1. FITS Learner Centered Grading Professor Frank Ayers Chairman, Flight Department Embry Riddle Aeronautical University Daytona Beach, Fl ayersf@erau.edu

2. Grading! What is the purpose of grading? What is the purpose of grading?  Identify student performance  Reward the student  Warn the next instructor!!!!!  Delay the check ride until the student gets a clue!!!!

3. Adult Learning (Androgogy, Malcolm Knowles, ) “ Andragogy assumes that the point at which an individual achieves a self- concept of essential self-direction is the point at which he psychologically becomes adult. “ Andragogy assumes that the point at which an individual achieves a self- concept of essential self-direction is the point at which he psychologically becomes adult. A very critical thing happens when this occurs: the individual develops a deep psychological need to be perceived by others as being self- directing. Thus, when they find themselves in a situation in which they are not allowed to be self-directing, they experience a tension between that situation and their self-concept. Their reaction is bound to be tainted with resentment and resistance. It is my own observation that those students who have entered a professional school or a job have made a big step toward seeing themselves as essentially self-directing. Any experience that they perceive as putting them in the position of being treated as children is bound to interfere (sic) with their learning”

4. Adult Learning (Androgogy, Malcolm Knowles) The need to know — adult learners need to know why they need to learn something before undertaking to learn it. The need to know — adult learners need to know why they need to learn something before undertaking to learn it. Learner self-concept — adults need to be responsible for their own decisions and to be treated as capable of self-direction Learner self-concept — adults need to be responsible for their own decisions and to be treated as capable of self-direction Role of learners' experience — adult learners have a variety of experiences of life which represent the richest resource for learning. These experiences are however imbued with bias and presupposition. Role of learners' experience — adult learners have a variety of experiences of life which represent the richest resource for learning. These experiences are however imbued with bias and presupposition. Readiness to learn — adults are ready to learn those things they need to know in order to cope effectively with life situations. Readiness to learn — adults are ready to learn those things they need to know in order to cope effectively with life situations. Orientation to learning — adults are motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations. Orientation to learning — adults are motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations.

5. Grading! How does the student react to grading? How does the student react to grading? Does student reaction affect the grading scale? Does student reaction affect the grading scale? Is grading a control issue? Is grading a control issue? Could grading be more objective? Could grading be more objective? How is the overall lesson grade different from the task grade? How is the overall lesson grade different from the task grade? How do we grade decision making? How do we grade decision making?

6. Self-Management Plan (For each day & the entire course) What are my goals? What are my goals?  Knowledge/skills  Attitudes What do I need to do? What do I need to do? What will success look like? What will success look like?

7. Learner-Centered Debriefing Uncover/articulate their own mistakes Uncover/articulate their own mistakes Recognize the limit of their own knowledge Recognize the limit of their own knowledge Analyze a situation or event Analyze a situation or event Value their own observations Value their own observations

8. Learner-Centered Grading Central to “experience-based learning” and development of the individuals “mental model” Central to “experience-based learning” and development of the individuals “mental model” Feedback needs to be non-threatening, constructive and supportive Feedback needs to be non-threatening, constructive and supportive

9. Grading Systems Compared Traditional Grades Traditional Grades  Outstanding  Good  Satisfactory  Unsatisfactory  Incomplete Or…………. Or………….  A  B  C  D  F

10. Grading Systems Compared FITS Maneuvers/Skills /Tasks Grades  Perform  Practice  Explain  Describe  Not Observed FITS SRM Grades FITS SRM Grades  Manage Decide  Practice  Explain  Not Observed

11. Describe Describe – at the completion of the scenario the PT will be able to describe the physical characteristics and cognitive elements of the scenario activities. Describe – at the completion of the scenario the PT will be able to describe the physical characteristics and cognitive elements of the scenario activities.

12. Explain Explain – at the completion of the scenario the PT will be able to explain the scenario activity in a way that shows understanding of the underlying concepts, principles, and procedures that comprise the activity. Explain – at the completion of the scenario the PT will be able to explain the scenario activity in a way that shows understanding of the underlying concepts, principles, and procedures that comprise the activity.

13. Practice Practice – at the completion of the scenario the student will be able to practice the scenario activity with little input from the CFI. The PT with coaching and/or assistance from the CFI will quickly correct minor deviations and errors identified by the CFI. Practice – at the completion of the scenario the student will be able to practice the scenario activity with little input from the CFI. The PT with coaching and/or assistance from the CFI will quickly correct minor deviations and errors identified by the CFI.

14. Perform Perform - at the completion of the scenario, the PT will be 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. At no time will the successful completion of the activity be in doubt. (“Perform” will be used to signify that the PT is satisfactorily demonstrating proficiency in traditional piloting and systems operation skills) Perform - at the completion of the scenario, the PT will be 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. At no time will the successful completion of the activity be in doubt. (“Perform” will be used to signify that the PT is satisfactorily demonstrating proficiency in traditional piloting and systems operation skills)

15. Manage (or) Decide Manage/Decide - at the completion of the scenario, the PT will be able to 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. (“Manage/Decide” will be used to signify that the PT is satisfactorily demonstrating good SRM skills). Manage/Decide - at the completion of the scenario, the PT will be able to 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. (“Manage/Decide” will be used to signify that the PT is satisfactorily demonstrating good SRM skills).

16. Learner Centered Grading The object of scenario-based training is a change in the thought processes, habits, and behaviors of the students during the planning and execution of the scenario.. Since the training is student centered the success of the training is measured in the following desired student outcomes:  Describe – at the completion of the scenario the PT will be able to describe the physical characteristics and cognitive elements of the scenario activities.  Describe – at the completion of the scenario the PT will be able to describe the physical characteristics and cognitive elements of the scenario activities. Explain – at the completion of the scenario the PT will be able to describe the scenario activity and understand the underlying concepts, principles, and procedures that comprise the activity. Explain – at the completion of the scenario the PT will be able to describe the scenario activity and understand the underlying concepts, principles, and procedures that comprise the activity. Practice – at the completion of the scenario the student will be able to practice the scenario activity with little input from the CFI. The PT with coaching and/or assistance from the CFI will quickly correct minor deviations and errors identified by the CFI. Practice – at the completion of the scenario the student will be able to practice the scenario activity with little input from the CFI. The PT with coaching and/or assistance from the CFI will quickly correct minor deviations and errors identified by the CFI. Perform - at the completion of the scenario, the PT will be 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. At no time will the successful completion of the activity be in doubt. (“Perform” will be used to signify that the PT is satisfactorily demonstrating proficiency in traditional piloting and systems operation skills) Perform - at the completion of the scenario, the PT will be 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. At no time will the successful completion of the activity be in doubt. (“Perform” will be used to signify that the PT is satisfactorily demonstrating proficiency in traditional piloting and systems operation skills) Manage/Decide - at the completion of the scenario, the PT will be able to 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. (“Manage/Decide” will be used to signify that the PT is satisfactorily demonstrating good SRM skills). Manage/Decide - at the completion of the scenario, the PT will be able to 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. (“Manage/Decide” will be used to signify that the PT is satisfactorily demonstrating good SRM skills).

17. Lets examine a maneuver! Describe a crosswind landing! Describe a crosswind landing! Explain the factors that effect a crosswind landing! Explain the factors that effect a crosswind landing! Practice a crosswind landing! Practice a crosswind landing! Perform a crosswind landing! Perform a crosswind landing!

18. Private Pilot, Lesson Two Student performs the exterior pre-flight and only misses the static ports. You correct it on the spot? The remainder of the flight is similar with the student missing small items but generally being well prepared. Student performs the exterior pre-flight and only misses the static ports. You correct it on the spot? The remainder of the flight is similar with the student missing small items but generally being well prepared.  What is a traditional grade?  What is the students self grade?  What is an appropriate learner centered grade?  What is the overall lesson grade?

19. Instrument Student, Pre-Final Check ride GPS Approach Student selects a GPS approach but fails to activate it. During the resulting confusion the student executes a missed approach and figures out her mistake. The next approach is programmed and performed within standards. Student selects a GPS approach but fails to activate it. During the resulting confusion the student executes a missed approach and figures out her mistake. The next approach is programmed and performed within standards.  What is a traditional grade?  What is the students self grade?  What is appropriate learner centered grade(s)?  What is the overall lesson grade?

20. Cirrus Factory Transition Training A new Cirrus owner consistently mis-programs the autopilot and GPS so that it fails to command appropriate turns, climbs, and descents. The student always wants to take the airplane off autopilot and make turns manually. You attempt to instruct the required programming sequence inflight but the student gets more and more frustrated and fails to improve. He actually is visibly angry (seemingly at you) after landing?  What else do you want to know about the student and what is the problem?  How do you handle it?  Whats an appropriate approach to a learner centered grade?  Whats the overall lesson grade?

21. IFR Descent and Landing The student begins the descent checklist late and remains behind the aircraft. He swerves and porpoises (barely within limits) down the glide slope and eventually stabilizes the aircraft at 800 feet….then performs a beautiful landing. The student begins the descent checklist late and remains behind the aircraft. He swerves and porpoises (barely within limits) down the glide slope and eventually stabilizes the aircraft at 800 feet….then performs a beautiful landing.  How do you handle the critique?  What is the students grade?  What is an appropriate learner centered grade?  What is the overall lesson grade?

22. Private Pilot, Flight Training Device (with visual) Lesson The student gives a perfect pre-flight briefing on engine loss on takeoff including landing on an available road – then at 800 feet you fail the engine – the student performs the checklist perfectly but fails to turn immediately to the briefed road and lands in a field damaging (simulated) the aircraft The student gives a perfect pre-flight briefing on engine loss on takeoff including landing on an available road – then at 800 feet you fail the engine – the student performs the checklist perfectly but fails to turn immediately to the briefed road and lands in a field damaging (simulated) the aircraft  What is a traditional grade?  What is the students grade?  What is an appropriate learner centered grade?  What is the overall lesson grade?

23. Learner Centered Grading (at First) Try it with the grading scale you normally use Let the student grade the lesson as a part of the critique They are usually harder on themselves Then integrate objective grading

24. FITS Learner Centered Grading Professor Frank Ayers Chairman, Flight Department Embry Riddle, Daytona Beach ayersf@erau.edu