6-11  Oral Assessment  Characteristics of Effective Questions  Types of Questions to Avoid  A. 4  B. 3  C. 2  D. 1  ⦁ $_{Trick questions—these questions cause the learners to develop the feeling that they are engaged in a battle }$ of wits with the instructor, and the whole significance of the subject of the instruction involved is lost. An  example of a trick question would be one in which the response options are 1, 2, 3, and 4, but they are  placed in the following form:  ⦁ $_{Bewilderment—“In reading the altimeter—you know you set a sensitive altimeter for the nearest station }$ pressure—if you take temperature into account, as when flying from a cold air mass through a warm front,  what precaution should you take when in a mountainous area?”$_{ }$ ⦁ $_{Toss-up—“In an emergency, should you squawk 7700 or pick a landing spot?”}$$_{ }$ ⦁ $_{Oversize—“What do you do before beginning an engine overhaul?”}$$_{ }$ ⦁ $_{Puzzle—“What is the first action you should take if a conventional gear airplane with a weak right brake is }$ swerving left in a right crosswind during a full flap, power-on wheel landing?”$_{ }$ 5. $_{ }$Present a challenge to the learners.  4. $_{ }$Center on only one idea (limited to who, what, when, where, how, or why, not a combination).  3. $_{ }$Be adapted to the ability, experience, and stage of training of the learners.  2. $_{ }$Be brief and concise, but also clear and definite.  1. $_{ }$Apply to the subject of instruction.  8. $_{ }$Promotes active learner participation, which is important to effective learning  7. $_{ }$Checks comprehension of what has been learned  6. $_{ }$Identifies points that need more emphasis  5. $_{ }$Emphasizes the important points of training  4. $_{ }$Can be used to retain learner interest and stimulate thinking  3. $_{ }$Reviews material already presented to the learner  2. $_{ }$Checks learner retention of what has been learned  1. $_{ }$Reveals the effectiveness of the instructor’s training methods$_{ }$ The most common means of assessment is direct or indirect oral questioning of learners by the instructor. Questions may be loosely  classified as fact questions and HOTS questions. The answer to a fact question is based on memory or recall. This type of question  usually concerns who, what, when, and where. HOTS questions involve why or how and require the learner to combine knowledge of  facts with an ability to analyze situations, solve problems, and arrive at conclusions.  Proper quizzing by the instructor can have a number of desirable results, such as:  The instructor should devise and write pertinent questions in advance. One method is to place them in the lesson plan. Prepared  questions merely serve as a framework, and as the lesson progresses, should be supplemented by such impromptu questions as the  instructor considers appropriate. Objective questions have only one correct answer, while the answer to an open-ended HOTS  question can be expressed in a variety of possible solutions.  To be effective, questions must:  Effective quizzing does not include yes/no questions such as “Do you understand?” or “Do you have any questions?” Instructors$_{ }$ should also avoid the following types of questions: 