6-1  Aviation Instructor's Handbook (FAA-H-8 083-9)  Chapter 6: Assessment  Introduction  Assessment Terminology  Purpose of Assessment  Whether knowledge or skill, an assessment can be either formal or informal. Formal assessments usually involve documentation, such  as a quiz or written examination. They are used periodically throughout a course, as well as at the end of a course, to measure and  document whether or not the course objectives have been met. Informal assessments, which can include verbal critique, generally  occur as needed and are not part of the final grade.  Other terms associated with assessment include diagnostic, formative, and summative.  In authentic assessment, there are specific performance criteria, or standards, that learners know in advance of the actual assessment.  The terms “criteria/criterion” and “standard” are often used interchangeably. They refer to the characteristics that define acceptable  performance on a task. Another term used in association with authentic assessment is “rubric.” A rubric is a guide used to score  performance assessments in a reliable, fair, and valid manner. It is generally composed of dimensions for judging learner  performance, a scale for rating performances on each dimension, and standards of excellence for specified performance levels.  The second category of assessment is authentic assessment. Authentic assessment requires the learner to demonstrate not just rote and  understanding, but also the application and correlation levels of learning. Authentic assessment generally requires the learner to  perform real-world tasks and demonstrate a meaningful application of skills and competencies. In other words, the authentic  assessment requires the learner to exhibit in-depth knowledge by generating a solution instead of merely choosing a response.  This chapter presents two broad categories of assessment. The first is traditional assessment, which often involves the kind of written  testing (e.g., multiple choice, matching) and grading that is most familiar to instructors and learners. To achieve a passing score on a  traditional assessment, the learner usually has a set amount of time to recognize or reproduce memorized terms, formulas, or data.  There is a single answer that is correct. Consequently, the traditional assessment usually assesses the learner’s progress at the rote and  understanding levels of learning. However, carefully crafted scenario questions can assess higher levels of learning.  This chapter examines the instructor’s role when assessing levels of learning, it describes methods of assessment, and it discusses how  instructors may construct and conduct effective assessments. Since learners are different and each situation is unique,  instructors individualize an asse s sment as needed. Aviation in s tructors can use th e  techniques and methods described in this  chapter as appropriate.  Assessment is an essential component of teaching and learning, and it provides the instructor with immediate feedback on the quality  of instruction. Instructors continuously evaluate a learner’s performance in order to provide guidance, suggestions for improvement,  and positive reinforcement.  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.  ⦁ $_{Summative assessments, used periodically throughout the training, measure how well learning has }$ progressed to that point. For example, a stage-check, a chapter quiz, or an end-of-course test can measure  the learner’s overall mastery of the training. These assessments are an integral part of the lesson, as well as$_{ }$ the course of training.  ⦁ $_{Formative assessments, which are not graded, provide a wrap-up of the lesson and set the stage for }$ the next lesson. This type of assessment, limited to what transpired during that lesson, informs the  instructor what to reinforce.  ⦁ $_{Diagnostic assessments assess learner knowledge or skills prior to a course of instruction. }$