Transcript Document

FAA Inspectors and
FAAST Managers
Training
Federal Aviation
Administration
MODULE 4
Learner-Centered Grading (LCG)
03/16/09
Draft 1.0
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Objectives
• Upon completing this lesson:
– You will understand how learner-centered
grading promotes learning.
– You will be able to explain the maneuver
and SRM grading scales and appropriately
grade pilot maneuvers and SRM
performance.
– You will understand how use debriefings to
increase learning.
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Overview
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Learner-Centered Grading
Why Learner-Centered Grading?
The Grading System
Measuring Pilot Performance
– Maneuver Grading
– SRM Grading
• Structured Debriefings
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Learner-Centered Grading
• Is a grading system that provides clear
feedback on progress toward achieving
desired outcomes and provides a clear
picture of that progress to flight training
managers and other instructors.
• LCG includes a grading scale and a
debriefing technique.
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Why Learner-Centered Grading?
• It provides:
– meaningful feedback to the pilot in training
about progress.
• Students are more motivated when they clearly
understand how their performance measures
up.
– learning opportunities.
• Discussions about their performance provides
opportunities to correct and expand learning.
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Grading System
• A tool for assessing pilot performance.
– To provide feedback to the student and
instructor
– To tack and manage progress
• Grades must clearly indicate the pilot’s
performance.
– Grades need to show the progress of the
pilot’s development.
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Measuring Pilot Performance
• Pilot performance is measured against
the desired outcome.
• The grading scale includes both
maneuver and SRM grades.
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Grading Maneuvers (Tasks)
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Describe
Explain
Practice
Perform
• Not Observed
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Describe
• Able to describe the physical
characteristics and cognitive elements
of the scenario activities.
– Instructor assistance is required to
successfully execute the maneuver.
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Explain
• Able to describe the scenario activity
and understand the underlying
concepts, principles, and procedures
that comprise the activity.
– Significant instructor effort will be required
to successfully execute the maneuver.
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Practice
• Able to plan and execute the scenario.
– Coaching, instruction, and/or assistance
from the CFI will correct deviations and
errors identified by the CFI.
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Perform
• Able to perform the activity without
assistance from the CFI.
– Errors and deviations will be identified and
corrected by the PT in an expeditious
manner.
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Perform (cont.)
• At no time will the successful
completion of the activity be in doubt.
– (“Perform” will be used to signify that the
pilot is satisfactorily demonstrating
proficiency in traditional piloting and
systems operation skills).
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Not Observed
• Used for any event not accomplished or
required.
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Practice Exercise
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With a partner:
• Describe specific pilot performances
that would be appropriately graded by
each of the four maneuver grades.
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Single-Pilot Resource
Management (SRM) Grades
• Explain
• Practice
• Manage/Decide
• Not Observed
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Explain
• Can verbally identify, describe, and
understand the risks inherent in the
flight scenario.
– Needs to be prompted to identify risks and
make decisions.
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Practice
• Able to identify, understand, and apply
SRM principles to the actual flight
situation.
– Coaching, instruction, and/or assistance
from the CFI will quickly correct minor
deviations and errors identified by the CFI.
• Is an active decision maker.
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Manage/Decide
• Can correctly gather the most important
data available both within and outside
the cockpit, identify possible courses of
action, evaluate the risk inherent in
each course of action, and make the
appropriate decision.
– Instructor intervention is not required for
the safe completion of the flight.
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Not Observed
• Used for any event not accomplished or
required.
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Practice Exercise
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With a partner:
• Describe specific pilot performances
that would be appropriately graded by
each of the three SRM grades.
• Explain how a pilot’s performance on a
task could be affected by the pilot’s
judgment and/or decision-making.
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Structured Debriefings
• Specifies that the trainee will self-assess
before being debriefed.
– Grading will be conducted independently
and compared during post flight critique.
• The technique provides opportunities
for learning moments as well as for
practice and rehearsal of judgment and
decision-making.
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Practice Exercise
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With a partner:
• From your own experience, describe an
incidence where the pilot in training and
instructor disagreed on the assessment
of the performance.
• Describe how resolving the
disagreement provided or could provide
a learning opportunity.
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Review
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Learner-Centered Grading
Why Learner-Centered Grading?
Grading System
Measuring Pilot Performance
Maneuver Grading
SRM Grading
Structured Debriefings
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Administration
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Objectives
• Upon completing this lesson:
– You will understand how learner-centered
grading promotes learning.
– You will be able to the explain the
maneuver and SRM grading scales and
appropriately grade pilot maneuver and
SRM performance.
– You will understand how use the debriefing
to increase learning.
Federal Aviation
Administration
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FAA Inspectors and
FAAST Managers
Training
Federal Aviation
Administration
MODULE 4
Learner-Centered Grading (LCG)
The End
03/10/09
Rev. 1.0
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