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Scenario-Based Evaluation in the CFI Checkride

The FAA wants examiners to use scenario-based evaluation. In FAA Order 8900.1, Volume 5, Chapter 2, Section 1, the FAA spends several pages discussing the theory behind scenario-based evaluation and even offers some simple examples. However, this material is geared more toward the examiner community, and I do not feel it is written in a way that is accessible to the broader general aviation community.

Anyone—from student pilots on up—can benefit from this type of role-playing and should have a basic understanding of how to construct an effective learning scenario. I would like to offer some examples of how I believe it should be done and demonstrate how a properly designed scenario allows an applicant to show the required knowledge, risk management, and skill elements for each Area of Operation.

There are many people currently studying for their CFI, so let’s start with Area of Operation I, Task A of the CFI ACS: Effects of Human Behavior and Communication on the Learning Process.

The objective of this task is to determine whether the applicant:

• Understands human behavior and effective communication
• Can apply that knowledge
• Can manage associated risks
• Can demonstrate appropriate instructional skills

All of the content for this task comes from Chapters 2 and 4 of the Aviation Instructor’s Handbook.

I have seen many CFI applicants spend significant time memorizing definitions and items such as Maslow’s Hierarchy of Needs. However, nowhere in the ACS does it state that an applicant must demonstrate rote memorization of the FOIs. Instead, the ACS emphasizes application and correlation, as it should.

Chapter 3 of the Aviation Instructor’s Handbook explains that learning occurs in three phases: memorization, understanding, and application. As an examiner conducting a CFI practical test, I am not particularly interested in rote memorization. I want to see application. Application demonstrates progression beyond simple recall and toward true instructional competence.

So what does that mean for the applicant? It means you must practice applying the FOIs in real-world scenarios.

Chapter 4 of the handbook discusses using role-play to practice these topics. Role-play is essentially scenario-based training. During a checkride, I may present a scenario and ask the applicant to role-play how they would handle it.

Here is an example.

The Scenario

The applicant receives the following email:

This is a realistic scenario that occurs nearly every day. It is exactly the type of situation a CFI should be prepared to handle. It provides multiple opportunities to apply the FOIs rather than simply recite them.

As the examiner, I would ask the applicant to role-play their response.

• How would you reply to this email?
• What questions would you ask?
• What risks are present?
• What elements of knowledge, risk management, and skill are already visible?

Immediately, we see built-in motivation. Mark is motivated by an upcoming trip. That directly ties to FI.I.A.K1c (Motivation). There are both tangible and intangible motivational factors present.

However, that same motivation introduces risk. Time pressure is evident. Additionally, his limited availability (only evenings and weekends) raises fatigue concerns. Fatigue is both a barrier to effective communication (FI.I.A.K4b) and a human performance risk factor.

With just the initial email, we have already addressed at least one knowledge element and one risk management element.

Now we move to the skill elements:

• FI.I.A.S1: Give examples of how human behavior affects motivation and learning
• FI.I.A.S2: Describe how the instructor can deal with serious abnormal emotional behavior and defense mechanisms
• FI.I.A.S3: Use effective communication in ground and flight instruction

Our initial discussion likely covered S1. Now we need to create an opportunity to demonstrate S2.

Injecting a Triggering Event

To move the scenario forward, we introduce a triggering event during a follow-up phone call.

Now we clearly see abnormal emotional behavior and defense mechanisms (FI.I.A.S2a and FI.I.A.S2b). The applicant has an opportunity to identify and label these behaviors and explain how to handle them professionally.

This is the difference between rote memorization and application. Instead of reciting definitions of defense mechanisms, the applicant demonstrates the ability to recognize and manage them in real time.

Finally, FI.I.A.S3 requires effective communication. If the applicant handled the interaction professionally, calmly, and constructively, they have already demonstrated this skill.

With one simple scenario, we have covered more than the required elements for this task.

Expanding the Scenario

And we can continue expanding the scenario:

• Does Mark have a current medical?
• Is BasicMed an option? What are the requirements?
• Is the aircraft airworthy?
• Where is the trip planned?
• What is his cross-country and weather planning proficiency?
• What endorsement is required if the flight review is completed?

A well-designed scenario can expand to cover much of the first three Areas of Operation in the ACS.

Scenario-based evaluation is not complicated, but it does require intentional design. Most importantly, pilots studying to become a CFI should stop studying FOIs as flashcards and start practicing them in conversations. The goal is not to trap the applicant, but to create a realistic situation where they can demonstrate judgment, communication, and instructional skill.

Communication is a skill that must be developed and practiced. A good examiner will force you to communicate, and reading from a slide deck or a prepared lesson plan is not effective communication.