FAA Inspectors and FAAST Managers Training

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FAA Inspectors and FAAST Managers Training

• MODULE 4
• Learner-Centered Grading (LCG)

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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

• 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 pilots
  performance.
• Grades need to show the progress of the pilots
  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)

• 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 pilots performance on a task could
  be affected by the pilots 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

• Learner-Centered Grading
• Why Learner-Centered Grading?
• Grading System
• Measuring Pilot Performance
• Maneuver Grading
• SRM Grading
• Structured Debriefings

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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.

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FAA Inspectors and FAAST Managers Training

• MODULE 4
• Learner-Centered Grading (LCG)
• The End