Learning Beyond the Checkride

By Len Litton

As a DPE, I have given checkrides at a variety of flight schools not only here at Greenville Downtown but all across the country. One commonality that many applicants struggle with is applying rules and regulations to real-world scenarios.

The FAA's Aviation Instructor's Handbook outlines four progressive levels of learning: rote, understanding, application, and correlation. As instructors, we must ensure our learners are reaching at least the application level in all areas of instruction — and hopefully the correlation level in many key areas as well. As learners, make sure your instructor is using scenario-based training (SBT) to test your knowledge and understanding. In my opinion, the best way to achieve these higher levels of learning is through SBT — and that's exactly what I'm going to apply during a checkride.

During a checkride, I may present a scenario to an applicant to test their knowledge on a deeper level using a METAR/TAF, runway selection, crosswind considerations and application of personal minimums. For example, if we are departing KGMU at 1000Z and landing at KMBT approximately two hours later, what weather conditions should you expect on arrival? This question is seeing if the applicant can properly read and interpret a TAF. What runway would you plan to use? This would test if the applicant can select the most appropriate runway based on the METAR. How would you handle a 10-knot crosswind? Can the applicant calculate the headwind and crosswind components and understand the implications and use of proper crosswind landing techniques. Additionally, can you apply your personal minimums to determine whether the landing is safe, or whether a diversion would be the better option?

Merely memorizing numbers won't keep you safe — and it won't get you through your checkride either. The ability to apply knowledge, think critically, and make sound decisions is what truly makes a safe and competent pilot.

What is Scenario-Based Training?

It uses a highly structured script of real world experiences to meet flight training objectives in an operational environment.

• System – concept is integrated throughout training.
• Experiences – new and different experiences are important.
• Operational environment – the real thing.

The Real Danger of Memorization-Only Training

Written By DPE Jason Blair - Sporty's Fast Five

Aviation rarely presents problems exactly the way they appeared on a practice test. The biggest problem with shortcut-based studying is that aviation rarely presents problems exactly the way they appeared on a practice test. Flying requires adaptation. Pilots constantly combine: weather knowledge, aircraft performance, regulations, risk management, situational awareness, and decision-making. That requires correlation-level understanding. A pilot who memorized fuel reserve rules may still struggle to apply them when dealing with unexpected headwinds, changing weather, or rerouting decisions. Similarly, a pilot who memorized holding entries may struggle when workload increases in actual IMC conditions. This gap frequently shows up during practical tests, especially in oral examinations where examiners probe for understanding instead of simple recall. CFIs and DPEs consistently see applicants who can recite facts but struggle to explain concepts, connect systems, or apply knowledge to real-world scenarios. That's not just a testing problem—it's a safety problem.

Learn the Material, Not Just the Answers

Pilot training is an investment in safety, skill, and long-term competence. The pilots who succeed long-term—the ones who handle unexpected situations calmly and make good decisions consistently—are usually the ones who took the time to build genuine understanding from the beginning. Use the ACS as your roadmap. Study the FAA's primary resources.

"Because pilot training isn't just about passing a test. It's about becoming an airman."

CFI Corner

Assessment is a valuable tool we use in flight training and as instructors, every lesson should have our 5-to-1 grading scale, with 1 representing the highest level of proficiency. Every grade serves as a snapshot of progress at that moment in training. The goal is not perfection on the first try, but steady improvement over time. Ideally, we should see grades trend in a positive direction as students gain knowledge, confidence, and consistency. Grades should be discussed during the debrief. Taking time to explain why a student received a certain grade and how they can improve helps turn assessment into a valuable learning tool rather than just a number in the gradebook.

Welcome Aboard!

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Checkride Pass: Stephen Dangerfield - Multi Add-On, Aidan McKinney - CFI, David Simpson - IRA & CPL, Eli Rogers - CFII, William Johnson - IRA, Dan McAnulty - Multi Add-On, Harrison Dunmire - CPL

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Acts 10:34-35 "So Peter opened his mouth and said: 'Truly I understand that God shows no partiality, but in every nation anyone who fears him and does what is right is acceptable to him.'"