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measurement to a particular individual or group. Keep in
mind, though, that knowledge, skills, and understanding can
improve with subsequent attempts at taking the same test,
because the first test serves as a learning device.
5-5
Reliability
Validity
Usability
Objectivity
Comprehensiveness
Discrimination
Characteristics of a Good Test
Figure 5-3. Effective tests have six primary characteristics.
Validity is the extent to which a test measures what it
is supposed to measure, and it is the most important
consideration in test evaluation. The instructor must carefully
consider whether the test actually measures what it is
supposed to measure. To estimate validity, several instructors
read the test critically and consider its content relative to the
stated objectives of the instruction. Items that do not pertain
directly to the objectives of the course should be modified
or eliminated.
Usability refers to the functionality of tests. A usable written
test is easy to give if it is printed in a type size large enough
for students to read easily. The wording of both the directions
for taking the test and of the test items needs to be clear and
concise. Graphics, charts, and illustrations appropriate to
the test items must be clearly drawn, and the test should be
easily graded.
Objectivity describes singleness of scoring of a test. Essay
questions provide an example of this principle. It is nearly
impossible to prevent an instructor’s own knowledge and
experience in the subject area, writing style, or grammar
from affecting the grade awarded. Selection-type test items,
such as true/false or multiple choice, are much easier to
grade objectively.
Comprehensiveness is the degree to which a test measures
the overall objectives. Suppose, for example, an AMT wants
to measure the compression of an aircraft engine. Measuring
compression on a single cylinder would not provide an
indication of the entire engine. Similarly, a written test must
sample an appropriate cross-section of the objectives of
instruction. The instructor has to make certain the evaluation
includes a representative and comprehensive sampling of the
objectives of the course.
Discrimination is the degree to which a test distinguishes
the difference between students. In classroom evaluation,
a test must measure small differences in achievement in
relation to the objectives of the course. A test constructed
to identify the difference in the achievement of students has
three features:
• A wide range of scores
• All levels of difficulty
• Items that distinguish between students with differing
levels of achievement of the course objectives
Please see the reference section for information on the
advantages and disadvantages of multiple-choice, supplytype, and other written assessment instruments, as well as
guidance on creating effective test items.
Authentic Assessment
Authentic assessment is a type of assessment in which the
student is asked to perform real-world tasks, and demonstrate a
meaningful application of skills and competencies. Authentic
assessment lies at the heart of training today’s aviation
student to use critical thinking skills. Rather than selecting
from predetermined responses, students must generate
responses from skills and concepts they have learned. By
using open-ended questions and established performance
criteria, authentic assessment focuses on the learning process,
enhances the development of real-world skills, encourages
higher order thinking skills (HOTS), and teaches students to
assess their own work and performance.
Collaborative Assessment
There are several aspects of effective authentic assessment.
The first is the use of open-ended questions in what might be
called a “collaborative critique,” which is a form of studentcentered grading. As described in the scenario that introduced
this chapter, the instructor begins by using a four-step series
of open-ended questions to guide the student through a
complete self-assessment.
Replay—ask the student to verbally replay the flight
or procedure. Listen for areas in which the instructor’s
perceptions differ from the student’s perceptions, and discuss
why they do not match. This approach gives the student a
chance to validate his or her own perceptions, and it gives the
instructor critical insight into his or her judgment abilities.
Reconstruct—the reconstruction stage encourages the student
to learn by identifying the key things that he or she would
　
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