applicants are evaluated on one
or more tasks in each area of operation. In addition, certain
tasks are required to be covered and are identified by notes
immediately following the area of operation titles.
Since every task in the PTS may be covered on the practical
test, the instructor must evaluate all of the tasks before
recommending the maintenance technician or pilot applicant
for the practical test. While this evaluation is not necessarily
formal, it should adhere to criterion-referenced testing.
Critiques and Oral Assessments
Used in conjunction with either traditional or authentic
assessment, the critique is an instructor-to-student assessment.
These methods can also be used either individually, or in a
classroom setting.
As discussed earlier, the word critique sometimes has a
negative connotation, and the instructor needs to avoid using
this method as an opportunity to be overly critical of student
performance. An effective critique considers good as well as
bad performance, the individual parts, relationships of the
individual parts, and the overall performance. A critique can
and usually should be as varied in content as the performance
being evaluated.
A critique may be oral, written, or both. It should come
immediately after a student’s performance, while the
details of the performance are easy to recall. An instructor
may critique any activity a student performs or practices to
improve skill, proficiency, and learning. A critique may be
conducted privately or before the entire class. A critique
presented before the entire class can be beneficial to every
student in the classroom, as well as to the student who
performed the exercise or assignment. In this case, however,
compression test example, a criterion objective to measure
the understanding level of learning might be stated as, “The
student will demonstrate understanding of compression test
procedures for reciprocating aircraft engines by completing
a quiz with a minimum passing score of 70 percent.”
Develop Criterion-Referenced Assessment Items
The last step is to develop criterion-referenced assessment
items. The development of written test questions is covered in
the reference section. While developing written test questions,
the instructor should attempt to measure the behaviors
described in the criterion objective(s). The questions in the
exam for the compression test example should cover all of
the areas necessary to give evidence of understanding the
procedure. The results of the test (questions missed) identify
areas that were not adequately covered.
Performance-based objectives serve as a reference for the
development of test items. If the test is the pre-solo knowledge
test, the objectives are for the student to understand the
regulations, the local area, the aircraft type, and the procedures
to be used. The test should measure the student’s knowledge
in these specific areas. Individual instructors should develop
　
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