Avit 414 Block 3 Exam Questions and Correct
Answers
The definition of the term Instructional Knowledge per the CFI PTS
The instructor applicant is capable of using the appropriate reference to provide the{
"application or correlative level of knowledge" }of a subject matter topic, procedure, or
maneuver. It also means that the flight instructor applicant's {discussions, explanations, and
descriptions should follow the recommended teaching procedures and techniques explained
in FAA-H-8083-9, Aviation Instructor's Handbook.}
Everything that is within {} is what he wants perfectly memorized
Purpose of assessment.
Provides instructor and learner with immediate feedback on the quality of instruction and
weak areas that can be improved upon
An effective assessment provides critical information to both the instructor and the learner.
Both instructor and learner need to know how well the learner is progressing. A good
assessment provides practical and specific feedback to learners. This includes direction and
guidance indicating how they may raise their level of performance. Most importantly, a well-
designed and effective assessment provides an opportunity for self-evaluation that enhances
the learner's aeronautical decision-making and judgment skills
,A well-designed assessment highlights the areas in which a learner's performance is incorrect
or inadequate, it helps the instructor see where more emphasis is needed. If, for example,
several learners falter when they reach the same step in a weight-and-balance problem, the
instructor should recognize the need for a more detailed explanation, another demonstration
of the step, or special emphasis in the assessment of subsequent performance.
General characteristics of effective assessment. (FATCCOOS)
1. Objective- If an assessment is to be effective, it needs to be honest; and it must be based on
the facts of the performance as they were, not as they could have been.
2. Flexible- An assessment should be designed and executed so that the instructor can allow
for variables. The ongoing challenge for the instructor is deciding what to say, what to omit,
what to stress, and what to minimize at the proper moment.
3. Acceptable-Learners need to have confidence in the instructor's qualifications, teaching
ability, sincerity, competence, and authority.
4. Comprehensive-A comprehensive assessment is not necessarily a long one, nor need it
treat every aspect of the performance in detail. While it includes strengths as well as
weaknesses, the degree of coverage of each should fit the situation
5. Constructive-Praise can capitalize on things that are done well and inspire the learner to
improve in areas of lesser accomplishment. When identifying a mistake or weakness, the
instructor needs to give positive guidance for correction. Praise for its own sake or negative
comments that do not point toward improvement or a higher level of performance should be
omitted from an assessment altogether
6. Organized-An assessment must be organized. Almost any pattern is acceptable, as long as
it is logical and makes sense to the learner
7. Thoughtful-An effective assessment reflects the instructor's thoughtfulness toward the
learner's need for self-esteem, recognition, and approval. The instructor refrains from
,minimizing the inherent dignity and importance of the individual. Ridicule, anger, or fun at
the expense of the learner has no place in assessment.
8. Specific- he instructor's comments and recommendations should be specific. Learners
cannot act on recommendations unless they know specifically what the recommendations are
FATCCOOS
Flexible
Acceptable
Thoughtful
Comprehensive
Constructive
Organized
Objective
Specific
Traditional assessment.
Written testing, single correct response. Block exams, writtens, etc focuses on ROTE and
provides foundation of learning
traditional assessment generally refers to written testing, such as multiple choice, matching,
true/false, fill in the blank, etc. Learners typically complete written assessments within a
specified time. There is a single, correct response for each item. The assessment, or test,
assumes that all learners should learn the same thing, and relies on rote memorization of
facts. Responses are often machine scored and offer little opportunity for a demonstration of
the thought processes characteristic of critical thinking skills. Traditional assessment lends
, itself to instructor centered teaching styles. The instructor teaches the material at a low level,
and the measure of performance is limited. In traditional assessment, fairly simple grading
matrices such as shown in Figure 6-2 are used. Due to this approach, a satisfactory grade for
one lesson may not reflect a learner's ability to apply knowledge in a different situation. Still,
tests of this nature do have a place in the assessment hierarchy. Multiple choice, supply type,
and other such tests are useful in assessing the learner's grasp of information, concepts, terms,
processes, and rules—factual knowledge that forms the foundation needed for the learner to
advance to higher levels of learning.
Authentic assessment.
Real world tasks and demonstrates meaningful applications of skills
Describe, explain, practice, perform. Critical thinking Skills
Authentic assessment asks the learner 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 learner to use critical thinking skills. Rather than selecting from
predetermined responses, learners must generate responses from skills and concepts they
have learned. By using openended questions and established performance criteria, authentic
assessment focuses on the learning process, enhances the development of real-world skills,
encourages higher order thinking skills, and teaches learners to assess their own work and
performance.
Oral assessment.
Direct or indirect questioning of the learner from the instructor. Can vary from rote all the
way to correlative useful for discovering effectiveness of teaching and checking
comprehension
Answers
The definition of the term Instructional Knowledge per the CFI PTS
The instructor applicant is capable of using the appropriate reference to provide the{
"application or correlative level of knowledge" }of a subject matter topic, procedure, or
maneuver. It also means that the flight instructor applicant's {discussions, explanations, and
descriptions should follow the recommended teaching procedures and techniques explained
in FAA-H-8083-9, Aviation Instructor's Handbook.}
Everything that is within {} is what he wants perfectly memorized
Purpose of assessment.
Provides instructor and learner with immediate feedback on the quality of instruction and
weak areas that can be improved upon
An effective assessment provides critical information to both the instructor and the learner.
Both instructor and learner need to know how well the learner is progressing. A good
assessment provides practical and specific feedback to learners. This includes direction and
guidance indicating how they may raise their level of performance. Most importantly, a well-
designed and effective assessment provides an opportunity for self-evaluation that enhances
the learner's aeronautical decision-making and judgment skills
,A well-designed assessment highlights the areas in which a learner's performance is incorrect
or inadequate, it helps the instructor see where more emphasis is needed. If, for example,
several learners falter when they reach the same step in a weight-and-balance problem, the
instructor should recognize the need for a more detailed explanation, another demonstration
of the step, or special emphasis in the assessment of subsequent performance.
General characteristics of effective assessment. (FATCCOOS)
1. Objective- If an assessment is to be effective, it needs to be honest; and it must be based on
the facts of the performance as they were, not as they could have been.
2. Flexible- An assessment should be designed and executed so that the instructor can allow
for variables. The ongoing challenge for the instructor is deciding what to say, what to omit,
what to stress, and what to minimize at the proper moment.
3. Acceptable-Learners need to have confidence in the instructor's qualifications, teaching
ability, sincerity, competence, and authority.
4. Comprehensive-A comprehensive assessment is not necessarily a long one, nor need it
treat every aspect of the performance in detail. While it includes strengths as well as
weaknesses, the degree of coverage of each should fit the situation
5. Constructive-Praise can capitalize on things that are done well and inspire the learner to
improve in areas of lesser accomplishment. When identifying a mistake or weakness, the
instructor needs to give positive guidance for correction. Praise for its own sake or negative
comments that do not point toward improvement or a higher level of performance should be
omitted from an assessment altogether
6. Organized-An assessment must be organized. Almost any pattern is acceptable, as long as
it is logical and makes sense to the learner
7. Thoughtful-An effective assessment reflects the instructor's thoughtfulness toward the
learner's need for self-esteem, recognition, and approval. The instructor refrains from
,minimizing the inherent dignity and importance of the individual. Ridicule, anger, or fun at
the expense of the learner has no place in assessment.
8. Specific- he instructor's comments and recommendations should be specific. Learners
cannot act on recommendations unless they know specifically what the recommendations are
FATCCOOS
Flexible
Acceptable
Thoughtful
Comprehensive
Constructive
Organized
Objective
Specific
Traditional assessment.
Written testing, single correct response. Block exams, writtens, etc focuses on ROTE and
provides foundation of learning
traditional assessment generally refers to written testing, such as multiple choice, matching,
true/false, fill in the blank, etc. Learners typically complete written assessments within a
specified time. There is a single, correct response for each item. The assessment, or test,
assumes that all learners should learn the same thing, and relies on rote memorization of
facts. Responses are often machine scored and offer little opportunity for a demonstration of
the thought processes characteristic of critical thinking skills. Traditional assessment lends
, itself to instructor centered teaching styles. The instructor teaches the material at a low level,
and the measure of performance is limited. In traditional assessment, fairly simple grading
matrices such as shown in Figure 6-2 are used. Due to this approach, a satisfactory grade for
one lesson may not reflect a learner's ability to apply knowledge in a different situation. Still,
tests of this nature do have a place in the assessment hierarchy. Multiple choice, supply type,
and other such tests are useful in assessing the learner's grasp of information, concepts, terms,
processes, and rules—factual knowledge that forms the foundation needed for the learner to
advance to higher levels of learning.
Authentic assessment.
Real world tasks and demonstrates meaningful applications of skills
Describe, explain, practice, perform. Critical thinking Skills
Authentic assessment asks the learner 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 learner to use critical thinking skills. Rather than selecting from
predetermined responses, learners must generate responses from skills and concepts they
have learned. By using openended questions and established performance criteria, authentic
assessment focuses on the learning process, enhances the development of real-world skills,
encourages higher order thinking skills, and teaches learners to assess their own work and
performance.
Oral assessment.
Direct or indirect questioning of the learner from the instructor. Can vary from rote all the
way to correlative useful for discovering effectiveness of teaching and checking
comprehension
