FOI – Chapter 6 – Critique and Evaluation

Question 1 of 64

1. Question

An instructor’s assessment of a student’s performance should

treat every aspect of the performance in detail.
be conducted in private so that the student is not embarrassed.
provide direction and guidance to improve performance.

Question 2 of 64

2. Question

Which is true about an instructor’s assessment of a student’s performance?

Praise for praise's sake is of value.
It should be constructive and objective.
It should treat every aspect of the performance in detail.

Question 3 of 64

3. Question

To be effective, an assessment should

not contain negative remarks.
treat every aspect of the performance in detail.
be flexible enough to satisfy the requirements of the moment.

Question 4 of 64

4. Question

Which of the following statements is true?

Instructor critiques should focus on only positive areas of the student's performance.
Instructor critiques should only focus on areas where the student needs to improve.
For an instructor's critique to be effective, the student must first accept the instructor.

Question 5 of 64

5. Question

Which statement is true about instructors’ assessment?

Instructors should rely on their personality to make an assessment more acceptable.
A comprehensive assessment should emphasize positive aspects of student performance.
Before students willingly accept their instructor's assessment, they must first accept the instructor.

Question 6 of 64

6. Question

The process of gathering measurable information to meet evaluation needs of a student is known as what?

Critique.
Assessment.
Appraisal.

Question 7 of 64

7. Question

What must an instructor do to ensure an assessment is thoughtful?

The instructor must not minimize the importance and dignity of the individual.
The instructor must give positive guidance when identifying a student's mistakes.
The instructor must limit negative comments that discourage.

Question 8 of 64

8. Question

Which statement is true regarding an assessment that is constructive?

An instructor's manner and attitude make an assessment constructive.
Constructive assessments can inspire a student to improve in areas of lesser accomplishment.
A constructive assessment should express ideas with authority in terms that cannot be misunderstood.

Question 9 of 64

9. Question

FAA Practical Test Standards are

criterion-referenced.
diagnostic-assessed.
formative-assessed.

Question 10 of 64

10. Question

Practical tests for pilot certification are

evaluation-referenced.
selection type tests.
criterion-referenced.

Question 11 of 64

11. Question

To evaluate a student’s ability to use critical thinking skills in performing real-world tasks, which assessment method is most appropriate?

Authentic.
Supply-type.
Collaborative.

Question 12 of 64

12. Question

The objective of the Practical Test Standards (PTS) is to ensure the certification of pilots at a high level of performance and proficiency, consistent with

the time available.
safety.
their abilities.

Question 13 of 64

13. Question

Instructors must be aware of the fact that

FAA Practical Test Standards (PTS) books are testing documents only.
FAA Practical Test Standards (PTS) books should be introduced early in training and used as a measuring stick for student performance and progress.
FAA Practical Test Standards (PTS) books should be introduced 6 hours prior to the practical test.

Question 14 of 64

14. Question

The Practical Test Standards should be used in

flight training and testing.
flight training only.
testing only.

Question 15 of 64

15. Question

The FAA Practical Test Standards

should be used as a primary training tool.
contain tasks in addition to those presented in 14 CFR Part 61.
contain testing standards only.

Question 16 of 64

16. Question

When should an instructor introduce a student to the Practical Test Standards (PTS)?

Not before 6 hours prior to the practical test.
Not before 9 hours prior to the practical test.
Not before 3 hours prior to the practical test.

Question 17 of 64

17. Question

A pretest constructed to measure knowledge and skills necessary to begin a course is referred to as a

virtual-reality test.
evaluation-referenced.
criterion-referenced test.

Question 18 of 64

18. Question

Criterion-based assessment items would most likely be part of

performance-based tests.
multiple choice tests.
oral quizzing.

Question 19 of 64

19. Question

Performance-based objectives are a distinguishable characteristic of

formative assessments.
subjective grading.
criterion-referenced testing.

Question 20 of 64

20. Question

What is true of traditional assessments?

They require the student to demonstrate meaningful application of skills.
They evaluate a student's progress at a rote level of learning.
There are multiple correct responses in traditional assessments.

Question 21 of 64

21. Question

Which of the following assessment types focuses on real-world tasks?

Traditional.
Formal.
Authentic.

Question 22 of 64

22. Question

Which type of assessment is more beneficial during the early stages of training?

Collaborative assessments.
Traditional assessments.
Authentic assessments.

Question 23 of 64

23. Question

What are the four steps in the collaborative assessment process?

Replay, reconstruct, redesign, redirect.
Replay, reconstruct, reflect, redirect.
Replay, repeat, reflect, redirect.

Question 24 of 64

24. Question

What step in the collaborative assessment process helps the student relate the lessons learned to other experiences?

Redirect.
Replay.
Reconstruct.

Question 25 of 64

25. Question

What grading dimension or level has a student reached when they correctly gather information, identify proper courses of action, evaluate risk, and make an appropriate decision without instructor input?

Explain.
Practice.
Manage-Decide.

Question 26 of 64

26. Question

One desirable result of proper oral quizzing by the instructor is to

reveal the effectiveness of the instructor's training procedures.
fulfill the requirements set forth in the overall objectives of the course.
reveal the essential information from which the student can determine progress.

Question 27 of 64

27. Question

Which is a valid reason for the use of proper oral quizzing during a lesson?

Promotes active student participation.
Identifies points that need less emphasis.
Helps the instructor determine the general intelligence level of the students.

Question 28 of 64

28. Question

During oral quizzing, which type of questions should an instructor expect a student to answer based on memory or recall?

Trick questions.
Fact questions.
HOTS (higher order thinking skills) questions.

Question 29 of 64

29. Question

Proper oral quizzing by the instructor during a lesson can have which result?

Alerts the instructor to the level of student motivation.
Identifies points which need more emphasis.
Can serve as a lead-in to introduce new material.

Question 30 of 64

30. Question

To be effective in oral quizzing during the conduct of a lesson, a question should

be of suitable difficulty for that stage of training.
include a combination of where, how, and why.
divert the student's thoughts to subjects covered in other lessons.

Question 31 of 64

31. Question

During oral quizzing in a given lesson, effective questions should

be brief and concise.
provide answers that can be expressed in a variety of ways.
divert the student's thoughts to subjects covered in previous lessons.

Question 32 of 64

32. Question

In all quizzing as a portion of the instruction process, the questions should

include catch questions to develop the student's perceptive power.
call for specific answers and be readily evaluated by the instructor.
include questions with more than one central idea to evaluate how completely a student understands the subject.

Question 33 of 64

33. Question

To answer a student’s question, it is most important that the instructor

clearly understand the question.
have complete knowledge of the subject.
introduce more complicated information to partially answer the question, if necessary.

Question 34 of 64

34. Question

With regards to oral quizzing, which type of question requires the student to combine knowledge with the ability to analyze, solve problems, and arrive at conclusions?

Fact questions.
HOTS questions.
Provocative questions.

Question 35 of 64

35. Question

For oral quizzing to be effective during a lesson, a question should

be limited to who, what, when, where, why, or how, not a combination.
include a combination of where, how, and why.
be easy for the student at that particular stage of training.

Question 36 of 64

36. Question

When an instructor critiques a student, it should always be

done in private.
subjective rather than objective.
conducted immediately after the student's performance.

Question 37 of 64

37. Question

Using double negatives is an example of which type of question that should be avoided?

Irrelevant questions.
Oversize questions.
Trick questions.

Question 38 of 64

38. Question

Which of the following is not a type of critique?

Written critique.
Instructor-absence critique.
Individual student critique by another student.

Question 39 of 64

39. Question

What is a benefit of a written critique?

The student will have a permanent record of suggestions.
Students get to work together, thus sharing ideas.
The written critique is always positive.

Question 40 of 64

40. Question

What is true of irrelevant questions?

They are too broad in scope and could have multiple correct responses.
They change the student's focus from the message to the messenger.
They introduce unrelated facts and slow student progress.

Question 41 of 64

41. Question

An instructor’s critique of a student’s performance should be

as varied in content as the performance being evaluated.
an opportunity for an instructor to be critical of a student's performance.
always conducted in private.

Question 42 of 64

42. Question

The purpose of a critique is to

identify only the student's faults and weaknesses.
give a delayed evaluation of the student's performance.
provide direction and guidance to raise the level of the student's performance.

Question 43 of 64

43. Question

What is a characteristic of supply-type test items?

They are easily adapted to testing knowledge of facts and details.
Test results would be graded the same regardless of the student or the grader.
The same test graded by different instructors would probably be given different scores.

Question 44 of 64

44. Question

Which is the main disadvantage of supply-type test items?

They cannot be graded with uniformity.
They are readily answered by guessing.
They are easily adapted to statistical analysis.

Question 45 of 64

45. Question

The primary advantage of supply-type testing is that

it can be graded quickly.
the learner is required to organize knowledge.
it can be graded with an answer key.

Question 46 of 64

46. Question

One of the main advantages of selection-type test items over supply-type test items is that the selection-type

decreases discrimination between responses.
would be graded objectively regardless of the student or the grader.
precludes comparison of students under one instructor with those under another instructor.

Question 47 of 64

47. Question

Which statement is true about multiple-choice test items that are intended to measure achievement at a higher level of learning?

It is unethical to mislead students into selecting an incorrect alternative.
Some or all of the alternatives should be acceptable, but only one should be clearly better than the others.
The use of common errors as distracting alternatives to divert the student from the correct response is ineffective and invalid.

Question 48 of 64

48. Question

Which statement is true relative to effective multiple-choice items?

Negative words or phrases need not be emphasized.
Items should call for abstract background knowledge.
Keep all alternatives of approximately equal length.

Question 49 of 64

49. Question

Which type of test item creates the greatest probability of guessing?

True/false.
Supply-type.
Multiple-choice.

Question 50 of 64

50. Question

Which is one of the major difficulties encountered in the construction of multiple-choice test items?

Adapting the items to statistical item analysis.
Keeping all responses approximately equal in length.
Inventing distractors which will be attractive to students lacking knowledge or understanding.

Question 51 of 64

51. Question

In a written test, which type of selection-type test items reduces the probability of guessing correct responses?

Essay.
Matching.
Multiple-choice.

Question 52 of 64

52. Question

Which part of a multiple-choice test includes the question, statement, or problem?

The response.
The root.
The stem.

Question 53 of 64

53. Question

A written test that has reliability

yields consistent results.
measures small differences in the achievement of students.
actually measures what it is supposed to measure and nothing else.

Question 54 of 64

54. Question

A written test has validity when it

yields consistent results.
samples liberally whatever is being measured.
measures what it is supposed to measure.

Question 55 of 64

55. Question

Comprehensiveness is the degree to which a test

measures the overall objectives.
consists of an appropriate mix of easy, medium, and difficult questions.
includes multiple-choice, essay, and true/false questions.

Question 56 of 64

56. Question

A written test is said to be comprehensive when it

includes all levels of difficulty.
samples liberally whatever is being measured.
measures knowledge of the same topic in many different ways.

Question 57 of 64

57. Question

The characteristic of a written test, which measures small differences in achievement between students, is its

validity.
reliability.
discrimination.

Question 58 of 64

58. Question

A written test having the characteristic of discrimination will

be easy to give and be easily graded.
distinguish between students both low and high in achievement.
include a representative and comprehensive sampling of the course objectives.

Question 59 of 64

59. Question

A written test that is objective

distinguishes the differences between students.
measures what is supposed to be measured.
describes the singleness of scoring a test.

Question 60 of 64

60. Question

The most important consideration in test evaluation is what?

Usability.
Validity.
Comprehensiveness.

Question 61 of 64

61. Question

Evaluation of student performance and accomplishment during a lesson should be based on

objectives and goals established in the lesson plan.
performance of each student compared to an objective standard.
each student's ability to make an objective evaluation of their own progress.

Question 62 of 64

62. Question

Which statement is true regarding student evaluation?

The student's own evaluations can only be objective.
Evaluation of the student's learning should be an integral part of each lesson.
If deficiencies or faults not associated with the present lesson are revealed, they should be corrected immediately.

Question 63 of 64

63. Question

Which type of test is desirable for evaluating training that involves an operation, procedure, or process?

Oral.
Performance.
Proficiency.

Question 64 of 64

64. Question

When a student performs a maneuver correctly, but the instructor suspects the student does not fully understand the principles and objectives involved, the instructor should

Defer on the matter to avoid lowering student confidence.
Point out the suspected flaw to the student.
Vary the performance of the maneuver slightly.