The Impact of Flight Instructor Feedback on Subsequent Instructor Evaluations of Student Performance

Abstract

Verbatim from Embry-Riddle Scholarly Commons. Not paraphrased, not summarized.

This study examines the impact of feedback tone and feedback order on flight instructors’ evaluations of student performance in an aviation training context. Using a 2×2 mixed factorial design, 40 certified flight instructors reviewed fictitious training records and rated students based on feedback that varied in tone (positive vs. negative) and order (positive-first vs. negative-first). Results showed that positive feedback significantly influenced evaluations across all measured dimensions, while feedback order had no significant effect, challenging assumptions about primacy and recency effects. These findings highlight the role of positive reinforcement in shaping instructor evaluations and suggest that structured training environments can reduce cognitive bias. Recommendations include implementing structured feedback training, limiting access to previous instructors’ qualitative feedback, and employing AI tools to ensure balanced feedback. This research offers insights into improving evaluation practices in aviation and other high-stakes training environments.

Authors

• Rozyyev, Ayhan Embry-Riddle Aeronautical University
• Thropp, Jennifer E Embry-Riddle Aeronautical University

Keywords

• Flight Training
• Feedback Tone
• Instructor Evaluation
• Cognitive Bias
• Aviation Education
• Cognitive Psychology
• Cognitive Science
• Educational Assessment, Evaluation, and Research
• Educational Psychology
• Human Factors Psychology
• Other Teacher Education and Professional Development