1. Test of English for Aviation (TEA)
Henry Emery
Test development co-ordinator

2. Two main considerations:
to produce a valid assessment procedure that reflects candidates’ proficiency according to the ICAO Rating Scale
to produce an objective, standardised test format that can be delivered in the same way by different examiners

3. TEA is based on the recommendations of ICAO Document 9835
tests plain English in a work-related context (Section 2.7.3, ICAO Doc 9835)
tests language proficiency in unexpected situations (Section 2.7.4, ICAO Doc 9835)
is not a test of radio-telephony phraseology
TEA is one possible model
Standard phraseology still needs to be evaluated
assesses appropriacy of language use, not procedure

4. TEA
is designed to elicit language that is assessable according to the ICAO Rating Scale
is conducted in the form of a direct and semi-direct one-to-one (candidate:examiner) interview
consists of three sections and lasts between minutes
is suitable for both pilots and controllers

5. TEA Part 1 - Interview Part 2 - Interactive comprehension
Part 3 - Description and discussion

6. Part 1: Interview Direct Common, concrete and work-related topics
Set questions on familiar topics, based on aviation background
3-4 minutes
Warmer
Initial impressions

7. Part 2: Interactive comprehension
Semi-direct
no eye-contact, no facial cues
Candidates respond to international speakers
Simulated real-life communication
6-8 minutes
limited examiner role

8. Part 2: Interactive comprehension
‘Live’ Comprehension allows for
demonstration of discourse management strategies
demonstration of proficiency across all six language profiles

9. Part 2a Six aviation-specific recordings
Non-routine and emergency situations
Candidates report back to the examiner on what they hear
Authentic text
Time limit

10. Part 2a: example statements
“It’s possible we won’t have brakes on touchdown. Can we have the longest runway possible?”
“We’ve lost hydraulic pressure. We’ve got limited control of the aircraft”

11. Part 2b Four recordings in a general situation Problem-solving
Non-routine and emergency situations
Candidate is required to ask questions and give advice
Time limit
Avoids reference to operational procedure
Human, environmental, health, technical
Example (unrated)

12. Part 2b: example statements
“There’s a woman crying She says she’s lost her passport” (human)
“I can’t steer the vehicle The ice is too thick” (environmental)
“Ahh, this really hurts I think I’ve broken my ankle” (health)
“I can’t reach the controls I can’t open the door” (technical)

13. PILOT LOCKED OUT AFTER TOILET TRIP
“I can’t reach the controls I can’t open the door” (technical)
PILOT LOCKED OUT AFTER TOILET TRIP
 TORONTO Passengers on a Canadian plane had an unsettling in-flight experience after the pilot found himself locked out of the cockpit after a trip to the toilet. The pilot was seen banging on the door and talking to his first officer on an internal phone. Crew members were forced to take the door off its hinges.
THE INDEPENDENT Friday 01st September 2006

14. Part 2b: example statements
“There’s a woman crying She says she’s lost her passport” (human)
“I can’t steer the vehicle The ice is too thick” (environmental)
“Ahh, this really hurts I think I’ve broken my ankle” (health)
“I can’t reach the controls I can’t open the door” (technical)

15. Part 3: Description and discussion
Direct
A minimum of 3 aviation-related images
Routine and emergency situations
Candidates describe the image and then respond to graded follow-up prompts delivered by the examiner
Examiner flexibility - ‘high-end’ discriminators

16. (Describe) How would you describe perfect flying conditions?
I’d like to ask you some general questions related to weather.
(Compare) How do different weather conditions affect aviation where you work?
(Describe) How would you describe perfect flying conditions?
(Consider) How weather will affect aviation in the future?

17. I’d like to ask you some general questions related to the problems associated with fire.
(Explain) What problems can fire cause for aircraft?
(Describe) What equipment or methods can be used to control fire?
(Suggest) Why is fire so dangerous for humans?

18. Language assessment
Candidates are awarded a band score most appropriate to performance in each language profile
Candidates must demonstrate proficiency level 4 in all language profiles (Section 2.9, ICAO manual)
Rating - Lowest band score (Section 2.8.4, ICAO manual)

19. Test administration
There is no previous contact between examiners and candidates
The same person performs the role of examiner and rater
All examinations are recorded and archived for future reference
10% of test recordings are assessed by a second rater to ensure reliability of results

20. Test administration
All examiner / raters are native speaking, diploma- qualified TESOL teachers with aviation teaching experience
All examiners receive training in rating and exam procedure prior to operating as a TEA examiner / rater
All examiners adhere to the ILTA code of ethics

21. Test security Test materials are kept under lock and key
Confidentiality of speech samples and results
Identification is checked before the start of the test

22. Test security All candidates are photographed
Certificates include the photograph and biographical data of the candidates
Counterfeit-proof certificates
Centralised certification

24. Test Development and Maintenance
Academic consultation with language testing researchers
Operational (pilot/ATC instructors) consultation to ensure test validity
Practical consultation from experienced examiners and teachers
Feedback from examiners and candidates

25. Test Development and Maintenance
On-going validation using Observation Checklists and comparative analysis
Pre-testing
Pre-tested items introduced into live test material
College Rater Support and Monitoring Programme to maintain reliability of results

26. Questions, comments and feedback