Aviation Instructor's Handbook: FAA-H-8083-9A by Federal Aviation Administration

Author:Federal Aviation Administration [Administration , Federal Aviation]
Language: eng
Format: azw3
Publisher: Skyhorse Publishing
Published: 2017-05-02T04:00:00+00:00

Figure 5-3. Effective tests have six primary characteristics.

Validity is the extent to which a test measures what it is supposed to measure, and it is the most important consideration in test evaluation. The instructor must carefully consider whether the test actually measures what it is supposed to measure. To estimate validity, several instructors read the test critically and consider its content relative to the stated objectives of the instruction. Items that do not pertain directly to the objectives of the course should be modified or eliminated.

Usability refers to the functionality of tests. A usable written test is easy to give if it is printed in a type size large enough for students to read easily. The wording of both the directions for taking the test and of the test items needs to be clear and concise. Graphics, charts, and illustrations appropriate to the test items must be clearly drawn, and the test should be easily graded.

Objectivity describes singleness of scoring of a test. Essay questions provide an example of this principle. It is nearly impossible to prevent an instructor’s own knowledge and experience in the subject area, writing style, or grammar from affecting the grade awarded. Selection-type test items, such as true/false or multiple choice, are much easier to grade objectively.

Comprehensiveness is the degree to which a test measures the overall objectives. Suppose, for example, an AMT wants to measure the compression of an aircraft engine. Measuring compression on a single cylinder would not provide an indication of the entire engine. Similarly, a written test must sample an appropriate cross-section of the objectives of instruction. The instructor has to make certain the evaluation includes a representative and comprehensive sampling of the objectives of the course.

Discrimination is the degree to which a test distinguishes the difference between students. In classroom evaluation, a test must measure small differences in achievement in relation to the objectives of the course. A test constructed to identify the difference in the achievement of students has three features:

• A wide range of scores

• All levels of difficulty

• Items that distinguish between students with differing levels of achievement of the course objectives

Please see the reference section for information on the advantages and disadvantages of multiple-choice, supplytype, and other written assessment instruments, as well as guidance on creating effective test items.

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