Term
| What should a pilot do when recognizing a thought as hazardous? |
|
Definition
| Label the thought as hazardous and then correct that thought by stating the corresponding antidote. |
|
|
Term
| A change in behavior as a result of experience can be defined as: |
|
Definition
|
|
Term
| The learning process may include some types of elements taking place simultaneously such as verbal, conceptual and: |
|
Definition
|
|
Term
| While learning the subject at hand, students may be learning other things as well. This type of learning is sometimes referred to as: |
|
Definition
|
|
Term
| Insights, as applied to learning, involve a person's: |
|
Definition
| Grouping of associated perceptions into meaningful wholes. |
|
|
Term
| Individuals make more progress learning if they have a clear objective. This is one feature of: |
|
Definition
| The Principle of Readiness. |
|
|
Term
| Which statement is true concerning motivations? |
|
Definition
| Motivations may be very subtle and difficult to identify. |
|
|
Term
| Which is generally the more effective way for an instructor properly motivate students? |
|
Definition
| Provide positive motivations by the promise of achievement of rewards. |
|
|
Term
| Which principle of learning implies that a student will learn more from the real thing than from a substitute? |
|
Definition
|
|
Term
| The grouping of perceptions into a meaningful whole is called: |
|
Definition
|
|
Term
| The principle that is based on the emotional reaction of the learner is the principle of: |
|
Definition
|
|
Term
| The most often repeated are the best remembered because of which principle of learning? |
|
Definition
|
|
Term
| Which principle of learning often creates a strong, almost unshakable, impression? |
|
Definition
|
|
Term
| Which principle of learning often determines the sequence of lectures within a course of instruction? |
|
Definition
|
|
Term
| Providing opportunities for a student to practice and then directing this process toward a goal is the basis of the principle of: |
|
Definition
|
|
Term
| During the flight portion of the practical test, the examiner simulates complete loss of engine power by closing the throttle and announcing 'simulated engine failure.' What level of learning is being tested? |
|
Definition
|
|
Term
| What level of knowledge is being tested if asked, 'What is the maneuvering speed of the aircraft listed int eh owner's manual?' |
|
Definition
|
|
Term
| When asking a student to explain how gross weight affects maneuvering speed, what level of learning is being tested? |
|
Definition
|
|
Term
| At which level of learning do many instructors mistakenly stop teaching? |
|
Definition
|
|
Term
| Responses that produce a pleasurable return are called: |
|
Definition
|
|
Term
| Which transfer of learning occurs when the learning of a particular maneuver or skill hinders the learning of another maneuver or skill? |
|
Definition
|
|
Term
| What type of learning has occurred when a student learns to fly an airport traffic pattern as a rectangular course? |
|
Definition
|
|
Term
| Which of the student's human needs offer the greatest challenge to an instructor? |
|
Definition
|
|
Term
| Before a student can concentrate on learning, which human needs must be satisfied? |
|
Definition
|
|
Term
| What human need is met after the student feels physically comfortable and safe? |
|
Definition
|
|
Term
| When a student uses excuses to justify inadequate performance, it is an indication of the defense mechanism known as: |
|
Definition
|
|
Term
| When the student's display the defense mechanism of denial, they: |
|
Definition
| May attempt to minimize the situation. |
|
|
Term
| When a student asks irrelevant questions or refuses to participate in class activities, it usually is an indication of the defense mechanism known as: |
|
Definition
|
|
Term
| Which is true concerning defense mechanisms? |
|
Definition
| They involve some degree of self-deception and distortion of reality. |
|
|
Term
| Taking physical or mental flight is a defense mechanism students use when they: |
|
Definition
| Want to escape from frustrating situations. |
|
|
Term
| When students subconsciously use the defense mechanism called rationalization, they: |
|
Definition
| Cannot accept the real reasons for their behavior. |
|
|
Term
| When a student becomes bewildered and lost in the advanced phase of training after completing the early phase without grasping the fundamentals, the defense mechanism is usually in the form of: |
|
Definition
|
|
Term
| When a student engages in daydreaming, it is the defense mechanism of: |
|
Definition
|
|
Term
| When has instruction taken place? |
|
Definition
| When a procedure has been explained, and the desired student response has occurred. |
|
|
Term
| Which obstacle to learning is a greater deterrent to learning pilot skills than is generally recognized? |
|
Definition
|
|
Term
| Insights as applied to learning involve a person's: |
|
Definition
| Relating and grouping of associated perceptions. |
|
|
Term
| What level of knowledge is being tested if asked, 'What is the significance of an aircraft's maneuvering speed listed in the pilot's operating handbook?' |
|
Definition
|
|
Term
| What is true about the properties of overlearning? |
|
Definition
| Overlearning is when repeated use of knowledge takes on the properties a skill. |
|
|
Term
| A student who harbors a hidden fear of flying that inhibits learning during training is displaying the defense mechanism of: |
|
Definition
|
|
Term
| When a student attempts to disguise a weak or undesirable quality by emphasizing a more positive one, this is a defense mechanism in the form of: |
|
Definition
|
|
Term
| The use of some type of association such as rhymes of word patterns to assist in remembering information is called? |
|
Definition
|
|
Term
| How can precoding be described? |
|
Definition
| The selective process where the sensory register is set to recognize certain stimuli and transfer it to short-term memory. |
|
|
Term
|
Definition
| The part of a multiple choice test item consisting of the question, statement, or problem. |
|
|
Term
| What is the function of risk management? |
|
Definition
| Decision-making process designed to identify hazards systematically. |
|
|
Term
| A student pilot performs poorly on a test. he or she justifies the poor grade claiming there was not enough time to learn the required material while not admitting to taking advantage of a computerized pre-test offered by the instructor. |
|
Definition
|
|
Term
| An instructor may foster the development of insights by: |
|
Definition
| Helping the student acquire and maintain a favorable self-concept. |
|
|
Term
| Name one way an instructor can help develop student insights: |
|
Definition
| Provide a secure and nonthreatening environment in which to learn. |
|
|
Term
| Motivations in the form of reproof and threats should be avoided with all but the student who is: |
|
Definition
| Overconfident and Impulsive. |
|
|
Term
| For a motivation to be effective, students must believe their efforts will be rewarded in a definite manner. This type of motivation is: |
|
Definition
|
|
Term
| Motivation that causes a student to react with fear and anxiety are: |
|
Definition
|
|
Term
| The factor which contributes most to a student's ability to remain receptive to new experience is: |
|
Definition
|
|
Term
| A systematic classification scheme for sorting learning objectives is referred to as a: |
|
Definition
|
|
Term
| A learning plateau may be defined as the: |
|
Definition
| Point at which progress appears to slow down or cease before once again increasing. |
|
|
Term
| The best way to prepare a student to perform a task is to: |
|
Definition
| Provide a clear, step-by-step example. |
|
|
Term
| A primary consideration in planning for a student skill acquisition is the: |
|
Definition
| Length of time devoted to practice. |
|
|
Term
| To form proper habits and correct techniques during training, an instructor should: |
|
Definition
| Insist on correct techniques and procedures from the outset of training. |
|
|
Term
| When under stress, individuals react: |
|
Definition
| By exhibiting rational thinking, rapid reaction, and with extreme sensitivity to their surroundings. |
|
|
Term
| An instructor can counteract anxiety in a student by: |
|
Definition
| Reinforcing the student's enjoyment of flying and by teaching the student to cope with their fears. |
|
|
Term
| Which would most likely be an indication that the student is reacting abnormally to stress? |
|
Definition
| Inappropriate laughter or singing. |
|
|
Term
| One possible indication of a student's abnormal reaction to stress would be: |
|
Definition
|
|
Term
| An adequately developed lesson falls logically into which steps in the teaching process? |
|
Definition
| Preparation, presentation, application and review and evaluation. |
|
|
Term
| Which method of presentation is desirable for teaching a skill such as a ground school lesson on the flight computer? |
|
Definition
| Demonstration/Performance. |
|
|
Term
| In the teaching process, which method of presentation is suitable for presenting new material, for summarizing ideas, and for showing relationships between theory and practice? |
|
Definition
|
|
Term
| To enhance a student's acceptance of further instruction, the instructor should: |
|
Definition
| keep the student informed of the progress made. |
|
|
Term
| The proper sequence for the subparts of an introduction is: |
|
Definition
| Attention, Motivation and Overview. |
|
|
Term
| The method of arranging lesson material from the simple to complex, past to present, and known to unknown, is one that: |
|
Definition
| Shows the relationships of the main points of the lesson. |
|
|
Term
| In developing a lesson, the instructor should organize explanations and demonstrations to help the student: |
|
Definition
| Achieve the desired learning outcome. |
|
|
Term
| When teaching from the known to the unknown, an instructor is using the student's: |
|
Definition
| Previous experiences and knowledge. |
|
|
Term
| In organizing a lesson material, which step sets the stage for everything to come? |
|
Definition
|
|
Term
| The first step in preparing a lecture is to: |
|
Definition
| Establish the objective and desired outcome. |
|
|
Term
| An instructor can inspire active student participation during informal lecture by: |
|
Definition
| Using questions that encourage student contribution and discussion. |
|
|
Term
| What is one advantage of a lecture? |
|
Definition
|
|
Term
| The distinguishing characteristic of an informal lecture is the: |
|
Definition
| Active student participation. |
|
|
Term
| Which teaching method is most economical in terms of the time required to present a given amount of material. |
|
Definition
|
|
Term
| Which is a true statement regarding the teaching lecture? |
|
Definition
| The instructor must develop a keen perception for subtle responses from the class. |
|
|
Term
| During a teaching lecture, what would detract from an instructor's dignity and reflect upon the student's intelligence? |
|
Definition
| Errors in grammar and use of vulgarisms. |
|
|
Term
| Perhaps the most significant characteristic of group learning is that students tend to: |
|
Definition
| Actively participate in the learning process. |
|
|
Term
| The main advantage(s) with heterogeneous groups are that students tend to: |
|
Definition
| Interact and achieve in ways and at levels that are rarely found with other instructional strategies. |
|
|
Term
| The main reason that students are put in cooperative learning groups is so they: |
|
Definition
| Can individually achieve greater success than if they were to study alone. |
|
|
Term
| An instructional strategy which organizes students into small groups so that they can work together to maximize their own and each other's learning is called: |
|
Definition
|
|
Term
| A question directed to an entire group to stimulate thought and response from each group member is identified as: |
|
Definition
|
|
Term
| Which question would be best as a leadoff question fora guided discussion on the subject of torque? |
|
Definition
| How does torque affect an airplane? |
|
|
Term
| When it appears students have adequately discussed the ideas presented during a guided discussion, one of the most valuable tools an instructor can use is: |
|
Definition
| An interim summary of what the student's accomplished. |
|
|
Term
| Which statement about the guided discussion method of teaching is true? |
|
Definition
| I relies on student possession of a level of knowledge of the topic. |
|
|
Term
| In a guided discussion, leadoff questions should usually begin with: |
|
Definition
|
|
Term
| In a guided discussion, learning is achieved through the: |
|
Definition
| Skillful use of questions. |
|
|
Term
| In the 'demonstration/performance' method of instruction, which two separate actions are performed concurrently? |
|
Definition
| Student Performance and Instructor Supervision. |
|
|
Term
| What is the last step in the Demonstration/Performance method? |
|
Definition
|
|
Term
| What are essential steps in the demonstration/performance method of teaching? |
|
Definition
| Explanation, Demonstration, Student Performance, Instructor Supervision and Evaluation. |
|
|
Term
| Which statement is true concerning computer-assisted learning (CAL)? |
|
Definition
| The student controls the pace and content of instruction. |
|
|
Term
| Some of the more advanced computer-based training (CBT) applications allow students to progress through a series of interactive segments where the presentation varies as a result of their: |
|
Definition
|
|
Term
| The major advantage of computer-based training (CBT) over other forms of instruction is that it is interactive, the computer responds in different ways, depending on the student's: |
|
Definition
|
|
Term
| Practical tests for pilot certifications are: |
|
Definition
|
|
Term
| The objective of the Practical Test Standards (PTS) is to ensure the certification of pilots at a high level of performance and proficiency, consistent with: |
|
Definition
|
|
Term
| During oral buzzing and a given lesson, effective questions should: |
|
Definition
|
|
Term
| To be effective in oral quizzing during the conduct of a lesson, a question should: |
|
Definition
| Be adapted to the stage of training. |
|
|
Term
| Which is a valid reason for the use of proper oral quizzing during a lesson? |
|
Definition
| Reveals the effectiveness of the instructor's training methods. |
|
|
Term
| What type of question would be answered based on memory or recall on an oral test? |
|
Definition
|
|
Term
| Proper oral quizzing by the instructor during a lesson can have which result? |
|
Definition
| Identifies points which need more emphasis. |
|
|
Term
| One desirable result of proper oral quizzing by the instructor is to: |
|
Definition
| Reveal the effectiveness of the instructor's training procedures. |
|
|
Term
| To answer a student's question, it is most important that the instructor: |
|
Definition
| Clearly understand the question. |
|
|
Term
| Which is a true statement concerning the use of instructional aids? |
|
Definition
| Instructional aids should be designed to cover the key points in a lesson. |
|
|
Term
| Instructional aids used in teaching/learning process should not be used: |
|
Definition
| As a crutch by the instructor. |
|
|
Term
| Instructional aids used in the teaching/learning process should be: |
|
Definition
| Compatible with the learning outcomes to be achieved. |
|
|
Term
| What is the purpose in using instructional aids in a lesson? |
|
Definition
| Clearly establish the lesson objective, being certain what must be communicated. |
|
|
Term
| Which statement is true regarding positive or negative approaches in aviation instructional techniques? |
|
Definition
| A positive approach, to be effective, will point out the pleasurable features of aviation before the unpleasant possibilities are discussed. |
|
|
Term
| Faulty performance due to student overconfidence should be corrected by: |
|
Definition
| Increasing the standard of performance for each lesson. |
|
|
Term
| An instructor can most effectively maintain a high level of student motivation by: |
|
Definition
| Making each lesson an enjoyable experience. |
|
|
Term
| Which is an example of a positive approach in the first flight lesson of a student with no previous aviation experience? |
|
Definition
| A normal flight to a nearby airport and return. |
|
|
Term
| Which statement is true regarding the achievement of an adequate standard of performance? |
|
Definition
| Flight instructors fail to provide competent instruction when they permit students to partially learn an important item of knowledge or skill. |
|
|
Term
| What should an instructor do with a student who assumes that correction of errors is unimportant? |
|
Definition
| Raise the standard of performance for each lesson, demanding greater effort. |
|
|
Term
| Frustration and confusion on the part of the student could happen as a result of not knowing the: |
|
Definition
| Objective of each period of instruction. |
|
|
Term
| Examples of all common endorsements can be found in the current issue of: |
|
Definition
| Advisory Circular (AC) 61-65, Appendix 1. |
|
|
Term
| Before endorsing a student for solo flight, the instructor should require the student to demonstrate consistent ability to perform: |
|
Definition
| All of the fundamental maneuvers. |
|
|
Term
| The student should be capable of handling problems that might occur, such as traffic pattern congestion, change in the active runway, or unexpected crosswinds prior to: |
|
Definition
|
|
Term
| True performance as a profession is based on study and: |
|
Definition
|
|
Term
| Which statement is true regarding true professionalism as an instructor? |
|
Definition
| Anything less than sincere performance destroys the effectiveness of the professional instructor. |
|
|
Term
| Student confidence tends to be destroyed if instructors: |
|
Definition
| Bluff whenever in doubt about some point. |
|
|
Term
| When students are unable to see the benefits or purpose of a lesson, they will: |
|
Definition
|
|
Term
| When he instructor keeps the student informed of lesson objectives and completion standards, it minimizes the student's feelings of: |
|
Definition
|
|
Term
| Aviation instructors should be constantly alert for ways to improve the services they provide to their students, their effectiveness and their: |
|
Definition
|
|
Term
| During integrated flight instruction, the instructor must be sure the student: |
|
Definition
| Develops the habit of looking for other traffic in addition to referencing flight instruments. |
|
|
Term
| Integrated flight instruction has many benefits but, the main objective is to: |
|
Definition
| Help the student develop habit patterns for observance of and reference to flight instruments. |
|
|
Term
| Which is an acceptable procedure when using the integrated method of flight instruction? |
|
Definition
| Instruction in the control of an aircraft by outside visual references is integrated with instruction in the use of flight instruments for the same operation. |
|
|
Term
| The primary objective of integrated flight instruction is the: |
|
Definition
| Formation of a firm habit of cross-referencing flight instruments with outside visual references. |
|
|
Term
| Students who grow impatient when learning the basic elements of a task are those who: |
|
Definition
| Should have the preliminary training presented one step at a time with clearly stated goals for each step. |
|
|
Term
| Students quickly become apathetic when they: |
|
Definition
| Recognize that the instructor is not adequately prepared. |
|
|
Term
| Which is one of the ways in which anxiety will affect a student? |
|
Definition
| Anxiety may limit the student's ability to learn from perceptions. |
|
|
Term
| What is the primary consideration in determining the length and frequency of flight instruction periods? |
|
Definition
|
|
Term
| In planning any instructional activity, the first consideration should be to: |
|
Definition
| Determine the overall objectives and standards. |
|
|
Term
| Which statement is true concerning extraneous blocks of instruction during a course of training? |
|
Definition
| They detract from the completion of the final objective. |
|
|
Term
| After the overall training objectives have been established, the next step is to: |
|
Definition
| Identify blocks of learning which constitute the necessary parts of the total objective. |
|
|
Term
| Development and assembly of blocks of learning in their proper relationship will provide a means for: |
|
Definition
| Allowing the student to master the segments of the overall pilot performance requirements individually and combining these with other related segments. |
|
|
Term
| Each lesson of a training syllabus includes: |
|
Definition
| Objective, Content and Completion Standards. |
|
|
Term
| When it is impossible to conduct a scheduled lesson, it is preferable for the instructor to: |
|
Definition
| Conduct a lesson that is not predicated completely on skills to be developed during the lesson which was postponed. |
|
|
Term
| Which statement is true regarding lesson plans? |
|
Definition
| Lesson plans help instructors keep a constant check on their own activity as well as that of their students. |
|
|
Term
| Every lesson, when adequately developed, falls logically into the steps of the teaching process: |
|
Definition
| Preparation, Presentation, Application and Review and Evaluation. |
|
|
Term
| A lesson plan, if constructed properly, will provide an outline for: |
|
Definition
| The teaching procedure to be used in a single instructional period. |
|
|
Term
| Which statement is true about lesson plans? |
|
Definition
| The use of standard lesson plans may not be effective for students requirement of a different approach. |
|
|
Term
| With regard to characteristics of a well-planned lesson, each lesson should contain: |
|
Definition
| New material that is related to the lesson previously presented. |
|
|
Term
| The main concern in developing a lesson plan is the: |
|
Definition
|
|
Term
| One of the risk elements in the aeronautical decision making process is identified as: |
|
Definition
|
|
Term
| What adverse action may result from using test preparation materials in preparing students for FAA tests? |
|
Definition
| Students may fail to learn other critical info essential for safe piloting. |
|
|
Term
| What kind of software responds quickly to the student's choices and commands? |
|
Definition
|
|
Term
| What systematic approach to the mental process does the pilot consistently apply to take the best course of action in a given situation? |
|
Definition
| Aeronautical Decision Making. |
|
|
Term
| Students who recognize that the instructor is inadequately prepared can become: |
|
Definition
|
|
Term
| What is one advantage of a lecture? |
|
Definition
| A lecture is effective in showing relationships between theory and practice. |
|
|
Term
| What is the antidote for Anti-Authority Hazardous Attitude? |
|
Definition
|
|
Term
| The instructor can correct student impatience by: |
|
Definition
| Presenting the necessary preliminary training one step at a time with clearly stated goals for each step. |
|
|
Term
| A sign that a student may be experiencing acute fatigue is: |
|
Definition
| Neglecting secondary tasks. |
|
|
Term
| Commercially developed test preparation materials: |
|
Definition
| Should be considered only as a supplement to FAA material and instructor-led training. |
|
|
Term
| Studies of skill learning suggest that a student achieves better results if distractions are avoided during what type of practice? |
|
Definition
|
|
Term
| When a student performs a maneuver correctly, but the instructor suspects the student does not fully understand the principles and objectives involved, the instructor should: |
|
Definition
| Apply the same elements to the performance of other maneuvers for verification. |
|
|
Term
| Assignment of goals the student considers difficult: |
|
Definition
| Can be an effective method of promoting motivation and learning. |
|
|
Term
| Acute fatigue that occurs as a result of application to a learning task may be evident by a student's apparent: |
|
Definition
|
|
Term
| Which stage of skill acquisition is characterized by the ability to perform a procedure rapidly and smoothly while devoting litter deliberate attention to performance and simultaneously performing other tasks? |
|
Definition
|
|
Term
| Chronic fatigue as a result of physiological problems and/or psychological issues may be evidenced by a student pilots apparent: |
|
Definition
| Unwarranted risk taking as a result of impaired judgement. |
|
|
Term
| A student pilot who fails a practical test and attributes the failure to an 'unfair' evaluation by the examiner may be demonstrating a defense mechanism known as: |
|
Definition
|
|
Term
| Before a student can concentrate on learning, which human needs must be satisfied? |
|
Definition
|
|
Term
| Which stage of skill acquisition may be characterized by student ability to assess progress and make adjustments in performance? |
|
Definition
|
|
Term
| Which is a sign of acute fatigue? |
|
Definition
| Lack of awareness or error accumulation. |
|
|
Term
| Drill and practice method of training delivery is based not the learning principle of: |
|
Definition
|
|
Term
| A properly developed lesson plan should: |
|
Definition
| Promote uniformity regardless of the instructor using it. |
|
|
Term
| During a teaching lecture, an instructor should: |
|
Definition
| Use simple rather than complete words whenever possible. |
|
|
Term
| Instructors can help students who arrive at a learning plateau by: |
|
Definition
| Moving the student to a different place in the curriculum and giving the task a break. |
|
|
Term
| A major shortcoming of commercial test preparation materials is: |
|
Definition
| That the emphasis is on rote learning. |
|
|
Term
| An aviation instructor should write performance based objectives that: |
|
Definition
| Fit the desired outcome of a particular lesson. |
|
|
Term
| Instructional aides used int eh teaching/learning process can be used: |
|
Definition
| To clarify the relationships between material objects and concepts. |
|
|
Term
| For the integrated method of flight instruction to be fully effective, the use of instrument reference should begin: |
|
Definition
| The first time each new maneuver is introduced. |
|
|
Term
| During oral quizzing in a given lesson, effective questions should: |
|
Definition
| Be limited to who, what, when, where, how or why if using HOTS. |
|
|
Term
| Which stage of skill acquisition has a student achieved if they can shoot an ILS approach while talking on the radio? |
|
Definition
| Automatic Response Stage. |
|
|
Term
| Which of the following correctly identifies the accurate perception and understanding of the factors and conditions within the four fundamental risk elements that affect flight safety? |
|
Definition
|
|
Term
| Fatigue is such a treacherous hazard to flight safety because: |
|
Definition
| It may not be apparent to a pilot until serious errors are made. |
|
|
Term
|
Definition
| A combination of both physiological problems and psychological issues. |
|
|
Term
| A flight instructor should interject distracting tasks to help the student: |
|
Definition
| Become proficient at dividing attention between the distraction and maintinginr aircraft control. |
|
|
Term
| The most significant characteristic of group learning is that it: |
|
Definition
| Continually requires active participation of the student. |
|
|
Term
|
Definition
| Occurs when there is not enough time for a full recovery from repeated episodes of acute fatigue. |
|
|
Term
| Presenting students with problems and decisions that test the limits of their knowledge is: |
|
Definition
| Generally beneficial in helping students acquire knowledge. |
|
|
Term
| The development of any skill acquisitions three characteristic stages: |
|
Definition
| Cognitive, Associative, and Automatic. |
|
|
Term
| When a student pilot understands a procedure, and has had the procedure demonstrated, and has practiced the procedure until consistency has been achieved, what level of learning has been demonstrated? |
|
Definition
|
|
Term
| Which would most likely be an indication that a student is reacting abnormally to stress? |
|
Definition
| Inadequate, Illogical, Random or No Response to the situation. |
|
|
Term
| Which is true concerning learning plateaus? |
|
Definition
| Learning plates are a normal part of the learning process and tend to be temporary. |
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Term
| The primary objective of integrated flight instruction is the development of: |
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Definition
| A habit of instrument cross-check, instrument interpretation and of controlling an aircraft by visual reference. |
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Term
| During training flights, an instructor should interject realistic distractions to help the student: |
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Definition
| Develop the ability to determine whether a particular distraction warrants further attention or action. |
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Term
| An instructor can help a student cope with fear or anxiety by: |
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Definition
| Emphasizing the benefits and pleasurable experiences from flying. |
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Term
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Definition
| Characterized by error accumulation, inattention, and distractibility. |
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Term
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Definition
| Manifests itself by performing deficiencies that are apparent to others before the individual notices any physical signs of fatigue. |
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Term
| In learning a particular procedure, a leveling off process or plateau is: |
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Definition
| Normal and should be expected after an initial period of rapid improvement. |
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Term
| A method of correcting student impatience is for the instructor to: |
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Definition
| Present the preliminary training one step at a time, with clearly stated goals for each step. |
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Term
| Recovery from chronic fatigue requires: |
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Definition
| A prolonged and deliberate solution that mitigates the underlying physiological/psychologic cause. |
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Term
| Which is true regarding the length of time devoted to practice? |
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Definition
| A beginning student may reach a point at which additional practice can be unproductive and may even be harmful. |
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Term
| Which of the following allows the student to control the pace of their instruction? |
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Definition
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Term
| Ignoring minimum fuel requirements is generally the result of overconfidence, disregarding applicable regulations, or: |
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Definition
|
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Term
| A sign that a student may experiencing acute fatigue is: |
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Definition
| Lack of awareness of error accumulation. |
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Term
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Definition
| Characterized by errors in timing, inattention and irritability. |
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Term
| which is true regarding learning plateaus? |
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Definition
| The instructor bring it on by over-practice. |
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Term
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Definition
| Comes from perception(s). |
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Term
| One of the risk categories in the PAVE checklist is: |
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Definition
| The aircraft. PAVE stands for Pilot in Command, Aircraft, enVironment, and External Pressures. |
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Term
| The assignment of reasonable goals that the student considers difficult, but possible: |
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Definition
| Usually provides a challenge and promotes learning. |
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Term
| A sign that a pilot may be experiencing chronic fatigue is: |
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Definition
| Imparied pilot judgement and decision-making. |
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Term
| Define the 'telling-and-doing' technique: |
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Definition
| A variation of the 'demonstration/performance' method. |
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Term
| The basic 'telling-and-doing' technique of instruction consists of several steps in proper order. They are: |
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Definition
| Instructor Tells - Instructor Does; Student Tells - Instructors Does; Student Tells - Student Does. |
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Term
| The basic 'demonstration/performance' method of instruction consists of several steps in proper order. They are: |
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Definition
| Instructor Tells - Student Does; Student Tells - Student Does; Student Does - Instructor Evaluates. |
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Term
| A student may be confused or frustrated by a lesson because he/she doesn't understand the: |
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Definition
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Term
| Which factor affecting perception has the greatest impact on the perceptual process? |
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Definition
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Term
| A basic need that affect all of a person's perceptions is the need to: |
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Definition
| Maintain and enhance the organized self. |
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Term
| What is the basis of all learning? |
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Definition
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Term
| Which factor affecting perceptions is based on the effectiveness of the use of a properly planned training syllabus? |
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Definition
|
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Term
| In the learning process, fear or the element of threat will: |
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Definition
| Narrow the student's perceptual field. |
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Term
| Perceptions result when a person: |
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Definition
| Gives meaning to sensations being experienced. |
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Term
| Which domain of learning deals with knowledge? |
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Definition
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Term
| The least complex outcome in the psychomotor domain is: |
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Definition
|
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Term
| The most complex outcome in the affective domain is: |
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Definition
|
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Term
| The educational objective levels for the cognitive domain are: |
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Definition
| Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation. |
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Term
| Affective domain relations to: |
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Definition
| Attitudes, Believes, and Values. |
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Term
| Where is information for future use stored? |
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Definition
|
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Term
| According to one theory, some forgetting is due to the practice of submerging an unpleasant experience into the subconscious. This is called: |
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Definition
|
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Term
| Which memory system processes input from the environment? |
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Definition
|
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Term
| When the learning of similar things overshadows other learning experiences, it is called: |
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Definition
|
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Term
| How can recoding be described? |
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Definition
| The relating of incoming information to concepts or knowledge already in memory. |
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Term
| The use of some type of association, such as rhymes or mnemonics is best suited to which memory system? |
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Definition
|
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Term
| To communicate effectively, instructors must: |
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Definition
| Reveal a positive attitude while delivering their message. |
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Term
| The effectiveness of communication between instructor and student is measured by the: |
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Definition
| Similarity between the idea transmitted and the idea received. |
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Term
| To communicate effectively, an instructor should speak or write form a background of: |
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Definition
| Up-to-date, stimulating material. |
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Term
| Effective communication has taken place when, and only when, the: |
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Definition
| Receivers react with understanding and change their behavior accordingly. |
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Term
| In the communication process, the communicator will be more successful in gaining and retaining the receiver's attention by: |
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Definition
| Using a varied communicative approach. |
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Term
| By using abstractions in the communications process, the communicator: |
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Definition
| Uses words that stand for ideas that can not be directly experienced. |
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Term
| Probably the greatest single barrier to effective communication in the teaching process is: |
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Definition
| Lack of common experience level between instructor and student. |
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Term
| The danger in using abstract words is that they: |
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Definition
| Will not evoke the specific items of experience in the listener's mind that the communicator intends. |
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Term
| A communicator's words cannot communicate the desired meaning to another person unless the: |
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Definition
| Listener has had some experience with the concepts to which these words refer. |
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Term
| When new events displace the things that had been previously learned, it is called: |
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Definition
|
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Term
| An example of a skill involving the psychomotor domain would be: |
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Definition
| Programming a Global Position Satellite (GPS) receiver. |
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Term
| An example of a skill involving the cognitive would be: |
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Definition
| Determining information required for a logbook entry. |
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Term
| Which memory system can be enhanced by practice and repetition? |
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Definition
|
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Term
| Educational object levels for the cognitive domain include: |
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Definition
| Recall, Comprehension, Application, Analysis, and Evaluation. |
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Term
| Which is true concerning the long term memory? |
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Definition
| Long term memory is a reconstruction, and not a pure recall of information or events. |
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Term
| Educational objective levels for the Blooms Taxonomy of Cognitive Domain include: |
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Definition
| Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. |
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Term
| Short-term memory (STM) is time limited, and has a capacity limited: |
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Definition
| To usually seven bits or chunks of information. |
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Term
| Which domain of learning requires remembering specific facts and concepts? |
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Definition
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Term
| The ability to retrieve knowledge or skills from memory is primarily related to: |
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Definition
| How often that knowledge or skill has been used int he recent past. |
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Term
| A problem in using abstract words is that they: |
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Definition
| Stand for ideas that cannot be directly experienced. |
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Term
| What type of learning has taken place when new information displaces information? |
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Definition
|
|
Term
| A factor that has a great influence on the total perception process is: |
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Definition
|
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Term
| Which statement is true regarding assessment of student learning? |
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Definition
| Assessment of student learning should be an integral part of each lesson. |
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Term
| Evaluation of student performance and accomplishment during a lesson should be based on: |
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Definition
| Objectives and goals established in the lesson plan. |
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Term
| Which statement is true about instructor's critiques? |
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Definition
| Before students are willing to accept their instructor's critique, they must first accept the instructor. |
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Term
| When an instructor critiques a student, the critique should: |
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Definition
| Be conducted immediately after the student's performance. |
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Term
| Which statement is true about an instructor's critique of a student's performance? |
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Definition
| It should be constructive and objective. |
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Term
| An instructor's critique of a student's performance should: |
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Definition
| Provide direction and guidance to improve performance. |
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Term
| Which statement is true about an instructor's assessment of a student's performance? |
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Definition
| It is a step in the learning process, not just in the grading process. |
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Term
| To be effective, a critique should: |
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Definition
| Be flexible enough to satisfy the requirements of the moment. |
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Term
| A written test is said to be comprehensive when it: |
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Definition
| Effectively measures the overall objectives. |
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Term
| Which is the main disadvantage of supply-type test items? |
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Definition
| They cannot be graded without uniformity. |
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Term
| A written test has validity when it: |
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Definition
| Measures what it is supposed to measure. |
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Term
| Which is one of the major differences encountered in the construction of multiple-choice test items? |
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Definition
| Inventing distractors which will be attractive to students lacking knowledge or understanding. |
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Term
| In a written test, which type of section-type test items reduces the probability of guessing correct responses? |
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Definition
|
|
Term
| Which type of test item creates the greatest probability of guessing? |
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Definition
|
|
Term
| The characteristic of a written test, which measures small differences in achievement between students, is its: |
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Definition
|
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Term
| What is a characteristic of supply-type test items? |
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Definition
| The same test graded by different instructors would probably be given different scores. |
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Term
| A written test having the characteristic of discrimination will: |
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Definition
| Identify even small differences in student achievement. |
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Term
| A written test that has reliability: |
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Definition
| Yields consistent results. |
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Term
| One of the main advantages of selection-type test items over supply-type test items is that the selection-type: |
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Definition
| Would be graded objectively regardless of the student or the grader. |
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Term
| Which statement is true for effective multiple-choice test items? |
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Definition
| Items may include several options that are plausible or even scientifically accurate. |
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Term
| Which statement is true about multiple-choice test items that are intended to measure achievement at a higher level of learning? |
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Definition
| Some or all of the alternatives should be acceptable but only one should be clearly better than the others. |
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Term
| Which type test is desirable for evaluating training that involves an operation, procedure, or process? |
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Definition
|
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Term
| A pretest constructed to measure knowledge and skills necessary to begin a course is referred to as a: |
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Definition
| Criterion-Referenced Test. |
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Term
| In evaluating student demonstrations of piloting ability, it is important for the flight instructor to: |
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Definition
| Keep the student informed of progress. |
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Term
| Evaluation of demonstrated ability during flight instruction must be based upon: |
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Definition
| Established standards of performance suitably modified to the student's stage of development as a pilot. |
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Term
| Evaluation of demonstrated ability during flight instruction must be based upon: |
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Definition
| Established standards of performance suitably modified to account for student experience level. |
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Term
| Which would more likely result in students becoming frustrated? |
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Definition
| Telling students their work is unsatisfactory with no explanation. |
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Term
| Which is the main advantage of supply-type test items? |
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Definition
| They require the learner to organize knowledge. |
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Term
| Criterion-based assessment items are normally a part of: |
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Definition
| a performance-based test. |
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Term
| Which statement is true about an instructor's critique of a student's performance? |
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Definition
| It should be as varied in content as the performance being evaluated. |
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Term
| Which test item is more likely to utilize rote memory than knowledge of the subject? |
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Definition
|
|
Term
| As an aviation instructor you know that: |
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Definition
| FAA practical test standards (PTS) books are testing documents only. |
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Term
| Performance-based objectives are a distinguishable characteristic of: |
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Definition
| Criterion referenced tests. |
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Term
| Performance-based objectives consist of which three elements? |
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Definition
| Description of the skill, conditions and criteria. |
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Term
| Which type of assessment focuses on real-world skills? |
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Definition
|
|
Term
| FAA Practical Test Standars (PTS) shall be used as: |
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Definition
|
|
Term
| During a flight training course, when is it appropriate to introduce the students to the acceptable standards for passing the practical test? |
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Definition
| Not until 3 hours before the practical test preparation instruction required by regulation. |
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Term
| In order to be effective, a critique should: |
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Definition
| Be as varied in content as the performance being evaluated. |
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Term
| Which type of assessment is desirable for evaluating a student's ability to use critical thinking skills in performing real-world tasks? |
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Definition
|
|
Term
| A method of making students aware of their progress is: |
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Definition
| Repeating a demonstration, showing the students the standard their performance must ultimately meet. |
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