FOA Certified Fiber Optic Specialist Instructor preparation common mistakes
FOA Certified Fiber Optic Specialist Instructor preparation · Understand the traps and how to avoid them.
curriculum-instruction: Treating a familiar number or label as a universal rule.
Actual task, product and assessment requirements can differ from a remembered example.
What to do instead
Use the current relevant basis and state exercise assumptions instead of inventing an absolute.
curriculum-instruction: Treating one correct response as proof of every intended capability.
Recognition, supported work and independent practical performance are different evidence.
What to do instead
Match the assessment to the objective and obtain appropriate observations with clear criteria.
instructor-role: Treating a familiar number or label as a universal rule.
Actual task, product and assessment requirements can differ from a remembered example.
What to do instead
Use the current relevant basis and state exercise assumptions instead of inventing an absolute.
instructor-role: Treating one correct response as proof of every intended capability.
Recognition, supported work and independent practical performance are different evidence.
What to do instead
Match the assessment to the objective and obtain appropriate observations with clear criteria.
adult-assessment: Treating a familiar number or label as a universal rule.
Actual task, product and assessment requirements can differ from a remembered example.
What to do instead
Use the current relevant basis and state exercise assumptions instead of inventing an absolute.
adult-assessment: Treating one correct response as proof of every intended capability.
Recognition, supported work and independent practical performance are different evidence.
What to do instead
Match the assessment to the objective and obtain appropriate observations with clear criteria.
fiber-technical-foundations: Treating a familiar number or label as a universal rule.
Actual task, product and assessment requirements can differ from a remembered example.
What to do instead
Use the current relevant basis and state exercise assumptions instead of inventing an absolute.
fiber-technical-foundations: Treating one correct response as proof of every intended capability.
Recognition, supported work and independent practical performance are different evidence.
What to do instead
Match the assessment to the objective and obtain appropriate observations with clear criteria.
fiber-lab-teaching: Treating a familiar number or label as a universal rule.
Actual task, product and assessment requirements can differ from a remembered example.
What to do instead
Use the current relevant basis and state exercise assumptions instead of inventing an absolute.
fiber-lab-teaching: Treating one correct response as proof of every intended capability.
Recognition, supported work and independent practical performance are different evidence.
What to do instead
Match the assessment to the objective and obtain appropriate observations with clear criteria.