Module 06 — Assessment, AoC-Style Judgement & Note-Taking

Duration: ~2.0 hours
Competency focus: Application of Procedures/Knowledge · Situation Awareness · Professional Standards · Communication

Learning objectives

1. Separate training behaviours from assessment behaviours and know when each applies (especially Evaluation phase vs later phases).
2. Apply AoC-style judgement principles: evidence, standard, fairness, and clear outcome — consistent with Doc 9995 Part I, 6.3.3 instructor competences and 7.7 assessment logic (paraphrased).
3. Produce notes that would withstand standardisation review (objective behavioural evidence).
4. Recommend further training using competency language; seek root causes, highlight strengths, and flag eroding safety margins.
5. Explain that formal instructor competency assessment before EBT instruction (6.3.4) and refresher/re-assessment (6.3.5) are ATO/Operator responsibilities beyond MaxFli course completion.

1. Training vs assessment — role clarity

TRI courses develop instructors who can do both. Mixing them without telling the trainee is unfair. Announce the rules at the brief.

Assessment of Competence for instructor privileges follows Authority / ATO procedures — this module builds judgement skill using that style; it does not replace the official AoC syllabus.

2. Principles of sound instructional assessment

1. Evidence-based — decisions rest on observed behaviours, not reputation.
2. Standard-referenced — compare to published SOP / competency expectations, not to the strongest trainee of the week.
3. Sufficient sample — critical safety failures may decide early; otherwise look for patterns.
4. Transparent — trainee understands basis of the result.
5. Consistent — calibrate with other instructors.
6. Documented — notes support the result and any tailored training.

3. Linking to Doc 9995 instructor competences (Part I, 6.3.3 — paraphrased)

When judging pilots — or when being judged as a TRI candidate — practise:

Evaluation phase reminder (Part I, 7.4 / 7.7): the purpose includes assessing competence, informing training-system effectiveness, and indicating individual training needs. Areas below minimum standard become the focus of subsequent training. Operator policies on line-flying status after unresolved gaps remain with the Operator — not this pack.

Instructor gate (6.3.4 / 6.3.5): before conducting instruction and assessment in an EBT programme, instructors should successfully complete a formal competency assessment in a practical session supervised by a nominated person; thereafter annual refresher and periodic re-assessment apply. MaxFli course completion supports readiness; it does not replace those organisational steps.

4. Making the judgement call

Useful internal questions

• What exactly did I see (or not see)?
• Which competencies / TEM issues does this relate to?
• Is this a one-off slip manageable on the line, or a gap that makes operation unsafe / below standard?
• Would another TRI, given my notes, likely reach the same conclusion?
• What further training would specifically address the gap?

Outcomes the TRI commonly influences

• Continue as planned.
• Additional training then progress.
• Stop training pending review (safety / attitude / preparation concerns).
• In assessment contexts: meet / not meet standard under the applicable procedure.

MaxFli expectation: When unsure on a borderline case, seek a second opinion from the Training Manager / senior TRI rather than “giving the benefit” without evidence or “failing” without clarity.

5. Note-taking standard

During the session

• Time / phase markers.
• Factual event + brief behaviour.
• Competency / TEM tag.
• Safety interventions marked clearly (what you did and why).

After the session

• Promote raw notes into 2–4 themes.
• Record strengths as well as gaps.
• Write the training recommendation as an action, not a slogan (“more CRM”).
• Better: “Additional scenario focusing on decision-making under time pressure and PM involvement before diversion commit.”

Notes that fail review

• “All OK.”
• “Needs work.”
• Sarcasm or personal remarks.
• Copy-paste identical text for every trainee.

6. Feeding the training system

Good TRI notes help:

• The next instructor (continuity).
• Recurrent / EBT programme design (topics that keep appearing).
• Risk management (systemic issues vs individual).

Treat records as professional products.

7. Workshop — borderline cases

In groups, judge three written case studies (borderline unstable approach continuation; excellent handling but closed leadership; solid process with one critical checklist error caught by PM). Require:

• Evidence summary
• Competency tags
• Outcome
• Further training plan

Compare plenary; highlight calibration differences.

8. Key takeaways

• Announce whether you are training or assessing — and which EBT phase rules apply.
• Judge against standards with sufficient, specific evidence; include strengths and root causes.
• Notes must explain the result to a third party and support tailored next training.
• Formal EBT instructor assessment / refresher remains ATO/Operator (6.3.4 / 6.3.5).
• Borderline? Escalate — do not gamble quietly.

Instructor notes

• Use Course completion checklist to show how TRI candidates are themselves assessed on this course.
• Stress legal/organisational sensitivity of records without quoting regulations at length.
• Walk the mapping in ICAO Doc 9995 alignment for 6.3.3–6.3.5 and 7.7.
• Walk CAA Standards Document 29 alignment for CRM/NTS assessment in the operational environment and AoC expectations for teaching TEM/CRM (SD29 §8 / §10).
• Remind candidates: do not adjust assessment criteria solely for a candidate’s experience level (SD29 §10.3 paraphrased); use the operator’s published standard.