Teaching Designees How To Fill Out Faa Forms 1

TEACHING DESIGNEES HOW TO FILL OUT FAA FORMS 1
Teaching Designees How to Fill Out FAA Forms
Julie F. Boino
University of Oklahoma
Table of Contents
Brief Overview................................................................................................................................ 4
Needs and Context Analysis ........................................................................................................... 5

Process of Research .................................................................................................................... 5
Results of Research ..................................................................................................................... 5
Context for Instruction ................................................................................................................ 6
Recommendation for Development and Evaluation ................................................................... 7
Learner Analysis ............................................................................................................................. 8

Research Questions ..................................................................................................................... 8
Research Methods ....................................................................................................................... 8
Results of Research ..................................................................................................................... 9
Design Implications .................................................................................................................. 10
Task Analysis ................................................................................................................................ 11

Goal ........................................................................................................................................... 12
Objectives ................................................................................................................................. 12
Task Analysis for Objective 1................................................................................................... 12
Task Analysis for Objective 2................................................................................................... 16
Rational and Design Implications ............................................................................................. 17
Instructional Plan .......................................................................................................................... 19

Rationale for Sequencing and Instructional Strategies ............................................................. 19
Online (Part 1) Course Design .................................................................................................. 20
Sequencing and instructional strategies for Online (Part 1) ................................................. 32
Face-to-Face (Part 2) Course Design ........................................................................................ 34
Sequencing and instructional strategies for Face-to-Face (Part 2) ....................................... 51
Evaluation Plan ............................................................................................................................. 56

Formative Evaluation Plan ........................................................................................................ 56
Summative Evaluation Plan ...................................................................................................... 58
Report of Formative Evaluation.................................................................................................... 61
References ..................................................................................................................................... 63
Appendix A: Questions for SMEs, Instructors, and ISS............................................................... 64

Appendix B: End-of-Course Survey Student Responses .............................................................. 67
Appendix C: AFS-750 Audit ........................................................................................................ 70
Appendix D: Course Evaluation Survey ....................................................................................... 71
Appendix E: Lesson Evaluation Checklist ................................................................................... 78

Appendix F: Project 1 ................................................................................................................... 80
Appendix G: Observation Checklist ............................................................................................. 82
Appendix H: Multiple Choice Examples ...................................................................................... 83
Appendix I: Peer Evaluation ......................................................................................................... 86
Brief Overview
The Designee Standardization Branch, AFS-640, of the Federal Aviation Administration
(FAA) is responsible for the training of designees and designee applicants. Designees are
individuals appointed by the FAA to perform work on behalf of the FAA. The designees and
designee applicants trained by AFS-640 include pilots, parachute riggers, mechanics, and
engineers. This training should be presented in a manner that adult learners can follow and find
engaging.
The training must provide instruction on completing the FAA forms pertinent to each
designee type, which they are responsible for filling out while performing their on-the-job duties.
However, these forms are very complex and not easy to follow; they are not basic forms with
blanks labeled for name, address, date of birth, etc. They ask for detailed information including
an airplane’s engine, the propeller, a pilot applicant’s education history, and if an actual part
meets its engineering blueprint. The information that needs to be entered on these forms requires
research, observations, and prior knowledge. When forms are filled out incorrectly, for example,
pilot applicants do not receive their pilot certificate in a timely manner, or even at all; engines
and other airplane parts are installed as is when they should be repaired first; and, airplanes are
given permission to be exported to a country the United States does not export to. If a designee
fills out too many incorrect forms, he or she could be put on suspension or even terminated.
The goal of this project is to provide designees and designee applicants with targeted
instruction in order to improve their understanding of how to complete the necessary FAA Forms
by utilizing and researching in the applicable FAA documentation and policies to locate,
interpret, and enter properly formatted information that the forms require.
Needs and Context Analysis
As Morrison, Ross, Kalman, and Kemp (2013) point out, “The instructional design
process begins with the identification of a problem or need” (p. 29). There is a currently gap
between what AFS-640 presents to the students as to the proper way to complete FAA Forms
and what the students understand as the proper way to complete them. This is evident in the
amount of questions from students in class about the forms and the amount of forms that are
returned to designees for being inaccurately completed. The students have expressed verbal
concerns about being able to fill out the forms correctly once they go back to their jobs.
Process of Research
Various research sources were used for this project. I asked questions of my colleagues
on their opinions of the instruction of FAA Forms (Appendix A). I gathered student responses
about the forms from the optional end-of-course surveys (Appendix B). I also have first-hand
observation of the classes and questions the students ask regarding the forms. I received data
from the AFS-750 Branch Manager and an AFS-640 Instructor who helped in the most recent
records review about the errors in the forms (Appendix C).
Results of Research
Every student has the opportunity to provide feedback on the classes they attend in the
form of a survey. This feedback is officially logged in the Designee Registration System (DRS)
website. While general feedback of the classes has been positive, many students commented that
they are not satisfied with the instruction of the various forms (Appendix B). I have first-hand
observation of over 25 face-to-face classes that AFS-640 has provided to designees and designee
applicants. During these classes, the students always ask numerous questions about filling out
forms and where to find information about filling the forms out. I have observed the questions
that students ask regarding the forms. Many of the students are confused on how to determine the
information needed in the different blanks of the forms. They ask many questions of the
instructors because they have never had to fill out the forms before and are unsure of how to
enter the information. Periodically, representatives from AFS-640 and other FAA offices review
aircraft certification records stored at AFS-750. These reviews show that many mistakes fall into
these categories. During these reviews is it noted how many errors are found within the
certification records (Appendix C).
Context for Instruction
Training courses are provided in face-to-face settings, as well as online. Several courses
are online only, while all face-to-face courses have an online portion that must be completed
before attending the face-to-face part. This project will be delivered through the online portion of
the class, as well as in the face-to-face part. The online learning environment will be modified
with the interactive lesson on the forms. Explicit instructions will be presented. Targeted follow
up during the face-to-face environment will include feedback to students on any questions they
have in regards to the forms.
Instruction on how to fill out the FAA forms will be added to the online lessons. The
online lessons are hosted in Blackboard and delivered through Captivate files created from
PowerPoint lessons. The Course Manager or the Project Manager of the class provides audio
narration of the slide content. The students complete knowledge checks after each lesson. All
knowledge checks must be completed before students can attend the face-to-face class.
In the face-to-face class, the Course Manager or Instructor will review the information
provided in the online part with the students. Students have an opportunity to ask for clarification
and the Course Manager or Instructor can provide a live demonstration on how to fill out the
pertinent form.
Recommendation for Development and Evaluation
This project aims to design a better way to help the students understand how to fill out
the forms. This training will be implemented in both the online and face-to-face portions.
Computer-based training will provide an example scenario to show and explain where to find the
information the form is asking for. In the online portion, the lessons will include an example in
which the students will be required to complete. The scenario example will provide instructions
on where each item the form requires can be located and how to fill it out using an interactive
form. This method provides the students will a real-life application of the process of filling out
the form. In the face-to-face class, the interactive forms will be used in a project-based setting.
Students will be given projects that require the pertinent forms to be filled out. Students will fill
out the paper forms by hand, with all necessary forms and FAA Orders provided to them.
Designees are already required to complete an end-of-course test in order to receive a
certificate of completion for the training. New test questions about the forms will be added to
each test to assess the instruction’s effectiveness. Students also have the option to fill out a
survey after completing the end-of-course test. New survey questions will be added asking how
the students feel about the interactive form in the online section of the class. The Course
Managers, Instructors, and Subject Matter Experts (SME) will also be asked to complete a
survey to assess how they feel about this new method.

Learner Analysis
In order to implement effective instruction, it is important to make sure that the
instructional methods used are appropriate for learners in which the instruction is targeted. The
context of the instruction also needs to be suitable for the students. General characteristics might
include information such the gender, age, and education of the learners, while more specific
details such as attitudes and prerequisite skills of the learner are also significant (Morrison, Ross,
Kalman, & Kemp, 2013).
Research Questions
1. What are the general characteristics of the learners? Are they male or female? What jobs do
they hold?
2. What is their motivation for completing this training? Is it a requirement for their job duties?
Are they there because their boss told them they had to come? Or do they work for
themselves and this training would expand their abilities that they are able to provide to a
customer?
3. Do they have experience filling out these forms? Have the filled them out by hand or on the
computer before?
4. How comfortable are they using the computer for training?
Research Methods
Similar research methods that were used to conduct the needs and context analysis were
used to gather information for the learner analysis. The Course Managers, SMEs, and Instructors
provided information on the students. They looked into the students' files to determine their roles
and why they are coming to the training. The optional surveys that the students can complete
after finishing the training have questions, comment, complaint, and suggestion boxes for the
students to fill out. Past surveys were looked at to see if the students made any comments
regarding these questions.
Results of Research
The student demographics are quite varied. The students this project is designed for are
designees and designee applicants of the FAA. Some students are independent or individual
designees, while others are Organizational Unit Members who represent ODA facilities. All the
students are considered adult learners with ages from 18 to retirement age. They are adult male
and female pilots, parachute riggers, mechanics, or engineers working in the aviation industry.
Students will have prior knowledge and experience in the field of aviation maintenance,
manufacturing, engineering, or piloting of aircraft.
After talking to the Course Managers, SMEs, and Instructors, it was determined that the
majority of the students complete the training offered by AFS-640 because their job
classification requires them to have the knowledge that the training provides. They will be
motivated to understand the complexities of the forms because their job success depends on it.
Based on in-class observations, most of the students have seen the forms and used them but have
never had to fill one out. After reviewing the end-of-course surveys, over half the students favor
the use of computers for training. Many even suggest that the face-to-face portion be removed
from the training. Others like the blended training of learning basic principles online and then
exploring them further with the instructors in the face-to-face environment. More designees and
designee applicants are now comfortable in using technology in their jobs. The FAA is
continuing to go paperless, and there is a need to be able to fill out forms electronically as well as
by hand.
Design Implications
Based on the results of the research for the learner analysis, it can be concluded that the
addition of online interactive forms in the online lessons would be beneficial to the learners and
an effective form of training for them. The training is essential for them to be successful in their
jobs, so their motivation for understanding and being able to apply the information presented is
high. Students will get immediate feedback regarding the information they enter to the blanks on
the forms and not have to wait for an instructor to check their answers. It will also allow students
to practice what to expect if they are selected as a designee.
AFS-640 will need time to design, develop, and implement this new instructional
method. The Course Managers, Instructors, Instructional Systems Specialist (ISS), and SMEs
will all need to provide their knowledge and expertise to design effective and engaging
interactive form projects for the online lessons. The current online lessons will be redesigned to
incorporate the new interactive forms.

Task Analysis
My task analysis will focus on the steps required to ensure that designees know how to
locate and research the information necessary to complete the forms. The learning skills in this
project are primarily intellectual skills since the task relies on rules and concepts (Gagne 2005).
For this project, I will be using the procedural analysis as described by Morrison, Ross, Kalman,
and Kemp (2013) because this type of task analysis focuses on the various steps necessary to
complete the tasks. It allows for the analysis of observable and unobservable behaviors. The
designees need to be observed in filling out the forms, but the cognitive steps that need to be
performed will be evident through their ability to correctly fill out the forms.
Charlie Owen, one of the subject matter experts (SME) for this project, walked me
through the various steps of completing an FAA Form. He also verified that the information
listed in my task analysis is accurate, complete, and there are no missing steps. Charlie has over
35 years of experience in Aviation. He holds a BS in Aviation Science from the College of the
Ozarks, as well as an MS in Aviation Safety from the University of Central Missouri.
Throughout his career, Charlie has performed maintenance as an A&P Mechanic on over 27
different models of aircraft produced by 11 different manufactures, as well as been a production
manager for the world’s largest manufacturer of general aviation aircraft. For the last 14 years,
he has worked for the Federal Aviation Administration as a Manufacturing Inspector, with jobs
including Aviation Safety Inspector and Senior Aviation Safety Inspector. Currently, Charlie
works for AFS 640 as a manufacturing instructor teaching potential FAA designees and existing
designees how to certify aircraft and perform conformity inspections in support of aircraft
certification programs.
Since there are numerous forms that designees fill out, FAA Form 8100-1, Conformity
Inspection Record, to be completed for a Standard Airworthiness Certificate, will be used as the
example for Objectives 1 and 2.
Goal
By the end of the instruction, the learners will be able to improve their understanding of
how to complete the necessary FAA Forms by utilizing and researching in the applicable FAA
documentation and policies to locate, interpret, and enter properly formatted information that the
forms require.
Objectives
Based on the goal, I have determined the following parallel objectives:
1. While performing on-the-job duties, provided with all the necessary paperwork and FAA
Orders, designees will demonstrate how to locate the information needed within the FAA
Orders and provided paperwork to enter into the blanks of the appropriate FAA Form.
2. When filling out an FAA Form, designees will be able to enter properly formatted
information into the blanks of the form as specified in the FAA Orders and Regulations.
Task Analysis for Objective 1
Objective 1: While performing on-the-job duties, provided with all the necessary paperwork and
FAA Orders, designees will demonstrate how to locate the information needed within the FAA
Prerequisites:
• Designees will understand the different purposes of the form and can determine the
purpose in which the form will be filled out. FAA Form 8100-1 is a multipurpose form
and this has to be taken into account because the form can and should be filled out
appropriate to the purpose. The purposes are Conformity Inspection, First Article
Inspection, Standard Airworthiness Certificate Inspection, Special Airworthiness
Inspection, and Product Audit. Each of these have different requirements
• Designees will know how to perform an aircraft inspection.
• Designees will have knowledge of the workings of aircraft and their different components
1. After being given an application for a Standard Airworthiness Certificate (FAA Form
8130-6, Application for U.S. Airworthiness Application) and an application packet from
an applicant, FAA Order 8130.2 states that FAA Form 8100-1, Conformity Inspection
Record, must be used to record the results of the aircraft inspection while issuing a
Standard Airworthiness Certificate.
2. Acquire FAA Form 8100-1, Conformity Inspection Record
a. On an internet browser, navigate to www.FAA.gov
b. From the “Regulations & Policies” drop down menu, select “Forms”
c. In the search bar, enter in 8100-1 and hit enter or click “Search”
d. Select the link for “Conformity Inspection Record”
e. Select the link for “FAA Form 8100-1”
i. This will download a PDF file that can be saved to the computer to fill out
electronically or printed out to be filled out by hand
3. Acquire the necessary supporting documentation and orders needed to complete the form
a. Completed FAA Form 8130-6 from the applicant
b. Application packet from the applicant

c. The latest revision of FAA Order 8130.2, Airworthiness Certification for Products
and Articles
i. On an internet browser, navigate to www.FAA.gov
ii. From the “Regulations & Policies” drop down menu, select “Orders &
Notices”
iii. In the search bar, enter in 8130.2 and hit enter or click “Search”
iv. Select the link for “Airworthiness Certification for Products and Articles”
v. Select the link for “FAA Order 8130.2H”
1. This will download a PDF file that can be saved to the computer or
printed out
d. The latest revision of FAA Order 8110.4, Type Certification
i. On an internet browser, navigate to www.FAA.gov
ii. From the “Regulations & Policies” drop down menu, select “Orders &
Notices”
iii. In the search bar, enter in 8110.4 and hit enter or click “Search”
iv. Select the link for “Type Certification”
v. Select the link for “FAA Order 8110.4C Changes 1 thru 5 incorporated”
1. This will download a PDF file that can be saved to the computer or
printed out
4. Consult the latest revision of FAA Order 8110.4 for any additional instructions for filling
out the form
a. The instructions found in Appendix 4 of this order take precedence over the
instructions on the back of the form

5. Consult the latest revision of FAA Order 8130.2 for any additional instructions for filling
out the form that are specific to completing a Standard Airworthiness Certificate
a. Chapter 3 contains information on issuing Standard Airworthiness Certificates
6. Fill out Blocks 1 through 7 of FAA Form 8100-1 per the instructions on the back of the
form or per FAA Order 8110.4
a. The instructions for Block 1 do not apply when completing the form for a
Standard Airworthiness Certificate
i. Some offices suggest that it be left blank while other offices give
instructions to place the type of airworthiness certificate sought in the
block
b. Use the information in entered in Block 1, items 1 through 11, of FAA Form
8130-6 to fill out Blocks 3 and 6 on FAA Form 8100-1
7. Utilizing your knowledge and experience of aircraft operations and systems, list the items
inspected during the aircraft inspection, starting in Block 8.
a. Follow the same order as the steps called out in FAA Order 8130.2
i. Found in Chapter 3 of this order
b. In Block 8, enter the line item number of what was received or inspected during
the process of issuing the airworthiness certificate
c. In Block 9, enter a technical description of the line item or what was inspected
d. In Block 10, enter where the requirement comes from
e. In Block 11, enter the revision and revision date of the technical date or requiring
document, if applicable
f. In Block 12, indicated if the line item is “Sat” (Satisfactory) or “Unsat”
(Unsatisfactory)
i. The items indicated as Sat or Unsat must always marked with a numeric
g. In Block 13, enter comments indicating why that line item was Sat or Unsat
i. If the line item was Sat, continue to the next inspection item
ii. If that line item was Unsat:
1. Address three items in the description of your UNSAT
a. Required condition
b. Where to find the requirement
c. Encountered condition
iii. Comments can also be made regarding what was or was not inspected for
each line item
8. After the aircraft inspection is complete, sign the form
a. Turn in the signed form, along with any additional forms required, to the local
FAA Managing Office or FAA Managing Specialist
Task Analysis for Objective 2
Objective 2: When filling out an FAA Form, designees will be able to enter properly formatted
Prerequisites
• Designees will understand how to fill out FAA Form 8100-1 (based on Objective 1)
1. In Blocks 4 and 5 of FAA Form 8100-1, the date must be written in the format of a 2-
digit date, 3-letter month, and 4-digit year

a. Found in Paragraph 800 b. of FAA Order 8130.2H
b. Example: 01 Jan 2017
2. If filling the form out by hand, only a dark blue or black ink pen is accepted
3. If the information is being entered in electronically, a digital signature in Block 7 is
accepted
4. Although not required by FAA policy, many FAA offices ask that the designee draw
a line across the remaining blanks on the form after their last entry, and write
"Nothing Follows" so that no one can add anything to the 8100-1 after it is completed
Rational and Design Implications
Due to the lack of information given on the form, students are unaware of the complex
nature that the form entails. The instructions on the back of the form do not mention the need to
use additional forms and FAA Orders to complete the form. Many students rely only on the
blank’s labels instead of the instructions on the back of the form or in the instructions provided
in the different FAA Orders. Filling out these forms requires a cognitive process from the
designees. Many levels of Bloom’s Taxonomy are required to fill out these forms (Morrison,
Ross, Kalman, & Kemp 2013). Knowledge and application are needed for certain aspects of the
form, such as knowing which chapter of a certain order the designee needs to consult and how to
correctly enter information on to the form. Analysis and evaluation are used when designees fill
out which parts of their inspection are considered satisfactory or unsatisfactory and are able to
explain their reasoning for their determination.

When designing instruction for designees regarding these FAA Forms, a hands-on
approach will be applied. Students will practice filling out these forms themselves or with a
group or partner. Example scenarios will be created to show and explain where to find the
information the form is asking for. The scenario example will provide instructions on where each
item the form requires can be located or how to fill it out. This method provides the students with
a real-life application of the process of filling out the form.

Instructional Plan
Since AFS-640 already has a procedure in place of how its courses are organized, I
decided to implement this new instruction into existing online and face-to-face lessons. AFS-640
already uses PowerPoint, Captivate, and Audition, so the branch would not have to buy
additional software or materials. Since there are numerous forms that designees fill out, FAA
Form 8100-1, Conformity Inspection Record, to be completed for a Standard Airworthiness
Certificate, will be used as the example for the instruction. The instruction will be incorporated
into the Initial Aircraft Certification course. This course has an online and face-to-face lesson on
issuing a Standard Airworthiness Certification, but neither explains how FAA Form 8100-1 is
filled out. Instead, they only show what the form looks like when it is completed.
Rationale for Sequencing and Instructional Strategies
For this instruction, I chose to follow concept-related sequencing as explained by
Morrison, Ross, Kalman, and Kemp (2013), which “suggests sequencing based on the
relationships among the concepts” (p. 124). Concept-related sequencing is composed of the four
sequencing schemes of class relations, propositional relations, sophistication, and logical
prerequisite. This method of sequencing is appropriate for the instruction of the form because the
learners are first presented with an overview of the form, then how that form relates to an aircraft
inspection, and finally they are given instruction of the simpler elements of the form before
moving on to those that require their prerequisite knowledge. The general purpose of FAA Form
8100-1 is taught first. Then students are presented with the role of the form in relation to the
entire aircraft inspection. Next, Blocks 1 through 7 of the form are taught together, since they are
not as complex. For Blocks 8 through 13, the students use their prerequisite knowledge of
aircraft systems and operations, and their newly acquired knowledge of the form, to complete
these blocks. Since this instruction also teaches procedures, the procedure related to the concept
is taught right after the concept is presented.
I also followed the instructional strategy for teaching cognitive procedures established by
Morrison, Ross, Kalman, and Kemp (2013), which states that “The initial instruction is the
demonstration, or modeling, of the procedure” and “Because cognitive procedures are not
directly observable, the instructional designer must find a means of represented the procedure for
the learner” (p. 147). This strategy suggests using a worked example to teach the procedure. I
chose this strategy because the instruction demonstrates the procedure of filling out the form.
The students are also shown a working example of the form showing each step of the procedure.
Online (Part 1) Course Design
Instruction will be added to the online part of Initial Aircraft Certification, which consists of
10 lessons. The following PowerPoint slides will be incorporated into the existing lesson, Lesson
6 – Standard Airworthiness Certificate. The addition of these slides to the lesson will add
approximately 30 minutes to the lesson. The online lessons are hosted in the Blackboard
Learning Management System and are delivered through Adobe Captivate files created from
PowerPoint lessons. The Course Manager or the Project Manager of the class provides audio
narration of the slide content using Adobe Audition. The lessons are provided in two formats: a
Captivate file as an embedded Flash presentation, and a downloadable PDF file of the
PowerPoint slides with the speaker notes.
This section of instruction will fulfill the following objectives:
Screen 1
Audio Narration:
FAA Order 8130.2 states that FAA Form 8100-1, Conformity Inspection Record, must be used
to record the results of the aircraft inspection while issuing a Standard Airworthiness Certificate.
This form is used to document the details of your inspection.

Screen 2
Audio Narration:
FAA Form 8100-1 is the documented evidence that you have completed the aircraft inspection in
accordance with the requirements of FAA Order 8130.2.
This form is to be used to record your inspection activities, from the receipt of the application to
the inspection of the aircraft. This is your record of all actions taken to determine the aircraft is
eligible for the requested certificate.
It can also be used as a checklist. Before you start your certification activity, list everything that
must be accomplished on the form so when you get to the aircraft, you will not overlook
anything.
Screen 3 (addresses objective 1)
Audio Narration:
FAA Form 8100-1 can be downloaded and printed from the FAA.gov website. On an internet
browser, navigate to www.FAA.gov.
From the “Regulations & Policies” drop down menu, select “Forms.” In the search bar, type in
“8100-1” and hit enter or click “Search.”
Select the link for “Conformity Inspection Record” and then select the link for “FAA Form
8100-1.”
This will download a PDF file that can be saved to your computer to fill out electronically or
printed out to be filled out by hand.

Audio Narration:
In order to complete FAA Form 8100-1, you will need to acquire FAA Form 8130-6,
Application for U.S Airworthiness Certificate, an application packet, and the latest revision of
FAA Order 8130.2, Airworthiness Certification for Products and Articles, and FAA Order
8110.4, Type Certification.
FAA Form 8130-6 and the application packet will be given to you by the applicant applying for
the Standard Airworthiness Certificate.

Audio Narration:
FAA Orders 8130.2 and 8110.4 can be downloaded from the FAA.gov website.
To download the latest revision of FAA Order 8130.2, on an internet browser, navigate to
www.FAA.gov.
From the “Regulations & Policies” drop down menu, select “Orders & Notices”
In the search bar, type in 8130.2 and hit enter or click “Search”
Select the link for “Airworthiness Certification for Products and Articles” and then select the link
for “FAA Order 8130.2H”
This will download a PDF file that can be saved to the computer or printed out.
To download the latest revision of FAA Order 8110.4, Type Certification, on an internet
browser, navigate to www.FAA.gov.

From the “Regulations & Policies” drop down menu, select “Orders & Notices” In the search
bar, enter in 8110.4 and hit enter or click “Search”
Select the link for “Type Certification” and then select the link for “FAA Order 8110.4C
Changes 1 thru 5 incorporated”
This will download a PDF file that can be saved to the computer or printed out.
Screen 6 (addresses objective 1 and 2)
Audio Narration:
Instructions for filling out FAA Form 8100-1 are located on the back of the form and in FAA
Orders 8110.4 and 8130.2, but the instructions in the Orders take precedence over the
instructions on the back of the form.
Consult the latest revision of FAA Order 8110.4 for any additional instructions for filling out the
form. The instructions are found in Appendix 4 of this order.

Consult the latest revision of FAA Order 8130.2 for any additional instructions for filling out the
form that are specific to completing a Standard Airworthiness Certificate. Chapter 3 contains
information on issuing Standard Airworthiness Certificates.
This form can be filled out electronically or by hand. If filling the form out by hand, only a dark
blue or black ink pen is accepted per Paragraph 800 b of FAA Order 8130.
Audio Narration:
Blocks 1 through 7 of FAA Form 8100-1 are filled out per the instructions on the back of the
form or per Appendix A of FAA Order 8110.4.
Use the information entered in Block 1, items 1 through 11, of FAA Form 8130-6 to fill out
Blocks 3 and 6 on FAA Form 8100-1.
The following slides will explain how each of these blocks is to be filled out.
Audio Narration:
The instructions for Block 1 do not apply when completing the form for a Standard
Airworthiness Certificate. Some offices suggest that it be left blank while other offices give
instructions to place the type of airworthiness certificate sought in the block.
The current page out of total number of pages of 8100-1s is entered in Block 2.
Audio Narration:
The applicant, Manufacturer, or both is entered in Block 3. This information can be found in
Block 2 of Section I on FAA Form 8130-6.
In Blocks 4 and 5, the starting and ending date of the inspection are entered. The date must be
written in the format of a 2-digit date, 3-letter month, and 4-digit year per Paragraph 800 b of
FAA Order 8130.2

Audio Narration:
The make, model, N-number, and serial number of the aircraft being inspected are to be
entered in Block 6. This information can be found in Blocks 1, 3, and 5 of Section 1 on FAA
Form 8130-6.
In Block 7, Designees must type or print name and designee number and then sign. If the
information is being entered in electronically, a digital signature in Block 7 is accepted per
Paragraph 800 b of FAA Order 8130.2.

Screen 11
Audio Narration:
Utilizing your knowledge and experience of aircraft operations and systems, the items
inspected during the aircraft inspection are listed in Blocks 8 through 13. This process will
be explained during the face-to-face class.
This part of the instruction will need to be developed:
After finishing the presentation, the students will be provided a blank electronic FAA Form
8100-1 to practice filling out Blocks 1 – 7. The student will be given a completed
application, FAA Form 8130-6, to download and use. When the mouse cursor is placed into
a blank on the form, a box will appear with directions on where that information can be
found and/or how to properly enter the information into that blank. If the entry is correct, the
blank will display a green check mark. If the information entered is incorrect, a red x will
appear, and the student will be given another chance to enter in the correct information. This
method provides the students will a real-life application of the process of filling out the form.
Sequencing and instructional strategies for Online (Part 1) The slides for the
online lesson are sequenced using content-related sequencing (Morrison, Ross, Kalman, &
Kemp 2013). Screens 1 and 2 present the learners with a general overview and purpose of
the FAA Form 8100-1 and how it fits in with an aircraft inspection (class relations and
propositional relations). Screen 3 explains how to acquire the form that was just explained.
Screen 4 provides the resources needed to complete the form, and screen 5 explains how to
acquire these resources. Screens 6 and 7 provide the learners with where the instructions for
completing the form can be found. Screens 8, 9, and 10 give specific instructions for filling
out each block of the form and shows an example of how each block should be filled out
(sophistication). In screen 11, the learners are told that they will use their prerequisite
knowledge to fill out the remaining blocks of the form (logical prerequisite). Blocks 1
through 7 only were taught in the online section first. These blocks are less complex than the
rest of the blocks and do not require the use of the learners’ prerequisite knowledge.
The instructional strategy for teaching cognitive procedures was used for these slides
(Morrison, Ross, Kalman, & Kemp 2013). The instruction provides a demonstration of the
procedures needed in order to fill out the form. Screen 3 explains the steps needed for the
learners to acquire the form and screen 5 explains how to acquire the resources needed in
order to fill out the form. Screens 8, 9, and 10 provide a model of how each block of the
form is to be filled out. Since each block of the form is explained individually, the learners
are presented with a worked example.
Screen 1
In this slide, the general purpose of FAA Form 8100-1 is explained. Students are presented
with a broad overview of why this form is required for an aircraft inspection.
Screen 2
This slide further expands on the purpose of the form and provides more details on why the
form is used for an aircraft inspection.
Screen 3
Students are given the steps on how to acquire FAA Form 8100-1 in this slide.
Screen 4
This slide explains the resources students need in order to fill out the form.
Screen 5
Students are given the steps on how to acquire the different resources in this slide.
Screen 6
This slide explains where the instructions to fill out the form can be found. It gives specific
locations of where these instructions are found within the different resources.
Screen 7
A general overview of the how form is to be filled out is presented to the students in this
slide.
Screen 8
This slide provides detailed instruction on how to fill out Blocks 1 and 2 of FAA Form 8100-
1 (demonstration).
Screen 9
This slide provides detailed instruction on how to fill out Blocks 3, 4, and 5 of FAA Form
8100-1 (demonstration).
Screen 10
This slide provides detailed instruction on how to fill out Blocks 6 and 7 of FAA Form 8100-
1 (demonstration).
Screen 11
This slide explains using prerequisite knowledge of conducting an aircraft inspection to
complete the rest of the form. They are informed that the rest of the form will be taught in
the face-to-face class (worked example).
Face-to-Face (Part 2) Course Design
Instruction will be added to the face-to-face part of Initial Aircraft Certification,
which consists of 8 lessons. The following PowerPoint slides will be incorporated into the
existing lesson, Lesson 6 – Standard Airworthiness Certificate. The addition of these slides
to the lesson will add approximately 60 minutes to the lesson. Each student is provided with
binder consisting of paper print outs of each of each PowerPoint lesson. Slides are printed
two to a page for the students to follow along with and take notes on. The lessons are
projected from the Course Manager’s laptop onto a pull-down projector screen using a
portable projector.
This section of instruction will fulfill the following objectives:
1. While performing on-the-job duties, provided with all the necessary paperwork and
FAA Orders, designees will demonstrate how to locate the information needed within
the FAA Orders and provided paperwork to enter into the blanks of the appropriate
FAA Form.
information into the blanks of the form as specified in the FAA Orders and
Regulations.
Screen 1
Instructor Notes:
Review of what was taught in the Online Part 1.

Screen 2
Instructor Notes:

Instructor Notes:

Instructor Notes:
We covered these blocks in the Part 1. Make sure the students don’t have any questions on
Blocks 1-7 before moving on to the other Blocks.

Screen 5
Instructor Notes:
We covered these blocks in the Part 1. Make sure the students don’t have any questions on
Blocks 1-7 before moving on to the other Blocks.

Instructor Notes:
Have the students open to Chapter 3 of the Order. Ask each student to read out loud a
section, starting in Paragraph 306 until each section has been read. Explain each section
further as needed.
Instructor Notes:
These are the minimum certification procedures that need to be completed when doing your
aircraft inspection. Depending on the aircraft, you could always have more items than this.
Instructor Notes:
Have students pull out a blank 8100-1 to follow along with.
Have a student read out loud the instructions for Block 8 on the back of the form.
In Block 8, enter the line item number of what was received or inspected during the process
of issuing the airworthiness certificate. These are listed as sequential numbers.

Instructor Notes:
Have a student read out loud the instructions for Block 9 on the back of the form.
In Block 9, enter a technical description of the line item or what was inspected.
Instructor Notes:
Have a student read out loud the instructions for Blocks 10 and 11 on the back of the form.
In Block 10, enter where the requirement comes from.
In Block 11, enter the revision and revision date of the technical date or requiring document,
if applicable.
Instructor Notes:
Have a student read out loud the instructions for Blocks 12 and 13 on the back of the form.
Instructor Notes:
Enter any comments that will support any information given in blocks 8-12.
Instructor Notes:
Have a student read out loud the Note on the back of the 8100-1
Note that there are 2 methods listed on the instructions on the back of FAA Form 8100-1.
Method 1 is the preferred method for dispositioning unsatisfactory conditions.
Have a student read out loud the instructions for Block 13 in Appendix A of FAA Order
8110.4
Instructor Notes:
Line Item 1 was Sat, so continue to the next item.

Instructor Notes:
Line Item 2 was Sat, so continue to the next item.

Instructor Notes:
Line Item 7 was Unsat.
Leave several spaces for corrective action effort. Unsatisfactory conditions will be reentered
in block 9 with corrective action described in block 13.
When corrective action is completed, the unsatisfactory block is lined through and initialed.
Running head: TEACHING DESIGNEES HOW TO FILL OUT FAA FORMS
Instructor Notes:
Ask if there are any questions about the form.
Sequencing and instructional strategies for Face-to-Face (Part 2) The slides for the
face-to-face lesson are also sequenced using content-related sequencing (Morrison, Ross,
Kalman, & Kemp, 2013). Screens 1 through 5 are from the online lesson. They provide a quick
review of what the learners were presented in Part 1 of the course and give an opportunity for
students to ask questions or for the instructors to expand on the instruction if needed. Screens 1
and 2 present the learners with a general overview and purpose of the FAA Form 8100-1 and
how it fits in with an aircraft inspection (class relations and propositional relations). Screens 3
and 4 provide the learners with where the instructions for completing the form can be found.
Screen 5 shows an example of the blocks that the students learned how to fill out in the online
lesson. Screen 6 explains that they students must use their prerequisite knowledge to complete
the rest of the form (blocks 8 through 13). In Screen 7, the students are presented with the
minimum certification procedures that need to be documented on the form for the inspection.
Screens 8, 9, and 10 give specific instructions for filling out blocks 8, 9, and 10 of the form and
show an example of how each block should be filled out (sophistication). In screen 11, 12, and
13, the learners are presented with instruction on how to fill out blocks 12 and 13. They will need
to use their prerequisite knowledge to fill out these blocks of the form (logical prerequisite).
Screens 14 and 15 show a correct example of how to fill out blocks 12 and 13 for Sat line items.
Screen 16 shows how to correctly fill out blocks 12 and 13 when a line item in Unsat. Finally,
Screen 17 shows a completed and correct example of FAA Form 8100-1. Blocks 8 through 13
were taught in the face-to-face course because these blocks are more complex than blocks 1
through 7 and required the use of the learners’ prerequisite knowledge.
The instructional strategy for teaching cognitive procedures was also used for these slides
(Morrison, Ross, Kalman, & Kemp, 2013). The instruction also provides a demonstration of the
procedures needed in order to fill out the form. Screens 8, 9, 10, 14, 15, and 16 provide a model
of how each block of the form is to be filled out. Screen 17 shows an example of form once it has
been completed. Since each block of the form is explained individually, the learners are
presented with a worked example.
Screen 1
This slide provides a review of what was taught in the online lesson. The instructors can go over
this information in more detail, if needed.

Screen 2
Screen 3
Screen 4
this information in more detail, if needed. The students will have a chance to ask questions over
these blocks.
Screen 5
this information in more detail, if needed. The students will have a chance to ask questions over
these blocks.
Screen 6
This slide explains that the students will use their prerequisite knowledge of aircraft and how to
do an aircraft inspection to complete blocks 8 through 13 of FAA Form 8100-1.

Screen 7
Learners are presented with the minimum procedures that must be completed and documented on
their 8100-1 for the inspection.
Screen 8
This slide shows an example of how block 8 is to be filled out. The students are asked to read the
instructions for this block (demonstration).
Screen 9
This slide shows an example of how block 9 is to be filled out. The students are asked to read the
instructions for this block (demonstration).
Screen 10
This slide shows an example of how blocks 10 and 11 are to be filled out. The students are asked
to read the instructions for these blocks (demonstration).
Screen 11
This slides explains how blocks 12 and 13 are to be filled out. The students are asked to read the
instructions for these blocks.
Screen 12
This slide instructs the learners on how to explain if the line item was Sat or Unsat in block 13.
Screen 13
The different methods for clearing an Unsat are explained in this slide. Students are instructed on
which method to use.
Screen 14
This slide shows an example of how blocks 12 and 13 are to be filled out when the line item is
Sat (demonstration).
Screen 15
This slide shows an additional example of how blocks 12 and 13 are to be filled out when the
line item is Sat (demonstration).
Screen 16
This slide shows an example of how blocks 12 and 13 are to be filled out when the line item is
Unsat (demonstration).
Screen 17
An example of a complete and correctly filled out FAA Form 8100-1 is presented to the students
on this slide. The students can ask questions or make comments as needed (worked example).
Evaluation Plan
Evaluation is an important aspect in the instructional design process. Two types of
evaluation are key in assessing an instructional project: formative and summative evaluation.
According to Morrison, Ross, Kalman, and Kemp (2013) the purpose of formative evaluation is
to “inform the instructor or planning team how well the instructional design program is serving
the objectives as is progresses” (p. 252). Summative evaluation “is directed toward measuring
the degree to which the major outcomes are attained by the end of the course” (Morrison, p.
255). Both of these evaluation methods will be used to assess the new instruction of FAA Forms
in AFS-640’s courses.
Formative Evaluation Plan
The formative evaluation instruments will be used to assess the following objectives:
AFS-640 already has an optional course evaluation survey that students can fill out after
completing the end-of-course test. The survey is hosted on the Designee Registration System
(DRS) website. A link to the survey is emailed to each student once they have completed the
end-of-course test. New survey questions will be added asking how the students feel about the
instruction given on the forms (see Appendix D, new questions are in italics). Students are able
to leave honest feedback about the instruction since the responses to the questions are
anonymous. They only have access to the survey once they have finished the test, so the students
do not have to worry about their survey responses affecting their test scores. Data analyses from
the surveys can be collected for specified time periods. Analysis of the questions can be run for a
single course offering, for a quarter of the year, for an entire year, or for the entire lifetime of that
course. After the first offering of the course with the new instruction added, the data will be
pulled to see the results, with a focus on the newly added questions. Depending on the results,
revisions will be made to the instruction if needed. Then after each course offering over a one
year period, the data will be pulled again to see if further revisions to the instruction need to be
made. This will allow for the Course Manager, Instructors, Subject Matter Experts (SMEs), and
Instructional Systems Specialist (ISS) to assess how the instruction is being received by the
students. Students can also leave compliments, complaints, or suggestions. They can request to
be contacted to further discuss their comments. Course Managers are required to follow-up to
these comments within 30 days.
The Course Manager, Instructors, SMEs, and ISS will also be asked to complete a lesson
evaluation checklist to assess how they feel about the instruction of the forms (see Appendix E).
This checklist will be completed within seven days from the end of each course offering. The
evaluators will be asked to score different criteria as Unsatisfactory, Needs Improvement, or
Satisfactory. Any criteria rated as Unsatisfactory or Needs Improvement must be explained in the
Comments section. This provides justification on why they gave this rating. There is also a
section for additional comments, if needed, which also asks the evaluators to provide rationale
for their comments or suggestions. The Course Manager, Instructors, SMEs, and ISS for the
course will complete this checklist after the first course offering with the new instruction added.
The Project Manager for the course will compile the results of all the checklists. The team will
then have a meeting to discuss the results and make any revisions to the instruction if needed. If
major revisions were made to the instruction, the Course Manager, Instructors, SMEs, and ISS
will complete this checklist again for the next offering of the course. This checklist will be done
after each course offering until the instruction does not require any major changes.
Summative Evaluation Plan
The summative evaluation instruments will be used to assess the following objectives:
In the face-to-face class, the students will be evaluated through observation. Students will
be given a project that requires them to demonstrate filling out FAA Form 8100-1. This project
will be given after the instruction for Lesson 2 is finished. They will fill out the form in a project-
based setting. A sample scenario project (see Appendix F) will be presented to the students.
Students will fill out the paper form by hand, with all necessary forms and FAA Orders provided
to them. The instructor will then fill out the form, or ask for a student volunteer to fill out the
form, using the electronic version of the form. Observation is the most effective method of
evaluation for these objectives. The project-based setting simulates the environment in which the
students will be completing the form while on-the-job. They become familiar using the different
orders and understand how the information is to be entered since they are actually entering the
information on the form. Instructors will utilize a checklist (see Appendix G) to ensure each
student has identified the required and correct information for the form. Students need to have
identified all the items on the checklist in order to pass this project assessment.
Students will also be assessed through a multiple-choice test that they are already
required to complete after they finish the training. The end-of-course test is taken online after the
face-to-face course is completed. At the end of the final day of the course, the students are
emailed a link to the test through DRS. The test is taken in the Blackboard Learning
Management System using the software QuestionMark. The tests consist of 25 questions out of a
larger test bank of questions. Each test is randomized, so each student takes a unique test.
Students have two hours to complete the test and they must make a 70% or higher to pass the
course and receive a certificate of completion. New questions will be added to the test about
various parts of the form including: which orders are needed to fill out a certain form; which date
format is correct; and, where to find the information for a certain block (see Appendix H). While
these multiple-choice questions might not be as effective as observing the students, this test is a
requirement by the FAA and the test must ask questions about the form. As Morrison, Ross,
Kalman, and Kemp (2013) point out, when multiple-choice tests are mandatory, higher-level
thinking questions need to be incorporated to match the objectives. Scenarios will be presented
with questions based on the given scenario. Students will fill out various parts of the form
depending on the scenario questions asked.

By the end of the instruction, the learners will be able to improve their understanding of how to
complete the necessary FAA Forms by utilizing and researching in the applicable FAA
documentation and policies to locate, interpret, and enter properly formatted information that
the forms require.
Assessment
Instructional
Objective Assessments
Strategies Examples
While performing on-

the-job duties, provided • End-of-Course
with all the necessary Survey
• Online (formative)
paperwork and FAA
Captivate • Course Evaluation
Orders, designees will See Appendices D –
Presentation (formative)
demonstrate how to
locate the information • Face-to-Face • In-class Project H
Instructor-Led (summative)
needed within the FAA
Orders and provided lesson using • End-of Course
PowerPoint Multiple Choice
paperwork to enter into
the blanks of the Test (summative)
appropriate FAA Form.
• End-of-Course
When filling out an Survey
• Online (formative)
FAA Form, designees
Captivate • Course Evaluation
will be able to enter See Appendices D –
Presentation (formative)
properly formatted
information into the • Face-to-Face • In-class Project H
Instructor-Led (summative)
blanks of the form as
specified in the FAA lesson using • End-of Course
Orders and Regulations. PowerPoint Multiple Choice
Test (summative)
Report of Formative Evaluation
After presenting a portion of the instruction to my peers, I received feedback on my
instructional project (see Appendix I). Katie Carter’s comments can be found in blue text;
Pamela Charvat’s comments are in purple text, and; John Chancey’s comments are in green text.
The peer feedback was very helpful and appreciated. Even though Katie, Pam, and John are not
the targeted audience/learners for the instruction, it was beneficial to have their responses to the
instruction. It also validated the rationale that this instruction is needed.
Below are the suggestion or questions from my peers that I will address or were already
addressed in other areas of the project.
• How would I do differently
- I would provide a screen capture (if allowed).
§ AFS-640 has provided screen captures in the past, but due to using
PowerPoint, a screen capture of the form is too small to read on the slides.
The text appears too small, and students have difficulty seeing all the
information. Instead, I used a picture of the form and added in the
information to the blanks using text boxes. The text appears larger this
way and is easier for the students to read and see.
- I expect that the students know about FAA Forms, but they were not clear as a
novice.
§ The students in the course are also novices in regards to this form. This is
one of the main reasons that this instruction needs to be provided to the
learners. They are not familiar with how to fill out the form.
• Questions I have
- Is this in handout form, like with screenshots?
§ In the online course, the students are provided with a downloadable PDF
file of the PowerPoint slides with the speaker notes. In the face-to-face
course, the students are each given a binder with all the PowerPoint slides
printed out for them to make notes on and take home.
- What is the learners’ expertise?
§ The learners who attend the training courses provided by AFS-640 all
have experience in the aviation field of some kind. AFS-640 provides
training for pilots, engineers, aircraft mechanics, and aviation inspectors.
The learners attending the Initial Aircraft Certification course which was
used as an example in this project are either aircraft mechanics or
inspectors. They all have hands-on experience with aircraft systems and
operations, and know how to conduct and aircraft inspection.
- Where in the sequence of the training is this lesson presented?
§ In the online course, this instruction is found in the sixth lesson out of ten
lessons. In the face-to-face course, this instruction is found in the fourth
lesson out of eight lessons.
Katie and Pam also verbally indicated that the narration of the form in the online slides
was confusing. They stated that the way some of the slides were worded made it seem like the
learner was supposed to be filling out the form at the same time as the audio narration was
playing. I edited the audio narration in the online slides to avoid this confusion.
References
Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional
design. Belmont, CA: Wadsworth.
Morrison, G. R., Ross, S. M., Kalman, H.K., & Kemp, J.E. (2013). Designing effective
instruction. Hoboken, NJ: J. Wiley & Sons.

Appendix A
Questions for SMEs, Instructors, and ISS
I work with several colleagues that are involved in some aspect of the instruction of the various
FAA Forms. I emailed them a few general questions asking their personal opinions on the
current method of instruction of the forms. Their responses are listed below.
1. Are you satisfied with the current instruction that is provided to the
designees/applicants on how to correctly fill out the appropriate FAA Forms?
Instructor/Subject Matter Expert (SME) 1: No, when reviewing the critiques, it becomes obvious
that envisioning how the form should look is an adult learner’s shortcoming. They always tend to
use the examples in the guidance, which is not a safe way to do a lot of the forms. The guidance
is not written by individuals that use the forms. When you read the instructions, they fall short of
describing the current applications of the forms.
Instructor/SME 2: At this time, my answer is a limited yes. But I recognize there is always room
for improvement. Learning to fill out the forms hands on as well as during the review after the
projects seems to be working though.
Instructional Systems Specialist (ISS): No, it would be more applicable if instruction were
interactive.
2. What are the consequences for forms submitted incorrectly?
Instructor/SME 1: The consequences vary depending on the form, and the consistency of the
errors. Designees must be knowledgeable, qualified and competent. Their designation is a
privilege, not a right. The Managing Specialist is according to FAA Order 8000.95 applying
Risk–Based Principles to the review and evaluating the disposition of any risks associated with
discrepancy findings. This application provides a more comprehensive method of managing
designees. Types of Performance Measures are Technical, and Procedural, as defined in
8000.95, Volume 1 paragraph 1-6(d). The chart on Table 1-2 describes the Overall Performance
Results, including; Follow-Up Actions, Counseling, Additional Training, Reduce Authority.
These actions can then lead to Termination of a designation as described in Chapter 9. The
designee can choose to Voluntary Surrender, FAA-Initiated Termination, there are two types of
termination; (1) For cause, (2) Not for cause. The “for cause” type is where Performance
deficiencies found during oversight activities or identified by other sources can result in
termination.
Instructor/SME 2: The designee and their advisor both come under scrutiny for this. The
ramifications for the designee can be counseling up to, and including, termination of their
designee status. The advisor will have to answer why their designee is not properly filling out the
forms.
ISS: If a designee submits so many forms incorrectly, they will be removed as a designee.
3. How do you feel about using a computer-based program to aid in the instruction of the
forms?
Instructor/SME 1: I am open to try computer-based programs to aid in the filling out of forms.
This way multi forms could be filled out in varying ways before the student moved on to the next
type of form, giving them a better reference to pull from when doing the actual form during
work.
Instructor/SME 2: I am all for it. We just have to remember that our audience is made up of adult
learners. Some of them are not comfortable with computer instructions and would rather interact
face-to-face and learn hands on.
ISS: I think a computer-based program would be great.
4. If you could teach the forms however you wanted, what would you do?
Instructor/SME 1: I would show different variations of how the form can be filled out, and then
create a project that actually had them fill a form out, this way they can have some references to
pull from. When using the FAA Form 8100-1 the student could see how one office does it, then
how another office has the same form but a different variation with the same data. This will show
that it captures the same information and just displays it differently based on managing office
preference. In providing several variations they get the idea that there is really not one way, and
they need to understand the need the form fills not the formatting of the information as long as
the needed factors are captured.
Instructor/SME 2: I would use a combination of both computer learning/face-to-face/hands on.
With that being said, we used to use the crawl, walk, run method of teaching in the army. We
could do the detail teaching of the forms online, then do the highlights face-to-face, and expect
the students to fill them out correctly during the projects.
ISS: I would have students fill out forms on the computer with feedback for correct as well as
incorrect answers. I would then ask them to bring their online forms assignments to the face-to-
face training and then have the instructor go over the key areas that more of the new designees
have trouble with in filling out the forms.

Appendix B
End-of-Course Survey Student Responses
These are student responses to the optional end-of-course survey students can fill out after
completing a course offered by AFS-640. I have only included comments, complaints, or
suggestions that mention FAA Forms.
• “Give more detailed instructions when filling out the 8100.1 and 8130-3 / examples for
helping developing our information/ story of what we did or did not do, for a given
conformity inspection.”
• “It would be beneficial to go through the forms and explain how they are filled out
before doing a project. Go through the entire 8130-6 and discuss the sections and how
they relate to 8130.2. I noticed on the first project, very few people understood what they
were supposed to be doing. If you explain how the forms work before the project, then
you can reduce the time to complete the project, as people do not need to go figure out
how the form works. Take time and go through 8130.2, at least from a high level. Reduce
the stories, and get into the order and forms, this is what we are expected to follow so
teach from this. There are always stories, however if the FAA wants some
standardization in following the order and filling out the forms... then build the standard
in the class.”
• “Moving forward using the various computing aids now available to us to review the
regulatory and guidance materials would perhaps better simulate what we all will be
dealing with in the field.”

• “Spend more time going over the forms used during the practical exercises to cover the
correlation of the fields on the form with the supporting documentation and sections of
the supporting documentations. Maybe, step-by-step review of the instructions within the
Orders while filling out the forms. Document the issues related to getting the Orders, AC,
etc. changed on a board/butcher paper so the attendees can initiate the actions to get the
issues addressed.”
• “After completing the projects it would be nice to see how the instructor completed the
forms (i.e. 8100-1, 8130-6/7). Adding these example to the slide presentation and going
over them block-by-block would have gone far in helping me absorb these processes.”
• “Would like to see more properly completed forms as part of the training prior to the
initiations of the projects.”
• “All but the last project would benefit from displaying examples of completed forms in
the presentation. The very last project on conformity had useful examples of completed
forms and documents, which were useful when it came to the practical exercise. During
the other projects several other seminar attendees and I had more than several questions
on what needed to be filled out on the forms. Lesson examples would help clarify what is
required. For the Original/Recurrent Standard Airworthiness Certificate application,
Section VII, blocks I and J, I was not clear from the course where to get the required rule.
Finally, I appreciate the supporting anecdotes that helped illustrate the relative subjects,
but more than once my neighbor and I felt the conversations veered from the required
lecture into unrelated areas and consumed allotted course time.”

• “Perhaps a 10-15 min review of the process and exercise of hand writing a 8060-4, or a
discontinuance.”
• “I would like to see more time devoted to the paperwork aspects of the DPE duties
(IACRA & DPE records especially).”
• “Maybe in the workshops, it would be beneficial to practice completing a Temporary
Airman Cert, Notice of Disapproval, and Letter of Discontinuance.”
• “I would have liked to see more hands on experience with the paperwork.”
• “I would like to have more of the actual filling out the forms for practice.”
• “Would like a little more time to fill out practice forms.”
• “Have applicants come in with good and bad paperwork. Emphasize common mistakes
with actual paperwork. This may require an added half or whole day. If the 8610-2 is that
difficult, make a digital version with scroll downs that gives explanations of when you
would use each box.”
• “Being non FAA and not being familiar with the forms. It would of been nice to have a
powerpoint slide to compare what our worksheets were suppose to look like so we were
100% confident that we had our examples filled out correctly.”
• “Add an exercise in the Part 1 training to look up the importing country requirements for
a given country and complete an Export 8130-3 to be reviewed during the Part 2
seminar.”
• “I think it would be beneficial on the projects, especially the first one, to explain it in a
little more detail. Or even have the instructors go through an example with the class
before having us do it on our own. Some of us have never even seen the forms before and
we weren't quite sure where to start.”

Appendix C
AFS-750 Audit
I spoke with the AFS-750 Branch Manager and an AFS-640 Instructor who helped in the most
recent records review audit about the errors in the forms. They indicated the current error rates
for the forms turned in by designees:
Error Rate for Flight Standards Forms: 8%
Error Rate for Aircraft Certifications Forms: 21%

Appendix D
Course Evaluation Survey
1) How would you rate your satisfaction in the course registration process?
A. Very Satisfied
B. Satisfied
C. Somewhat satisfied
D. Not very satisfied
E. Not satisfied at all
2) How would you rate your satisfaction in the seminar delivery (Instructors performance)?
A. Very Satisfied
B. Satisfied
3) How would you rate your satisfaction in the relevance of the course content?
A. Very Satisfied
B. Satisfied

4) How would you rate your satisfaction in the course materials accuracy and currency?
A. Very Satisfied
B. Satisfied
5) To what extent do you think you will be able to apply the information learned in this course to
your job?
A. All or most of the time
B. Most of the time
C. Part of the time
D. Some of the time
E. I will be unable to apply this course's content to my job
6) To what extent do you think your on-the-job performance will improve when you return from
this course?
A. Greatly improve
B. Improve
C. Somewhat improve
D. Minimally improve
E. The course was not relevant/measurable to my job

7) Rate the importance of the course content as it relates to your job.
A. Very important
B. Important
C. Somewhat important
D. Not very important
E. Not important at all
8) Will you use the skills taught in this course to do your job?
A. Yes
B. No
9) Have you developed a plan to help you integrate the course material into your daily work
environment?
A. Yes
B. No
10) How would you rate your satisfaction with the online testing process?
A. Very Satisfied
B. Satisfied

11) Internet access is available to you at:
A. Work and home
B. Work
C. Home
D. Another location
E. Public library
12) How would you rate your satisfaction with the objectives and goals of the lessons?
A. Very Satisfied
B. Satisfied
13) How would you rate your satisfaction on the instructions given?
A. Very Satisfied
B. Satisfied
14) How would you rate your satisfaction with the ease of the controls/navigation?
A. Very Satisfied
B. Satisfied
15) How would you rate your satisfaction with the presentation of the information?
A. Very Satisfied
B. Satisfied
16) How would you rate your satisfaction with the teaching points illustrated in the graphics?
A. Very Satisfied
B. Satisfied
17) How would you rate your satisfaction with the instruction regarding the completion of the
Knowledge Checks?
A. Very Satisfied
B. Satisfied
18) How would you rate your satisfaction of the course in preparing you to do your job as a
Designee?
A. Very Satisfied
B. Satisfied
19) How would you rate your satisfaction of the interactive forms?
A. Very Satisfied
B. Satisfied
20) To what extent did the interactive forms prepare you in filling out an actual form?
A. Very prepared
B. Prepared
C. Somewhat prepared
D. Not very prepared
E. Not prepared at all
21) How would you rate your satisfaction of the block by block instruction of the forms?
A. Very Satisfied
B. Satisfied
22) To what extent did the block by block instruction of the forms prepare you in filling out an
actual form?
A. Very prepared
B. Prepared
C. Somewhat prepared
D. Not very prepared
E. Not prepared at all
Comments (optional):
Complement:
Complaint:
Suggestion:
Other:
Appendix E
Lesson Evaluation Checklist
Name (optional): ___________________________________________
Course: ___________________________________________________
Lesson: ___________________________________________________
Directions:
Rate each item by entering the appropriate letter. An Unsatisfactory rating (U) or Needs
Improvement rating (N) must have an explanation in the Comments column. There is a section
for additional comments at the end of the checklist. If needed, you may use additional paper.
Rating Key:
U - Unsatisfactory
N - Needs Improvement
S - Satisfactory
Criteria Rating Comments
Content reflects current FAA

orders, regulations, policies, and
procedures.
Content is accurate, complete,

and relevant to current job
requirements and technology.
Content is organized in a logical

learning sequence.
Activities such as practice

scenarios and projects give
applicants or designees the
opportunity to apply new skills.
Test questions apply to the

course content.
Duration of the lesson is

appropriate for the subject
matter.
What content, if any, should be added to this lesson? (Please cite the FAA order,
regulation, policy, and/or procedure that supports adding the content.)
What content, if any, should be deleted from this lesson? (Please justify your reason(s) for
deleting the content.)
Additional Comments (please be as specific as possible):

Appendix F
Project 1
Completing FAA Form 8100-1 for a Standard Airworthiness Certificate
Objective
Given an application for a Standard Airworthiness Certificate (FAA Form 8130-6, Application
for U.S. Airworthiness Application) and an application packet from an applicant, and in
accordance with FAA Order 8130.2 (Airworthiness Certification of Aircraft and Related
Products) and FAA Order 8110.4 (Type Certification), you will complete FAA Form 8100-1
(Conformity Inspection Record) to record the results of an aircraft inspection to issue a Standard
Airworthiness Certificate.
References
1. FAA Order 8130.2, Airworthiness Certification of Aircraft and Related Products
2. FAA Order 8110.4, Type Certification
Scenario
An owner of a used Cessna 172R is applying for a Standard Airworthiness Certificate. The
owner has provided you with a completed FAA Form 8130-6.
Directions
1. Using the color pictures and aircraft documents that have been provided to you, simulate the
physical inspection of the aircraft.

2. Complete FAA Form 8100-1, Conformity Inspection Record with the results of your
inspection.
You can work on your own or in small groups to complete this project, and an instructor will
check your completed forms for accuracy.

Appendix G
Observation Checklist
Project 1
Completing FAA Form 8100-1 for a Standard Airworthiness Certificate
Correct Bloc
(Y/N) k Information Required
This block is not filled out when using this form for a Standard
1 Airworthiness Certificate
2 Self-explanatory
3 List the applicant or the manufacturer, or both
4 Date the inspection began
5 Date the inspection ended
6 Make, model, N-number, and serial number of the aircraft
7 Printed name, signature, and designee identification number
8–
13 The minimum certification procedures that need to be completed are:
FAA Form 8130-6
Aircraft Records from AFS-750
Aircraft Registration
Aircraft Maintenance Records
Instructions for Continued Airworthiness
Aircraft Markings and ID Plate
Required and Optional Equipment
Applicable AD Compliance
Aircraft Eligibility per the TCDS
Aircraft Maintenance Record Entry
Correct date format
Dark blue or black ink pen used
Appendix H
Multiple Choice Examples
1. Which chapter in FAA Order 8130.2 explains the minimum certification procedures for
conducting an aircraft inspection?
a. Chapter 1
b. Chapter 2
c. Chapter 3
d. Chapter 4
2. During an aircraft inspection, record all your procedures on _____.
a. FAA Form 8130-2
b. FAA Form 8100-1
c. FAA Form 8610-2
d. FAA Form 8130-6
3. FAA Form 8130-6 is used to _____.
a. Record the procedures of an aircraft inspection
b. Request additional function codes
c. Issue a Standard Airworthiness Certificate
d. Apply for an FAA Airworthiness Certificate
4. Which of the following is the correct date format for FAA Form 8100-1?
a. 1/1/2017
b. 01/01/17
c. 01 Jan 2017
d. January 1, 2017
5. Which of the following is the correct entry for Block 7 of FAA Form 8100-1?
a. John Doe DN123456 John Doe
b. John Doe
c. John Doe John Doe
d. John Doe DN123456
6. Which method is the preferred method for clearing Unsats on FAA Form 8100-1?
a. Method 1
b. Method 2
c. It depends on what the Unsat is
d. The method required by your Manager
7. Where in FAA Order 8110.4 are the instructions for filling out FAA Form 8100-1 found?
a. Chapter 3
b. Paragraph 800
c. The instructions on the back of the form take precedence over the Order
d. Appendix 4
8. If filling out FAA Form 8100-1 by hand, what color ink is permitted?
a. Red
b. Black
c. Green
d. Purple
The following questions will use the interactive FAA Form 8100-1.
9. Use the FAA Form 8130-6 found here to complete Block 3 on the interactive form.
10. Use the FAA Form 8130-6 found here to complete Block 6 on the interactive form.
Appendix I
Peer Evaluation
Think about everything we have discussed so far. Use this chart provide feedback to your
partners to help them make their projects better.
• Strengths
- It all looks uniform to each other, so you can tell they go together cohesively and
is to read.
- Great way to work within the overall instruction.
- Good screen shots.
- Good justification for lesson.
• Things to improve
• How would I do differently
- I would provide a screen capture (if allowed).
- I expect that the students know about FAA Forms, but they were not clear as a
novice.
• Questions I have
- Is this in handout form, like with screenshots?
- What is the learners’ expertise?
- Where in the sequence of the training is this lesson presented?
• Comments
- You can definitely tell this is needed in your field!

- I absolutely love the forms of assessment you for evaluating the course. I think
the Lesson Evaluation Checklist and Course Evaluation Survey will give you a
tremendous amount of data to use. I like how the Lesson Evaluation Checklist has
room for qualitative feedback in the comments section. I can’t see much that I
would improve upon. Your objects are well stated and it appears that you have a
lot of expertise in the area of your project. Great work!

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TEACHING DESIGNEES HOW TO FILL OUT FAA FORMS 1

Teaching Designees How to Fill Out FAA Forms

Needs and Context Analysis ........................................................................................................... 5

Learner Analysis ............................................................................................................................. 8

Task Analysis ................................................................................................................................ 11

Instructional Plan .......................................................................................................................... 19

Evaluation Plan ............................................................................................................................. 56

Report of Formative Evaluation.................................................................................................... 61

Appendix A: Questions for SMEs, Instructors, and ISS............................................................... 64

Appendix E: Lesson Evaluation Checklist ................................................................................... 78

The Designee Standardization Branch, AFS-640, of the Federal Aviation Administration

Needs and Context Analysis

records review about the errors in the forms (Appendix C).

certification records (Appendix C).

Context for Instruction

have in regards to the forms.

Recommendation for Development and Evaluation

Designees are already required to complete an end-of-course test in order to receive a

survey to assess how they feel about this new method.

In order to implement effective instruction, it is important to make sure that the

Kalman, & Kemp, 2013).

4. How comfortable are they using the computer for training?

regarding these questions.

manufacturing, engineering, or piloting of aircraft.

to practice what to expect if they are selected as a designee.

incorporate the new interactive forms.

Ozarks, as well as an MS in Aviation Safety from the University of Central Missouri.

different models of aircraft produced by 11 different manufactures, as well as been a production

example for Objectives 1 and 2.

Based on the goal, I have determined the following parallel objectives:

Task Analysis for Objective 1

Inspection, Standard Airworthiness Certificate Inspection, Special Airworthiness

Inspection, and Product Audit. Each of these have different requirements

• Designees will know how to perform an aircraft inspection.

Standard Airworthiness Certificate.

2. Acquire FAA Form 8100-1, Conformity Inspection Record

a. On an internet browser, navigate to www.FAA.gov

d. Select the link for “Conformity Inspection Record”

e. Select the link for “FAA Form 8100-1”

electronically or printed out to be filled out by hand

a. Completed FAA Form 8130-6 from the applicant

b. Application packet from the applicant

i. On an internet browser, navigate to www.FAA.gov

v. Select the link for “FAA Order 8130.2H”

d. The latest revision of FAA Order 8110.4, Type Certification

i. On an internet browser, navigate to www.FAA.gov

iv. Select the link for “Type Certification”

out the form

instructions on the back of the form

a. Chapter 3 contains information on issuing Standard Airworthiness Certificates

form or per FAA Order 8110.4

Standard Airworthiness Certificate

instructions to place the type of airworthiness certificate sought in the

8130-6 to fill out Blocks 3 and 6 on FAA Form 8100-1

inspected during the aircraft inspection, starting in Block 8.

i. Found in Chapter 3 of this order

the process of issuing the airworthiness certificate

d. In Block 10, enter where the requirement comes from

f. In Block 12, indicated if the line item is “Sat” (Satisfactory) or “Unsat”

ii. If that line item was Unsat:

1. Address three items in the description of your UNSAT

b. Where to find the requirement

each line item