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Radiotelephony communication involves the use of phraseologies and plain language. The
language proficiency requirements are applicable to the use of phraseology and plain
language. It is not the purpose of language proficiency tests to determine whether
phraseology has been used accurately within an operational context; this is assessed during
operational training and by operational examiners. Nevertheless, the holistic descriptors and
rating scale do apply to the use of phraseology as well as plain language. Therefore,
phraseology can be included in the range of stimulus in language proficiency tests, as long as
it is only aimed at assessing language proficiency of the test taker. For example, phraseology
can be used as a warm up or ice-breaking part of the test or as part of a script that will
require the test taker to use plain language.
The ICAO Position Paper on Language Testing (2005) makes clear that ‘tests should provide
candidate test-takers with sufficient and varied opportunities to use plain language in
aviation work-related contexts in order to demonstrate their ability with respect to each
descriptor in the Language Proficiency Rating Scale and the Holistic Descriptors”
(Attachment B).
A language proficiency test based only on phraseology is not considered valid because not
all holistic descriptors and components of the rating scale can be assessed such as
interactions, structure, vocabulary, etc.
7 Assessing tests: Documenting Fairness
The overriding concern of high-stakes test developers must be fairness. In language testing,
fairness is interpreted in terms of validity—that a test indeed tests what is it supposed to
test—and reliability—that the test gives consistent and fair results. Two other important
traits include practicality and test washback. All tests must be evaluated in terms of their
effect on test validity, test reliability, practicality, and washback effects.
AES Draft Detailed Outline
8
7.1 Validity
Validity is a fundamentally important test characteristic, and it, basically, involves providing
evidence to support the inferences that are made about an individual’s English language
proficiency based on their performance on a test. While validity can be thought of in overall
terms, testers frequently examine the validity of a test in a number of different types of
validity: such as content validity, construct validity, and concurrent or predictive validity.
Good testing practice requires, among other requirements, that a description of the validation
processes used in the test development process be published as part of the documents
relating to a test service (ALTE Principles of Good Practice.)
7.2 Reliability
Reliability refers to the stability of a test and test results; that is, evidence that the test can be
relied upon to produce consistent results across different test takers in similar situations.
There are a number of standard measures used in language test development to achieve this,
including comparing two halves of a test to one another, or to compare the results on the test
with the results by the same cohort of test-takers on another established test, among other
methods.
Rater Reliability
In speaking tests, an important aspect of reliability is rater reliability, and it is especially
important to ensure inter- and intra-rater reliability. This is accomplished through rater
reliability training and retraining, as well as sampling the ratings periodically to measure
against the results of mentor expert raters. Reliability measures, again, are ensured through
thorough test development, planning, and administration processes.
7.3 Practicality
Issues of test practicality impact test design in two ways: in terms of constraints imposed on
the development process by available resources (funding, time, talent) and the practical
aspects of implementing and administering the test into an established system.
Test Development
Every test development project will face a unique set of certain constraints on the process.
Issues like urgency, funding, resources, time, etc., necessarily impact the test development
process. The commitment to test fairness, and validity and reliability, must be balanced
against available resources and constraints.
A practical test is one that “does not place an unreasonable demand on available resources.”
(ALTE 2001) If the resources are not available to support the development of a test with
adequate attention to principles of good test design, then either (a) the test should be
modified, or (b) the test administrators must make the case for an increase in resources or
funding. When the latter option is not possible, then the test design should be modified to
　
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