TRAINING 6 ASSESSMENT AND GRADING SYSTEM

MANUAL 6-1
(TM) 6.1 GENERAL

6. ASSESSMENT AND GRADING SYSTEM

6.1. GENERAL

For all Theoretical Training a minimum score of 80% must be achieved to pass, except for CPL to ATP
and ATP Theoretical part for MPL programs, where a minimum score of 75% and 90% of attendance is
required. Ref to CPL to ATP and MPL programs for more details.

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For practical training part BAA Training Vietnam is adopting the COMPETENCY BASED TRAINING AND
ASSESSMENT (CBTA) framework derived from the ICAO Doc.9995 Evidence-Based Training

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Implementation Guide, from the ICAO Doc. 9868, PANS- TRG, and from the IATA Guidance Material for
Instructor and Evaluator Training and from Guidance Material and Best Practices for MPL
Implementation.

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6.2. DESCRIPTION OF THE GRADING SYSTEM

6.2.1. Principles of Assessment and Grading

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The proper application of the grading system relies on the user's understanding and application of the
underlying principles. Any assessment and grading of maneuvers and scenarios in a session follows the
same stepped process:

1. Consult
syllabus regarding
the objectives &
competencies to
2. Observe the
pilot performance
if
3. Verify the
achievement of
the session
4. Assess
performance in
the competencies
5. Grade
competencies by
using the word
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objectives to be graded picture
be assessed
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(1) The objectives and competencies to be assessed are defined in the Flight Crew Instructor data
(FCID) for each session.
(2) The instructor observes and analyzes the candidate's performance.
(3) The instructor verifies achievement of session objectives.
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(4) The instructor assesses the observed performance in each of the pilot, instructor or examiner
competencies that has to be graded.
(5) The instructor grades his/her observation by assigning a grade according to the 5-point competency
grade scale.
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SESSION
OBJECTIVES
OUTCOME OF THE COMPETENCY
-
SESSION LEVEL ACHIEVED
ACHIEVED/
NOT ACHIEVED
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6.2.2. Assessment and Grading Process

(1) Competency-based assessment is a continuous process during each session, by observing,

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recording, analyzing and determining pilot, instructor or examiner performance;

(2) Pilot (or instructor or examiner) performance is graded with reference to a 5-point scale;
(3) The prescribed standard in the BAA training organization is to achieve minimum grade 3 at the end
of every training phase, as well at the end of the training course prior the CAAV and related CAAs
skill test;
(4) In each session a minimum grading score (NORM aka MIN REQ) is assigned, which is specific for
the proposed competence achievement; In case of grading one step lower and or two steps higher
than NORM, the specific Observable Behavior must be indicated in order to have a detailed grading.
Example: SITA NORM is 3 for the given scenario but the trainee performed as a 2. Instructor will
grade 2 adding the corresponding letter of the O.B. If for example 2a means: (did not) Monitor and
assesses the state of the aeroplane and is systems.
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 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-2
(TM) 6.2 DESCRIPTION OF THE GRADING SYSTEM

(5) Each grade is based on Observable Behaviors (see appendixes);

(6) Observable Behaviors must NOT be used as a checklist; however, the achieved grade is a direct
function of quality and quantity of demonstrating the performance indicators (VENN matrix)
considering:
HOW WELL (the pilot did not communicate to standard…) +
HOW OFTEN (… by rarely demonstrating…) +
HOW MANY (… only a few of the performance indicators when required…) =
THE OUTCOME (… which resulted in an unacceptable reduction in safety margin)

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INSTRUCTOR
OUTCOME

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INPUT HOW HOW HOW
MARKERS GRADING (task or event
(method of MANY OFTEN WELL
completion)
instruction)
Discuss options
Ideal (safe,

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EXCEED and exchange 5 ALL ALWAYS EXEMPLARILY
effective, efficient)
experience
Encourage to
PROFICIENT further increase 4 MOST REGULARLY EFFECTIVELY Safe and effective
efficiency

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Facilitate self- Safe (acceptable
CONSOLIDATE 3 MANY OFTEN ADEQUATELY
learning skill test tolerance)
Teach and Improvement
PRACTICE 2 SOME OCCASIONALLY MARGINALLY
Facilitate required
DESCRIBE
APPLY
NOT
OBSERVED
AND Explain
demonstrate
NOT
OBSERVED
and
1

0
FEW

NOT
if
OBSERVED
RARELY

NOT
OBSERVED
NOT
EFFECTIVELY
NOT
OBSERVED
Improvement
required
NOT
OBSERVED
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6.2.3. Additional Training Requirements

(1) This section applies to graded training sessions conducted by an instructor in a Flight Simulation
Training Device (FSTD).
(2) This section does apply to all training programs with the exemption of the theoretical courses
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(3) Whenever a task, maneuver or scenario is executed with an underlying level of competence that
might result in an overall competency grade 1 or 2 steps lower than the minimum required (NORM
aka MIN REQ), maximum effort in the session will be made to enable the trainee to develop his/her
competency to the required level (NORM aka MIN REQ) or above.
(4) Additional training is required in case of:
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a. A grade 1 step lower than the minimum required (NORM aka MIN REQ) in any competency
supported by the instructor’s negative judgement about the present and/or the future session
outcomes. In case of 1 step lower in grade, however, training may continue if the instructor
is convinced at the end of the debriefing that the trainee will be able to achieve grade 3 at
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the next training session where the competency can be demonstrated.

b. A grade 2 steps less than the minimum required (NORM aka MIN REQ) in any competency.
c. Two successive grades 1 step lower than minimum required (NỎM aka MIN REQ) in a same
competency.
(5) As a consequence of 4b, any grade 2 steps lower than the minimum required (NORM aka MIN REQ)
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acquired during the last training session of a course must trigger "additional training" and the non-
readiness for either the Skill Test or Proficiency Check.

6.2.4. Pilot, Instructor and Examiner Assessment of Competence

(1) In compliance with the actual CAAV and related CAAs Regulations and in function of training quality
monitoring, the grading process may be used during instructor and examiner assessment of
competence.
(2) According to CAAV and related CAAs regulatory criteria (Ref: CAAV VAR AC 07-013), a pilot
applicant must demonstrate the ability to apply aeronautical knowledge and to complete all

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 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-3
(TM) 6.2 DESCRIPTION OF THE GRADING SYSTEM

maneuvers with smoothness and accuracy. The applicant must also maintain control of the
aeroplane in such a manner that the successful (safe) outcome of a procedure or maneuver is
always assured. Above all, the applicant must exercise good judgment and airmanship.
Consequently, according to the performance indicators and word pictures (competency grades), a
"pass" skill test should imply that all core competencies are graded at or above the NORM. Any
grade 1 step below the NORM must at least lead to "partial pass" or test failure, depending upon the
DPE judgement.
(3) For any instructor or examiner Assessment of Competence (AoC), a "pass" must imply that all

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instructor or examiner core competencies are graded at or above 3. Any grade 2 must lead to the
AoC failure.

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6.2.5. Instructor and ATO Internal Evaluator (Examiner) Standardization (as per CAAV and
related CAAs approval)

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The Standardization of Instructors and Internal Evaluator (Examiner) is pertinent to the Training
Programs

Nevertheless, as the Competency Based Training and Assessment (CBTA) is peculiar in its framework

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to achieve higher margin of Safety throughout higher level of Pilot’s Performance, it is recommended
that:
(1) Prior to the conduct of training utilizing the grading system, and to ensure effective assessments
with strong inter-rater reliability, instructors and examiners must be competent in its use. A
if
successful assessment includes the provision of guidance to trainees, in order to improve their
performance, and also recommendations for additional training where necessary.
(2) Prior to the conduct of training utilizing the grading system instructors and examiners must
demonstrate their competence in assessment and facilitation techniques. In addition, instructors
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must undertake specific training to fully understand the CBTA system, the session objectives the
performance indicators and the philosophy behind the competency-based approach.
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6.2.6. The Grading Sheet

Different grading sheets exist for pilot, instructor and examiner training and assessment of competence
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displaying specific core competencies:

a) Grading Pilot Training
b) Grading Pilot Check
c) Grading Instructor Training
d) Grading Instructor Check
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e) Grading Examiner Training

f) Grading Examiner Check

6.2.7. Free Text Box

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(1) Where a particular competency is assessed 1 level below the NORM, full details will be recorded in
the FREE TEXT box of the grading sheet using the grading method
(2) Improved or exemplary performance (grade above 4 and +2 above the NORM) must also be
documented additionally in the FREE TEXT section at the instructor's discretion using the grading
method
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(3) As a general rule, the performance description recorded in the free text box will refer to performance
indicators using appropriate word pictures.
(4) All information related to trainee performance in training or assessment of competence will be
provided in a timely manner to:
a) the trainee;
b) the customer airline;
c) the training center.

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 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-4
(TM) 6.3 THE PILOT COMPETENCIES

6.3. THE PILOT COMPETENCIES

In the European CBTA Framework, there are 9 competencies stated, while in the ICAO one 8
competencies only are included.

The following table shows the complete list of competencies, their descriptions and observable
behaviours.

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Competency Description Observable behaviours (OBs)

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a. Demonstrates practical and applicable knowledge of
limitations and systems and their interaction.
b. Demonstrates required knowledge of published
Demonstrates knowledge operating instructions.

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and understanding of c. Demonstrates knowledge of the physical
Application of relevant information, environment, the air traffic environment including
Knowledge operating instructions, routings, weather, airports and the operational
(KNOW) aircraft systems and the infrastructure.

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operating environment. d. Demonstrates appropriate knowledge of applicable
legislation.
e. Knows where to source required information.
f. Demonstrates a positive interest in acquiring
knowledge.

Application of Identifies and applies

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a. Identifies where to find procedures and regulations
b. Applies relevant operating instructions, procedures
and techniques in a timely manner
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appropriate procedures in c. Follows SOPs unless a higher degree of safety
procedures and
accordance with published dictates an appropriate deviation
compliance with
operating instructions and d. Operates aeroplane systems and associated
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regulations
applicable regulations. equipment correctly
(PROC)
e. Monitor aircraft systems status
f. Complies with applicable regulations.
g. Applies relevant procedural knowledge
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a. Uses appropriate flight management, guidance

systems and automation, as installed and applicable
to the conditions (see Part I, Chapter 1, for the
definition of conditions)
b. Monitors and detects deviations from the intended
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flight path and takes appropriate action

Aeroplane Flight
c. Manages the flight path safely to achieve optimum
Path Controls the flight path operational performance
Management, through automation. d. Maintains the intended flight path during flight using
automation
automation while managing other tasks and
(FPM-A)
distractions
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e. Selects appropriate level and mode of automation in

a timely manner considering phase of flight and
workload
f. Effectively monitors automation, including
engagement and automatic mode transitions
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 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-5
(TM) 6.3 THE PILOT COMPETENCIES

Competency Description Observable behaviours (OBs)

a. Controls the aircraft manually with accuracy and

smoothness as appropriate to the situation
b. Monitors and detects deviations from the intended
flight path and takes appropriate action
c. Manually controls the aeroplane using the
relationship between aeroplane attitude, speed and

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Aeroplane Flight
thrust, and navigation signals or visual information
Path Controls the flight path d. Manages the flight path safely to achieve optimum
Management, through manual control. operational performance

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manual control
e. Maintains the intended flight path during manual flight
(FPM-M)
while managing other tasks and distractions
f. Uses appropriate flight management and guidance
systems, as installed and applicable to the conditions

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(See Part I, Chapter 1, definitions)
g. Effectively monitors flight guidance systems including
engagement and automatic mode transitions.

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a. Determines that the recipient is ready and able to
receive information
b. Selects appropriately what, when, how and with
whom to communicate
c. Conveys messages clearly, accurately and concisely

Communication
Communicates through
appropriate means in the
if
d. Confirms that the recipient
understanding of important information
demonstrates

e. Listens actively and demonstrates understanding

when receiving information
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operational environment, f. Asks relevant and effective questions
(COM)
in both normal and non- g. Uses appropriate escalation in communication to
normal situations. resolve identified deviations
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h. Uses and interprets non-verbal communication in a

manner appropriate to the organizational and social
culture
i. Adheres to standard radiotelephone phraseology and
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procedures
j. Accurately reads, interprets, constructs and responds
to datalink messages in English
a. Encourages team participation and open
communication
b. Demonstrates initiative and provides direction when
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required
c. Engages others in planning
Influences others to
d. Considers inputs from others
contribute to a shared
e. Gives and receives feedback constructively
Leadership and purpose.
f. Addresses and resolves conflicts and disagreements
Teamwork
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in a constructive manner
(LEAD) Collaborates to
g. Exercises decisive leadership when required
accomplish the goals of
h. Accepts responsibility for decisions and actions
the team.
i. Carries out instructions when directed
j. Applies effective intervention strategies to resolve
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identified deviations
k. Manages cultural and language challenges, as
applicable

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 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-6
(TM) 6.3 THE PILOT COMPETENCIES

Competency Description Observable behaviours (OBs)

a. Identifies, assesses and manages threats and errors

in a timely manner
b. Seeks accurate and adequate information from
appropriate sources
c. Identifies and verifies what and why things have gone
wrong, if appropriate

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Problem Solving Identifies precursors, d. Perseveres in working through problems while
and Decision mitigates problems; and prioritizing safety
Making e. Identifies and considers appropriate options

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makes decisions.
(PSDM) f. Applies appropriate and timely decision- making
techniques
g. Monitors, reviews and adapts decisions as required
h. Adapts when faced with situations where no guidance

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or procedure exists
i. Demonstrates resilience when encountering an
unexpected event

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a. Monitors and assesses the state of the aeroplane and
its systems
b. Monitors and assesses the aeroplane’s energy state,
and its anticipated flight path.
c. Monitors and assesses the general environment as it
Situation
awareness and
management of
Perceives, comprehends
and manages information
and anticipates its effect
ifmay affect the operation
d. Validates the accuracy of information and checks for
gross errors
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information on the operation. e. Maintains awareness of the people involved in or
(SITA) affected by the operation and their capacity to
perform as expected
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f. Develops effective contingency plans based upon

potential risks associated with threats and errors
g. Responds to indications of reduced situation
awareness
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a. Exercises self-control in all situations

b. Plans, prioritizes and schedules appropriate tasks
effectively
c. Manages time efficiently when carrying out tasks
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Maintains available d. Offers and gives assistance

workload capacity by e. Delegates tasks
Workload
prioritizing and distributing f. Seeks and accepts assistance, when appropriate
Management
tasks using appropriate g. Monitors, reviews and cross-checks actions
(WORK)
resources. conscientiously
h. Verifies that tasks are completed to the expected
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outcome
i. Manages and recovers from interruptions,
distractions, variations and failures effectively while
performing tasks
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 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-7
(TM) 6.4 THE PILOT COMPETENCY GRADES

6.4. THE PILOT COMPETENCY GRADES

6.4.1. Introduction

This part describes the five grades of the Grading system (using word pictures) in reference to
each of the 9 pilot competencies.
The ICAO (Doc 9995) definition of an "unsafe situation" is "a situation which has led to an
unacceptable reduction in safety margin".

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6.4.2. Communications

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(1) The pilot did not communicate effectively, by rarely demonstrating few of the performance indicators
when required, which resulted in an unacceptable reduction in safety margin.
(2) The pilot communicated at a marginal level, by only occasionally demonstrating some of the

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performance indicators when required, which resulted in a reduction of safety margin or
effectiveness.
(3) The pilot communicated adequately, by regularly demonstrating many of the performance indicators

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when required, which resulted in a safe operation.
(4) The pilot communicated effectively, by regularly demonstrating most of the performance indicators
when required, which enhanced safety and effectiveness.
(5) The pilot communicated in an ex exemplary manner, by always demonstrating all the performance

6.4.3. Leadership and Teamworking

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indicators when required, which significantly enhanced safety effectiveness and efficiency.
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(1) The pilot did not lead or work as a team member effectively, by rarely demonstrating few of the
performance indicators when required, which resulted in an unacceptable reduction in safety margin.
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(2) The pilot led and worked as a team member at a marginal level, by only occasionally demonstrating
some of the performance indicators when required, which resulted in a reduction of safety margin or
effectiveness.
(3) The pilot led and worked as a team member adequately, by regularly demonstrating many of the
performance indicators when required, which resulted in a safe operation.
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(4) The pilot led and worked as a team member effectively, by regularly demonstrating most of the
performance indicators when required, which enhanced safety and effectiveness.
(5) The pilot led and worked as a team member in an exemplary manner, by always demonstrating all
the performance indicators when required, which significantly enhanced safety effectiveness and
efficiency.
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6.4.4. Workload Management

(1) The pilot did not manage the workload appropriately, by rarely demonstrating few of the performance
indicators when required, which resulted in an unacceptable reduction in safety margin.
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(2) The pilot managed the workload at a marginal level, by only occasionally demonstrating some of the
performance indicators when required, which resulted in a reduction of safety margin or
effectiveness.
(3) The pilot managed the workload adequately, by regularly demonstrating many of the performance
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indicators when required, which resulted in a safe operation.

(4) The pilot managed the workload effectively, by regularly demonstrating most of the performance
indicators when required, which enhanced safety and effectiveness.
(5) The pilot managed the workload in an exemplary manner, by always demonstrating all of the
performance indicators when required, which significantly enhanced safety effectiveness and
efficiency.

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 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-8
(TM) 6.4 THE PILOT COMPETENCY GRADES

6.4.5. Situation Awareness

(1) The pilot's situation awareness was not adequate, by rarely demonstrating few of the performance
indicators when required, which resulted in an unacceptable reduction in safety margin.
(2) The pilot's situation awareness was at a marginal level, by only occasionally demonstrating some of
the performance indicators when required, which resulted in a reduction of safety margin or
effectiveness.
(3) The pilot's situation awareness was adequate, by regularly demonstrating many of the performance

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indicators when required, which resulted in a safe operation.
(4) The pilot's situation awareness was effective, by regularly demonstrating most of the performance

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indicators when required, which enhanced safety and effectiveness.
(5) The pilot's situation awareness was exemplary; all performance indicators were always
demonstrated when required, which significantly enhanced safety, effectiveness and efficiency.

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6.4.6. Problem Solving and Decision Making

(1) The pilot did not solve problems or make decisions effectively, by rarely demonstrating few of the
performance indicators when required, which resulted in an unacceptable reduction in safety margin.

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(2) The pilot solved problems and made decisions at a marginal level, by only occasionally
demonstrating some of the performance indicators when required, which resulted in a reduction of
safety margin or effectiveness.
(3) The pilot solved problems and made decisions adequately, by regularly demonstrating many of the
performance indicators when required, which resulted in a safe operation.
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(4) The pilot solved problems and made decisions effectively, by regularly demonstrating most of the
performance indicators when required, which enhanced safety and effectiveness.
(5) The pilot solved problems and made decisions in an ex exemplary manner, by always demonstrating
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all of the performance indicators when required, which significantly enhanced safety effectiveness
and efficiency.
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6.4.7. Application of Procedures

(1) The pilot did not apply procedures correctly, by rarely demonstrating few of the performance
indicators when required, which resulted in an unacceptable reduction in safety margin.
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(2) The pilot applied procedures at a marginal level, by only occasionally demonstrating some of the
performance indicators when required, which resulted in a reduction of safety margin or
effectiveness.
(3) The pilot applied procedures adequately, by regularly demonstrating many of the performance
indicators when required, which resulted in a safe operation.
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(4) The pilot applied procedures effectively, by regularly demonstrating most of the performance
indicators when required, which enhanced safety and effectiveness.
(5) The pilot applied procedures in an exemplary manner, by always demonstrating all of the
performance indicators when required, which significantly enhanced safety effectiveness and
efficiency.
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6.4.8. Aircraft Flight Path Management, Automation

(1) The pilot did not manage the automation effectively, by rarely demonstrating few of the performance
indicators when required, which resulted in an unacceptable reduction in safety margin.
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(2) The pilot managed the automation at a marginal level, by only occasionally demonstrating some of
the performance indicators when required, which resulted in a reduction of safety margin or
effectiveness.
(3) The pilot managed the automation adequately, by regularly demonstrating many of the performance
indicators when required, which resulted in a safe operation.
(4) The pilot managed the automation effectively, by regularly demonstrating most of the performance
indicators when required, which enhanced safety and effectiveness.
(5) The pilot managed the automation in an exemplary manner, by always demonstrating all of the
performance indicators when required, which significantly enhanced safety effectiveness and
efficiency.
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 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-9
(TM) 6.4 THE PILOT COMPETENCY GRADES

6.4.9. Aircraft Flight Path Management, Manual Control

(1) The pilot did not control the aircraft effectively, by rarely demonstrating few of the performance
indicators when required, which resulted in an unacceptable reduction in safety margin.
(2) The pilot controlled the aircraft at a marginal level, by only occasionally demonstrating some of the
performance indicators when required, which resulted in a reduction of safety margin or
effectiveness.
(3) The pilot controlled the aircraft adequately, by regularly demonstrating many of the performance

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indicators when required, which resulted in a safe operation.
(4) The pilot controlled the aircraft effectively, by regularly demonstrating most of the performance

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indicators when required, which enhanced safety and effectiveness.
(5) The pilot controlled the aircraft in an exemplary manner, by always demonstrating all of the
performance indicators when required, which significantly enhanced safety effectiveness and
efficiency.

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6.4.10. Knowledge

(1) The pilot did not have adequate knowledge, by rarely demonstrating few of the performance

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indicators when required, which resulted in an unacceptable reduction in safety margin.
(2) The pilot had knowledge of a marginal level, by only occasionally demonstrating some of the
performance indicators when required, which resulted in a reduction of safety margin or
effectiveness.
(3) The pilot had adequate knowledge, by regularly demonstrating many of the performance indicators
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when required, which resulted in a safe operation.
(4) The pilot had good knowledge, by regularly demonstrating most of the performance indicators when
required, which enhanced safety and effectiveness.
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(5) The pilot had exemplary knowledge, by always demonstrating all of the performance indicators when
required, which significantly enhanced safety, effectiveness and efficiency.
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 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-10
(TM) 6.5 THE INSTRUCTOR COMPETENCIES

6.5. THE INSTRUCTOR COMPETENCIES

This competency framework consists of competency units, competency elements, and performance
criteria. The competency framework is derived from the ICAO Doc. 9868, PANS-TRG, the ICAO
Doc.9995 Evidence-Based Training Implementation Guide and from the IATA Guidance Material for
Instructor and Evaluator Training.
Competency Observable Behaviors

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Manage safety  Ensures a safe training environment
The competent instructor/evaluator

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must ensure a safe training/ • Ensures that required equipment meets safety
evaluation environment at all times. requirements.
The competent instructor must • Communicates evacuation procedures.
ensure the safety of trainees in • Ensures a safe operating environment (e.g. for aircraft:

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his/her care. weather, fuel).
• Identifies hazards and manages them.
• Creates an appropriate safe learning environment.

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• Identifies and takes appropriate action to prevent
physical or mental stress.
 Intervenes when required for safety
• Transfer control of aircraft or equipment safely.
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• Intervenes when required for safety appropriately at the
correct time and level (e.g. verbally or by taking control).
• Re-commences training as soon as practicable (after
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any safety intervention).
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Management of the learning  Designs training

environment
The competent instructor/evaluator • Explains why the training is needed.
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will ensure that the training • Ensures the training is logically structured (where there
environment provides for effective is a need for the instructor/evaluator to design training
learning. The training environment programs).
includes facilities, equipment, and • Ensures the training is realistic and relevant.
instructional materials. The • Ensures there are specific and measurable objectives.
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instructor/evaluator will consider the • Ensures realism in the choice of scenarios.

following sub-elements as essential
to a successful outcome.  Ensures adequate facilities and equipment
• Ensures the facilities are scheduled and adequate to
meet the learning outcomes objectives.
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• Ensures that the physical environment is suitable for

learning.
• Ensures environment and conditions exist for the
training objectives.
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• Ensures that the equipment is suitable, adequate and

serviceable.
• Arranges appropriate airspace for the required training,
if applicable.

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 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-11
(TM) 6.5 THE INSTRUCTOR COMPETENCIES

Competency Observable Behaviors

Manage the trainee  Understands Trainees
The competent instructor/evaluator
will ensure that training is • Identifies and demonstrates awareness of trainee
appropriate to the trainees and their characteristics (experience, language, culture).
needs. • Determines learning needs.
• Demonstrates awareness of learning styles.
• Selects or modifies instructional materials and methods

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as appropriate.
 Coaches trainees

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• Demonstrates awareness of any measurable indicators
of trainee readiness for training (as far as possible).
• Is flexible and supportive to trainees' performance and

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needs.
• Develops appropriate relationship with trainees.
• Develops and sustains trainees' motivation.

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Conduct training  Establish and maintain credibility
The competent instructor/evaluator
must demonstrate a variety of
instructional methods as required for
the training.
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• Demonstrates an exemplary role model's behavior
(meaning the behaviors expected in the technical role
being trained, according to the competencies and
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related KSA).
• Establishes credentials.
• Demonstrates respect for organizational goals and
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requirements (SOPs, dress codes, appearance,

acceptable personal conduct, etc.).
• States clear objectives and clarifies roles for the training
or evaluation being undertaken.
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• Establishes and maintains an atmosphere of mutual

respect.

 Demonstrate effective presentation skills

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• Stimulates and sustains trainee's interest.

• Sequences and paces instruction appropriately.
• Uses the voice effectively (e.g. tempo, volume, rate of
speed).
• Uses eye contact effectively.
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• Uses gestures, silence, movement and training aids

effectively.
• Demonstrates effective questioning skills.
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 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-12
(TM) 6.5 THE INSTRUCTOR COMPETENCIES

Competency Observable Behaviors

 Demonstrates effective instruction and facilitation
• Communicates effectively both verbally and non-
verbally.
• Listens actively and reads non-verbal messages
correctly.
• Asks appropriate questions to encourage learning or to

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confirm understanding.
• Answers questions, correctly and adequately.

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• Generates content by questioning, redirecting,
balancing participation, etc.
• Provides structure by confirming understanding,
paraphrasing, summarizing, etc.

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 Creates and sustains realism

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• Ensures realism in the choice of scenario administered.
• Maintains a realistic approach in the conduct of the
scenario.

 Manages time
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• Allocates time appropriately on activities.
• Adjusts time spent on activities to ensure that objectives
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are met.
• Implements contingency plans for situations in which
activities must be eliminated, reduced or replaced.
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Perform trainee assessment  Develops assessment methods

The competent instructor/evaluator
• Selects appropriate events and activities through which
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must assess the trainee

appropriately, objectively and to observe trainee's performance.
correctly. • Clarifies assessment process and rules with trainee.
• Communicates to trainees the criteria against which
their performance will be assessed.
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 Monitors trainee's performance during instruction

• Observes behaviors.
• Interprets observed behaviors and comments correctly.
• Allows trainee to self-correct in a timely manner.
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• Identifies individual differences in learning rates.

 Makes objective assessments

• Compares trainee's performance outcomes to defined
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objectives.
• Applies performance standards fairly and consistently.
• Ensures a level of knowledge and skill that achieves an
appropriate level of safety.
• Observes and encourages self-assessment of
performance against performance standards.
• Confidently makes decision on outcome of the task.

Issue No: 04 Date of issue: 2024-01-20 Revision No: 00 Date of revision: 2024-01-20
 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-13
(TM) 6.5 THE INSTRUCTOR COMPETENCIES

Competency Observable Behaviors

 Provides understandable and actionable feedback
• Ensures applicant fully comprehends the assessment.
• Applies appropriate corrective actions.
• Uses facilitation techniques where appropriate.
• Provides positive reinforcement.
• Encourages mutual support.

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• Develops and seeks agreement on any plan for
improvement or remediation.

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 Produces training and performance reports

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• Keeps appropriate and adequate training and
performance records.
• Reports clearly and accurately on trainee's performance

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using only observed behaviors reflecting knowledge,
skills and attitudes.
• Follows up corrective actions.
• Reports recognized training opportunities within the
training system for the purpose of process improvement.
• Respects confidentiality.
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 Self-evaluates the effectiveness of his/her own
Perform Course Evaluation
performance as an instructor
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The competent instructor/evaluator • Evaluates his/her own communication skills.

must assess the trainee • Evaluates his/her own presentation skills.
appropriately, objectively and • Evaluates his/her own facilitation skills.
correctly.
•
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Evaluates his/her own use of training media.

• Evaluates his/her own use of instructional materials.
• Evaluates his/her own assessment of trainees.

 Evaluates the effectiveness of a course or phase of a

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course
• Evaluates trainee's feedback on the training process.
• Evaluates trainee's mastery of end-of-course objectives.
• Evaluates the effect of facilities on trainee's
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performance.
• Evaluates the effect of equipment on trainee's
performance.
• Evaluates the effect of training materials on trainee's
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performance.
• Evaluates the effect of the management of the training
program on trainee's performance.

Issue No: 04 Date of issue: 2024-01-20 Revision No: 00 Date of revision: 2024-01-20
 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-14
(TM) 6.5 THE INSTRUCTOR COMPETENCIES

Competency Observable Behaviors

 Reports information on course evaluation
• Identifies strengths and/or weaknesses of the training
course.
• Identifies systemic safety issues.
• Identifies unexpected outcomes.
• Identifies barriers to the transfer of learning.

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• Makes recommendations for improvements to course
design.

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• Makes recommendations for improvements to course

Continuously improve  Evaluates effectiveness

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performance
• Encourages and welcomes feedback on his/her own
performance as an instructor.
• Evaluates his/her own performance as an instructor and

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learns from the results.
• Actively seeks feedback on the training course from
trainees and peers.

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 Sustains personal development
• Maintains required qualifications.
• Strives to increase and updates relevant knowledge and
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skills.
• Demonstrates continuous improvement of instructor
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and evaluator competencies.

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Issue No: 04 Date of issue: 2024-01-20 Revision No: 00 Date of revision: 2024-01-20
 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-15
(TM) 6.6 THE INSTRUCTOR COMPETENCIES GRADES

6.6. THE INSTRUCTOR COMPETENCIES GRADES

6.6.1. Manage Safety

(1) The instructor did not ensure a safe training environment at all times by rarely demonstrating few of
the performance indicators when required.
(2) The instructor marginally ensured a safe training environment at all times, by only occasionally
demonstrating some of the performance indicators when required.

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(3) The instructor adequately ensured a safe training environment at all times, by regularly
demonstrating many of the performance indicators when required.

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(4) The instructor effectively ensured a very safe training environment at all times, by regularly
demonstrating most of the performance indicators when required.
(5) The instructor exemplarily ensured an extremely safe training environment at all times, by always
demonstrating all of the performance indicators when required.

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6.6.2. Prepare the Training Environment

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(1) The instructor did not ensure that the training environment provided for effective training, by rarely
demonstrating few of the performance indicators when required.
(2) The instructor marginally ensured that the training environment provided for effective training, by
only occasionally demonstrating some of the performance indicators when required.
(3) The instructor adequately ensured that the training environment provided for effective training, by
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regularly demonstrating many of the performance indicators when required.
(4) The instructor effectively ensured that the training environment provided for very effective training,
by regularly demonstrating most of the performance indicators when required.
(5) The instructor exemplarily ensured that the training environment provided for extremely effective
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training, by always demonstrating all of the performance indicators when required.
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6.6.3. Manage the Trainee

(1) The instructor did not ensure that the training was appropriate for the trainee, by rarely demonstrating
few of the performance indicators when required.
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(2) The instructor marginally ensured that the training was appropriate for the trainee, by only
occasionally demonstrating some of the performance indicators when required.
(3) The instructor adequately ensured that the training was appropriate for the trainee, by regularly
demonstrating many of the performance indicators when required.
(4) The instructor effectively ensured that the training was appropriate for the trainee, by regularly
demonstrating most of the performance indicators when required.
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(5) The instructor exemplarily ensured that the training was appropriate for the trainee, by always
demonstrating all of the performance indicators when required.

6.6.4. Conduct Training

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(1) The instructor did not use appropriate training techniques for the training, by rarely demonstrating
few of the performance indicators when required.
(2) The instructor marginally used appropriate training techniques for the training, by only occasionally
demonstrating some of the performance indicators when required.
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(3) The instructor adequately used appropriate training techniques for the training, by regularly
demonstrating many of the performance indicators when required.
(4) The instructor effectively used appropriate training techniques for the training, by regularly
demonstrating most of the performance indicators when required.
(5) The instructor exemplarily used appropriate training techniques for the training, by always
demonstrating all of the performance indicators when required, in an exemplary manner.

Issue No: 04 Date of issue: 2024-01-20 Revision No: 00 Date of revision: 2024-01-20
 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-16
(TM) 6.6 THE INSTRUCTOR COMPETENCIES GRADES

6.6.5. Perform Trainee Assessment

(1) The instructor did not assess the trainee appropriately, objectively and correctly, by rarely
demonstrating few of the performance indicators when required.
(2) The instructor marginally assessed the trainee appropriately, objectively and correctly, by only
occasionally demonstrating some of the performance indicators when required.
(3) The instructor adequately assessed the trainee appropriately, objectively and correctly, by regularly
demonstrating many of the performance indicators when required.

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(4) The instructor effectively assessed the trainee very appropriately, objectively and correctly, by
regularly demonstrating most of the performance indicators when required.

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(5) The instructor exemplarily assessed the trainee extremely appropriately, objectively and correctly,
by always demonstrating all of the performance indicators when required.

6.6.6. Perform Course Evaluation

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(1) The instructor did not evaluate the effectiveness of the training system, by rarely demonstrating few
of the performance indicators when required.
(2) The instructor marginally evaluated the effectiveness of the training system, by only occasionally

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demonstrating some of the performance indicators when required.
(3) The instructor adequately evaluated the effectiveness of the training system, by regularly
demonstrating many of the performance indicators when required.
(4) The instructor effectively evaluated the effectiveness of the training system effectively, by regularly
demonstrating most of the performance indicators when required.
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(5) The instructor exemplarily evaluated the effectiveness of the training system extremely effectively,
by always demonstrating all of the performance indicators when required.
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6.6.7. Continuously Improve Performance

(1) The instructor did not evaluate nor take appropriate action of their own performance, by rarely
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demonstrating few of the performance indicators when required.

(2) The instructor marginally evaluated and took appropriate action of their own performance, by only
occasionally demonstrating some of the performance indicators when required.
(3) The instructor adequately evaluated and took appropriate action of their own performance, by
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regularly demonstrating many of the performance indicators when required.

(4) The instructor effectively evaluated and took appropriate action of their own performance, by
regularly demonstrating most of the performance indicators when required.
(5) The instructor exemplarily evaluated and took appropriate action of their own performance, by
always demonstrating all of the performance indicators when required, in an exemplary manner.
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Issue No: 04 Date of issue: 2024-01-20 Revision No: 00 Date of revision: 2024-01-20
 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-17
ATO INTERNAL EVALUATOR (EXAMINER)
(TM) 6.7
COMPETENCIES

6.7. ATO INTERNAL EVALUATOR (EXAMINER) COMPETENCIES

Competency Observable Behaviors

Plan a flight test  Identify the flight test to be conducted and accesses the
Flight Test application and Flight Test forms.
 Confirm the suitability of the candidate to undertake the

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flight test.
 Inspect and assess pilot's log book, medical certificate,

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training records, licenses and Chief Flight Instructor (CFI)
recommendation to ensure applicant fulfils all requirements
to undertake flight test.

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 Identify competency standards that must be assessed and
plan methods of gathering evidence.
 Plan evidence-gathering activities to provide sufficient,

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reliable, valid and fair evidence of competency
 Formulate questions to assess candidates corrected
knowledge when appropriate.

Prepare applicant for flight test  Identify the applicant.

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 Ensure the health, fitness and level of anticipation of the
candidate is appropriate to undertake the flight test.
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 Explain and confirm the context, purpose and content of
the flight test.
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 Explain and confirm the assessment procedure and

expected performance requirements.
 Explain and confirm the function of the flight examiner
including role-playing, simulation and procedures in the
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event of an actual emergency.

 Identify and provide any special needs of the candidate,
and any allowable adjustments are made to the
assessment procedure.
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 Explain and confirm the action to be taken by the Flight

Examiner in the event of failure to achieve competency.
Conduct flight test  Use clear, logical, systematic and unambiguous
explanations to convey information to the applicant to
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ensure the effective conduct of the flight test.

 Intervention is limited to ensuring effective conduct of the
flight test and management of contingencies, and abnormal
or emergency situations.
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 Monitor and assess candidate's performance and maintain

a comprehensive record of events.
 Ensure safe completion of flight test
 Demonstrate good Airmanship including situation
awareness
 Maintain lookout using a systematic scan technique at a
rate determined by traffic density, visibility or terrain.

Issue No: 04 Date of issue: 2024-01-20 Revision No: 00 Date of revision: 2024-01-20
 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-18
ATO INTERNAL EVALUATOR (EXAMINER)
(TM) 6.7
COMPETENCIES

Competency Performance Indicators

Make assessment decision  Evaluate evidence of the candidate's performance in terms
of validity, authenticity, sufficiency, currency and consistent
achievement of the specified standards.
 Evaluate evidence of the candidate's performance using a
holistic procedure that ensures competency when
conducting tasks, managing tasks and contingencies,

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operating in a flight environment and transferring skills and
knowledge to new situations and contexts.

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 Make the assessment decision in accordance with the
Assessment of Standards.

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Conduct post flight test debriefing  Advise candidate of achievement of competency or failure
to achieve competency.
 Provide clear and constructive feedback about

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performance to candidate using appropriate language and
strategies including guidance on further training if
appropriate.
 Explore opportunities for overcoming any gaps in
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competency as revealed by the assessment with the
candidate.
 Advise the candidate of reassessment procedures and the
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appeals mechanism if the decision is challenged.

Conduct post flight test debriefing  Advises trainer and/or training organization of flight test
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with training organization results.

 Reports positive and negative aspects of the candidate's
performance.
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 Reports any information that could result in improved

training methods.

Complete administrative  Complete Flight Test application and appropriate Flight

requirements Test forms in accordance with Civil Aviation Safety
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Regulations.
 Complete student training records.
 Forward Flight Test application form and Flight Test form
to local Authorities in accordance with Civil Aviation Safety
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Regulations.
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Issue No: 04 Date of issue: 2024-01-20 Revision No: 00 Date of revision: 2024-01-20
 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-1
ATO INTERNAL EVALUATOR (EXAMINER)
(TM) 6.8
COMPETENCY GRADES

6.8. ATO INTERNAL EVALUATOR (EXAMINER) COMPETENCY GRADES

6.8.1. General

The regulatory criteria are pertinent with CAAV VAR set. DEP is the solely guarantor for the application
of the CAAV and related CAAs regulatory criteria and procedures. DEP is designated by CAAV and
related CAAs only. BAA Training Vietnam will not promote any DPE without consent from CAAV.

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The below paragraphs shall be FOR INFO ONLY.

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6.8.2. Plan a Flight Test

(1) The examiner did not plan the flight test by rarely demonstrating few of the performance indicators
when required.

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(2) The examiner marginally planned the flight test, by only occasionally demonstrating some of the
performance indicators when required.
(3) The examiner adequately planned the flight test, by regularly demonstrating many of the

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performance indicators when required.
(4) The examiner effectively planned the flight test, by regularly demonstrating most of the performance
indicators when required.
(5) The examiner exemplarily planned the flight test, by always demonstrating all the performance
indicators when required.

6.8.3. Prepare Applicant for Flight Test

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(1) The examiner did not prepare the applicant for the flight test, by rarely demonstrating few of the
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performance indicators when required.
(2) The examiner marginally prepared the applicant for the flight test, by only occasionally
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demonstrating some of the performance indicators when required.

(3) The examiner adequately prepared the applicant for the flight test, by regularly demonstrating many
of the performance indicators when required.
(4) The examiner effectively prepared the applicant for the flight test, by regularly demonstrating most
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of the performance indicators when required.

(5) The examiner exemplarily prepared the applicant for the flight test, by always demonstrating all the
performance indicators when required.

6.8.4. Conduct Flight Test

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(1) The examiner did not ensure a safe flight test environment at all times, by rarely demonstrating few
of the performance indicators when required.
(2) The examiner marginally ensured a safe flight test environment, by only occasionally demonstrating
some of the performance indicators when required.
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(3) The examiner adequately ensured a safe flight test environment, by regularly demonstrating many
of the performance indicators when required.
(4) The examiner effectively ensured a very safe flight test environment, by regularly demonstrating
most of the performance indicators when required.
(5) The examiner exemplarily ensured an extremely safe flight test environment, by always
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demonstrating all the performance indicators when required.

6.8.5. Make Assessment Decision

(1) The examiner did not assess the trainee appropriately, objectively and correctly, by rarely
demonstrating few of the performance indicators when required.
(2) The examiner marginally assessed the trainee appropriately, objectively and correctly, by only
occasionally demonstrating some of the performance indicators when required.
(3) The examiner adequately assessed the trainee appropriately, objectively and correctly, by regularly
demonstrating many of the performance indicators when required.
Issue No: 04 Date of issue: 2024-01-20 Revision No: 00 Date of revision: 2024-01-20
 TRAINING 6 ASSESSMENT AND GRADING SYSTEM
MANUAL 6-2
ATO INTERNAL EVALUATOR (EXAMINER)
(TM) 6.8
COMPETENCY GRADES

(4) The examiner effectively assessed the trainee very appropriately, objectively and correctly, by
regularly demonstrating most of the performance indicators when required.
(5) The examiner exemplarily assessed the trainee extremely appropriately, objectively and correctly,
by always demonstrating all the performance indicators when required.

6.8.6. Conduct Flight Test Debriefing

(1) The examiner did not conduct the debriefing appropriately, by rarely demonstrating few of the

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performance indicators when required.
(2) The examiner marginally conducted an appropriate debriefing, by only occasionally demonstrating

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some of the performance indicators when required.
(3) The examiner adequately conducted an appropriate debriefing, by regularly demonstrating many of
the performance indicators when required.
(4) The examiner effectively conducted an effective debriefing, by regularly demonstrating most of the

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performance indicators when required.
(5) The examiner exemplarily conducted a very effective debriefing, by always demonstrating all of the
performance indicators when required.

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6.8.7. Conduct Post Flight Test Briefing with Training Organization

(1) The examiner did not report the flight test outcome to the training organization, by rarely
demonstrating few of the performance indicators when required.
(2) The examiner marginally reported the flight test outcome, by only occasionally demonstrating some
of the performance indicators when required. if
(3) The examiner adequately reported the flight test outcome, by regularly demonstrating many of the
performance indicators when required.
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(4) The examiner effectively reported the flight test outcome, by regularly demonstrating most of the
performance indicators when required.
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(5) The examiner exemplarily reported the flight test outcome very effectively, by always demonstrating
all the performance indicators when required.

6.8.8. Complete Administrative Requirements

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(1) The examiner did not complete the administrative requirements appropriately, by rarely
demonstrating few of the performance indicators when required.
(2) The examiner marginally completed the administrative requirements, by only occasionally
demonstrating some of the performance indicators when required.
(3) The examiner adequately completed the administrative requirements, by regularly demonstrating
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many of the performance indicators when required.

(4) The examiner effectively completed the administrative requirements, by regularly demonstrating
most of the performance indicators when required.
(5) The examiner exemplarily completed the administrative requirements, by always demonstrating all
the performance indicators when required.
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Issue No: 04 Date of issue: 2024-01-20 Revision No: 00 Date of revision: 2024-01-20