FI.I.D.K6b
KnowledgeOral assessment, including:
Types of questions to avoid
From the FAA library
- Chapter 6: Assessment › Critiques and Oral Assessments › Types of Questions to Avoid
altimeter for the nearest station pressure—if you take temperature into account…
- Chapter 6: Assessment › Critiques and Oral Assessments › Characteristics of Effective Questions
what, when, where, how, or why, not a combination). 5. Present a challenge to the learners. Types of Questions to Avoid 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: ⦁ 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…
- Appendix B: Developing a Test Item Bank › Written Test Items › Multiple Choice
Avoid patterns in the sequence of correct responses because learners can often identify the patterns. ⦁ .Make statements brief and approximately same length. ⦁ State the source of a statement if it is controversial (sources have differing information). Multiple Choice A multiple ... stem, which includes the question, statement, or problem; and a list of possible responses. Incorrect answers are called distractors. When properly devised and constructed, multiple choice items offer several advantages that make this type more widely used and versatile than…
- Appendix B: Developing a Test Item Bank › Written Test Items › True-False
false. This item type has a wide range of usage. It is well adapted for testing knowledge of facts and details, especially when there are only two possible answers. The chief disadvantage is that true-false questions create the greatest ... questions are more likely to utilize rote memory than knowledge of the subject. In general, therefore, true-false questions are not considered valid (i.e., they do not measure what they are intended to measure). To use true-false questions, consider…
- Chapter 3: The Learning Process › The Multitasking Mistake › Priorities of Task Management
even habitual. Second, the learner should be able to recognize the types of situations where it is appropriate to use the skill. This second condition involves the question of transfer of learning, which is discussed later in this chapter. Summary ... acquiring and improving any skill is continued practice. ⦁ Monitor learner practice of skills and provide immediate feedback. ⦁ Avoid conversation and other distractions when learners are practicing individual skills. ⦁ Explain that learning plateaus are common and that continued practice leads…