LEX ASTRA ACADEMY ED 201 / Assessment and calibration Lex Astra · Faculty development Teaching edition 2956.3 / Tabletop ———————————————————————————————————————————————— LEARNER WORKSHEET For prospective Lex Astra assessors calibrating their judgments. This is a private working copy. Downloading submits nothing and records no completion. Use exercise identifiers, not private player information. ———————————————————————————————————————————————— SESSION DETAILS Learner identifier: ____________________________________________________________ Instructor / assessor: ____________________________________________________________ Session date / agreed role or variant: ____________________________________________________________ Vessel, configuration and equipment: ____________________________________________________________ LIVE build / capability test date / tested by (if practical): ____________________________________________________________ Stop signal / recovery contact / communication arrangement: ____________________________________________________________ ———————————————————————————————————————————————— PURPOSE Apply Lex Astra’s published criteria consistently and explain each finding using individual evidence. COURSE CONTEXT The Academy register needs findings that mean the same thing across instructors. This case keeps an interruption separate from a learner’s observed error. ———————————————————————————————————————————————— ENTRY Complete: ED 101 Equipment: Public practice examples, published criteria and a second reviewer. ———————————————————————————————————————————————— CASE: Two assessors, one missing observation 1. Sample A shows a correct route brief and transit action; a server interruption prevents recovery observation. 2. Sample B shows a completed team movement but no record of the candidate’s handover. 3. Both assessors have the same three published criteria. ———————————————————————————————————————————————— TECHNICAL KNOWLEDGE AND GAME SKILLS Assess technical performance rather than a successful animation Practical instruction revision 1 / 9 October 2026 Collect the right viewpoint For flight, observe drift, closure and the pilot’s response, not just the final parked ship. For medical work, observe the pre-treatment display, selected interaction and reassessment. For cargo, observe grid placement and acceptance. Arrange screen sharing or an in-game observer position with consent; if a critical indication is invisible, record the evidence gap. Calibrate the boundary Have assessors independently judge the same sample and identify exactly which action met or missed the criterion. A go-around can demonstrate sound handling even though the first landing was abandoned. A revived casualty with an unrecognised severe injury does not demonstrate appropriate destination selection. Distinguish an acceptable self-correction from instructor intervention. Respect role and interruption limits A navigator’s correct call is evidence of support, not proof that they flew the manoeuvre. A tabletop medical answer is knowledge evidence, not observed use of the tool. If a bug prevents a valid interaction, preserve the unaffected evidence and arrange the missing observation instead of granting full credit or recording an operator failure. PRACTICAL DRILL Independently score three sample performances: controlled go-around, incomplete medical reassessment and interrupted cargo transfer. Compare judgments and plan only the missing observations. OBSERVED-SKILL CHECKS Each finding cites a specific observable action. My action / observed result / assistance / evidence reference: ____________________________________________________________ Live, simulated or unobserved: ____________________________________________________________ Self-correction, coaching and interruption are distinguished. My action / observed result / assistance / evidence reference: ____________________________________________________________ Live, simulated or unobserved: ____________________________________________________________ Role-specific and simulated evidence never silently becomes live handling credit. My action / observed result / assistance / evidence reference: ____________________________________________________________ Live, simulated or unobserved: ____________________________________________________________ Apply the technical checks in the agreed role. Discussion and simulation do not certify live handling; Crew Support evidence does not confer Pilot qualification. GAME REFERENCES The linked pages were read for this revision. Community references mix release eras; each source note identifies what is used and what is excluded. Technical explanations below are an Academy synthesis, and drills and performance checks are Academy-designed. Before practice, compare the named actions with the installed LIVE build and actual equipment. Bind actions by name rather than copying old default keys. Research is not an in-game validation. Star Citizen Wiki — Controls https://starcitizen.tools/Guide:Controls Control categories, movement axes and targeting concepts. The page contains legacy bindings and flight-system descriptions; use the installed game’s bindings, not its key table. Star Citizen Wiki — Medical https://starcitizen.tools/Medical Body-part injuries, Hemozal, symptom medication, BDL, bed tiers and regeneration. Ship tables, resource costs and ranges change; inspect the actual bed and tool. Star Citizen Wiki — Cargo https://starcitizen.tools/Cargo SCU, container geometry, grids and ownership. The page also contains obsolete automatic-loading descriptions and future design intentions; these are not instructions for the present cargo interface. RSI — Official patch notes https://robertsspaceindustries.com/patch-notes Primary release index for the instructor’s build check, not evidence that a particular interaction has been tested by the Academy. Official LIVE release check: https://robertsspaceindustries.com/patch-notes ———————————————————————————————————————————————— METHOD 1: Map evidence to the criterion For each outcome, identify what the learner did and which record supports it. Mark a gap where observation is missing. Attendance or the team’s result may provide context but cannot replace the individual action required by the criterion. Distinguish evidence sufficiency from evidence volume. Several pages of notes may never show the required independent handover, while one clear observation may do so. Map each item to the exact criterion, role and conditions; do not allow polished presentation or familiarity with the candidate to substitute for relevant performance. Practise: Map a sample portfolio to three outcomes. Ready when: Every finding cites relevant individual evidence or names the evidence gap. My action and observed result: ____________________________________________________________ Evidence reference: ____________________________________________________________ ———————————————————————————————————————————————— METHOD 2: Compare independent judgments Mark the sample before seeing the other assessor’s finding. Then compare which evidence each of you used and how you read the criterion. Resolve the reason for disagreement rather than averaging marks or negotiating a desired pass rate. Calibration begins with independent judgments because early discussion can conceal different interpretations. Compare the evidence selected, the standard applied and the reason for each finding. Keep an agreed example of the boundary between demonstrated performance and a specific gap, without turning the example into a new unpublished requirement. Practise: Assess two contrasting samples with another reviewer. Ready when: You explain and, where justified, correct the difference against the published standard. My action and observed result: ____________________________________________________________ Evidence reference: ____________________________________________________________ ———————————————————————————————————————————————— METHOD 3: Choose the finding that describes the evidence Use Demonstrated for a met criterion, Further practice required for an observed gap, Interrupted when conditions prevented assessment and Not assessed when evidence has not yet been collected. Give reasons and an independent review route. An interrupted attempt can still contain valid evidence for unaffected criteria. Preserve that evidence and specify what remains to be observed. Explain the finding in language the learner can act on, and keep review separate from negotiation over a desired result. Consistency means applying the same standard, not producing identical outcomes for different evidence. Practise: Correct a sample result and explain the decision. Ready when: The finding distinguishes missing observation from poor performance and provides a review route. My action and observed result: ____________________________________________________________ Evidence reference: ____________________________________________________________ ———————————————————————————————————————————————— WORKED DECISION One assessor marked a server-disrupted recovery as a failure. Both check the log and correct the unobserved outcome to Interrupted. 1. Mark independently. For A, credit supported outcomes and mark the prevented recovery observation Interrupted, with its reason. 2. For B, identify the absent individual handover evidence and mark that outcome Not assessed rather than inferring it from arrival. 3. Compare reasons. Arrange the missing observations and preserve the corrected finding; do not average the judgments into a partial pass. ———————————————————————————————————————————————— YOUR EXERCISE Submit your findings before discussion, compare with another assessor and record any justified correction and review route. WHAT CHANGES The portfolio shows a strong team result but no individual observation. My decision and reason: ____________________________________________________________ ———————————————————————————————————————————————— YOUR WORKING RECORD Criterion / candidate action / evidence reference ____________________________________________________________ ____________________________________________________________ Initial finding / reason / second assessor’s difference ____________________________________________________________ ____________________________________________________________ Agreed correction / further observation / independent review contact ____________________________________________________________ ____________________________________________________________ ———————————————————————————————————————————————— CHECK YOUR REASONING The evidence is incomplete. Should assessors compromise with a partial pass? My answer before consulting the explanation: ____________________________________________________________ ____________________________________________________________ ———————————————————————————————————————————————— EVIDENCE TO KEEP Independent sample findings, calibration notes and a corrected assessment. Criterion 1: Every finding cites relevant individual evidence or names the evidence gap. Individual evidence / finding / assessor's reason: ____________________________________________________________ Criterion 2: You explain and, where justified, correct the difference against the published standard. Individual evidence / finding / assessor's reason: ____________________________________________________________ Criterion 3: The finding distinguishes missing observation from poor performance and provides a review route. Individual evidence / finding / assessor's reason: ____________________________________________________________ ———————————————————————————————————————————————— FINDINGS AND NEXT ATTEMPT Demonstrated: observed work meets the criterion. Further practice required: an observed gap needs a specific practice task. Interrupted: conditions prevented valid assessment; not a failure. Not assessed: enough evidence has not yet been collected. All three criteria need individual evidence. A team result or quiz cannot replace an unobserved practical. Practice variant for a fresh attempt: Provide a clearly observed but incomplete handover. The correct result now includes a specific practice gap, not an interruption. My next practice task: ____________________________________________________________ Review contact: ____________________________________________________________ ———————————————————————————————————————————————— COMPARE AFTER ANSWERING No. Identify whether the outcome was interrupted, not assessed or contains an observed gap. Arrange the missing observation; consensus cannot manufacture evidence. ———————————————————————————————————————————————— SOURCE AND EDITION The assessment return and the second attempt /academy/archives/assessment-return Academy teaching record on recording the actual gap and arranging a second attempt. The faculty practice samples below are newly authored examples, not private candidate records. The lessons are current Academy teaching, not newly discovered historical records. Lex Astra opened in 2891. Historical sources keep their original issuer and date; all case callsigns, quantities, times and conditions are supplied for practice. Course text revised 8 October 2026; fictional teaching edition 2956.3. ———————————————————————————————————————————————— PROFESSIONAL REFERENCES Instruction revised 9 October 2026. Lex Astra cases supply the teaching situations. Professional references inform communication, decision-making and instructional design; they do not confer external qualifications. LIVE capabilities remain subject to the recorded session check. Carnegie Mellon · objective / assessment alignment https://www.cmu.edu/teaching/designteach/design/learningobjectives.html FEMA · objective-led exercises and improvement https://www.fema.gov/emergency-managers/national-preparedness/exercises/hseep IES · worked examples, retrieval and spaced practice https://ies.ed.gov/ncee/wwc/PracticeGuide/1 ———————————————————————————————————————————————— INSTRUCTOR CHECK Try the exercise with the ship and equipment you will use. Brief station assignments, callsigns, channel and recovery point. Explain the command “Stop exercise” before starting. If a bug prevents completion, repeat the affected task when it works. Ask before recording the session; use player handles in your notes. Review rules: /academy/archives/academy-ordinance Teaching basis: /academy/framework#research