The Impact of Flight Instructor Feedback on Subsequent Instructor Evaluations of Student Performance
Key words
Flight Training, Feedback Tone, Instructor Evaluation, Cognitive Bias, Aviation Education
Abstract
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.
Scholarly Commons Citation
Rozyyev, A.,
& Thropp, J. E.
(2026).
The Impact of Flight Instructor Feedback on Subsequent Instructor Evaluations of Student Performance.
Journal of Aviation/Aerospace Education & Research, 35(1).
DOI: https://doi.org/10.58940/2329-258X.2207
Included in
Cognitive Psychology Commons, Cognitive Science Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Human Factors Psychology Commons, Other Teacher Education and Professional Development Commons
