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Note.— Differences in avionics systems need to be considered during the processing of aeronautical data.  As a result, records from different automated systems may not always be consistent.
Figure 3.1 identifies the mastery test design process.

Figure 3.1 Mastery test design process

3.6.5 Progress test
3.6.5.1 The purpose of a progress test is to measure a trainee’s ability to meet key enabling objectives. They provide immediate feedback to trainees regarding their success or failure to meet enabling objectives.  During this part of the module, and through the feedback they obtain from trainees, instructors should consult with them on areas of difficulty or where additional clarification is necessary.  Instructors use the feedback to assess the effectiveness of their instruction.
3.6.5.2 It is not feasible or advisable to administer progress tests for every enabling objective. However, the administration of a progress test should be considered for enabling objectives that are difficult or critical to the successful achievement of terminal objectives. The number of progress tests should therefore be based on a criticality analysis of enabling objectives. 
3.6.5.3 Progress tests should be designed to address specific skills, knowledge and attitudes required to support enabling objectives. SKAs can be assessed in the following manner:
.  
skills are best measured when a performance test is utilized (task must be assigned to match the outlined objective);

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knowledge may be tested through written or oral tests; and

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attitudes are measured through observations of specific performance or questionnaires.

3.6.5.4 Testing can be administered orally, in a written format or a combination of both modes.  Each test item, irrespective of the form, should fulfil the following requirements:
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test appropriate level of skills, knowledge and attitude required by the objective;

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not be identifiable from similar or related questioning;

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clearly stated and unambiguous;

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arranged in an encouraging sequence to motivate trainees; and

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arranged by the type of testing item.

 

3.7 CONSIDERATIONS IN DESIGNING MODULES AND COURSE MATERIALS
3.7.1 The structure of each module must take into consideration the skills, knowledge and attitudes (S/K/A) necessary to perform the desired objective(s). Module design should address any prerequisites necessary for trainees to reach optimum level of performance or desired objective(s). Course modules and all learning materials should be developed using a systematic step-by-step approach. 
3.7.2 Module design
3.7.2.1 The following instructional steps should be used throughout the course module, for each enabling objective:
a.
presentation of objective and mastery test ;

b.
indication of the relevance of module content ;
　
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