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match the available resources while maintaining the high standards for validity and
reliability evidence.
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The ALTE Principles of Good Practice (2001) best summarize in detail how the issue of test
practicality must be managed.
Test Administration
A test may be valid, fair, and reliable, but if it is not also practical, then it is not usable or
sustainable. The practicality of test administration must take into account particular national
or local constraints. A three or four hour aviation English test may be reliable and valid, but
it may not be practical in many instances.
7.4 Test Washback
A final consideration of test usefulness concerns the ‘washback’ effect on training; that is,
what effect on training ‘washes back’ from a test implementation?
Learners naturally want to be able to prepare for a test. If learners perceive that certain types
of learning or practice activities will prepare them for a test, they will direct their energies to
that, sometimes at the expense of activities which can actually help improve their language
proficiency.
An example can be found in the (older forms of the) TOEFL test. The TOEFL included a
large number of discrete-point (multiple choice, or error recognition) grammar questions, an
indirect test method, if your goal is proficiency testing. As a result, students often did not
perceive that communicative teaching methods would correlate to improved performance on
the TOEFL, and rather preferred to spend time practicing TOEFL-like test questions.
However, research showed that such activities did not correspond well to improve
proficiency levels, a case of negative test washback.
In the aviation arena, an example may be found in an aviation English test which focuses too
heavily on the use of phraseology or radiotelephony communications, at the exclusion of
plain aviation language. In that case, learners may constrain themselves to focusing on
memorizing more ICAO phraseology rather than on communicative language learning
activities which will actually improve their English language proficiency, albeit in an
aviation context.
8 Computer-assisted language testing
A final important aspect of modern test regards the use of computers in the development,
administration, and even rating of language proficiency tests. There are a number of ways
that computers can facilitate language testing.
Administration
Computers are very useful in the implementation and administration of language tests,
allowing for tests to better replicate the ‘real world’ through simulation and role-play, for
example. Additionally, computers permits larger-scale simultaneous administration of tests,
in some cases.
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9 Conclusions
It is recognized that high-stakes language testing is complex. The best recommendation for
organizations seeking to select, develop, or implement high-stakes aviation English language
testing is to seek the input and advice of language testing professionals. Such support may be
found within the Linguistic Departments of major universities. Additional direction is found
in the ICAO Guidance Manual, Document 9835, in Chapter 4, which provides a chart of
tester qualifications.
The Appendices to this Report provide more succinct review of the information necessary
for appropriate test evaluation.
Aviation English Services is pleased to have been able to provide support to the organization
and will be delighted to provide any other future assistance.
//end report
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10 References
ACTFL. www.actfl.org.
Alderson, J. C. Clapham, & D. Wall, (2001) ‘Language Test Construction and Evaluation’
Cambridge: CUP.
ALTE Principles of Good Practice for ALTE Examinations.
http://www.alte.org/quality_assurance/code/good_practice.pdf
An Overview of the ACTFL Proficiency Interviews. JALT Testing and Evaluation SIG
Newsletter. Vol 1. No. 2. Sep. 1997, (p. 3 – 9). www.jalt.org/test/yof_2.htm
Davidson, Fred, and Brian K. Lynch. Testcraft: A Teacher’s Guide to Writing and Using
Language Test Specifications. Yale University Press. 2002.
Douglas, Dan. Assessing Language for Specific Purposes. Cambridge UP. 2000.
ICAO Document 9835: Manual on the Implementation of the ICAO Language Proficiency
Requirements. 2001.
ICAO Position Paper: ICAO Policy on Language Proficiency Testing. (attached)
O’Loughlin, Kieran. Studies in Language Testing: The Equivalence of Direct and Semidirect
Speaking Tests. Cambridge UP. 2001.
i Mell, Jeremy. Paper presented at ICAO Regional Seminar on Aviation Language;
　
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