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The SACAA Professional
Pilot Examination System Mr Blake Vorster
Senior Manager Aviation Personnel Standards
SA Civil Aviation Authority
1
The SACAA Professional
Pilot Examination System
• The Historical Safety Risk
• Examination Considerations
• Risk Mitigation
• Process
• Pass Rate and Examination System
Architecture
2
The Historical Safety Risk
• Prior to January 2014
Reliant on Windows 98 – could collapse.
Fixed examination papers per subject.
Some questions based on unreferenced
documents.
Papers compromised.
3
The Historical Safety Risk
• Prior to January 2014
Students studying to pass
the known examination
questions.
Examination fixing.
Syllabus outdated.
4
Examination Considerations
ICAO definition of competency:
• Competency. A combination of skills,
knowledge and attitudes required to perform
a task to the prescribed standard.
(Annex 1 — Personnel Licensing Chapter 1)
5
Examination Considerations
• “To operate an aircraft safely, a pilot must have an
understanding of technical subjects such as aircraft
engines, instruments, meteorology and navigation.
• To make the appropriate decisions for the safe operation
of an aircraft, the pilot must exercise judgement. This is
based on training, knowledge and experience…”
Human Performance and Limitations in Aviation P.3
(R.D. Campbell & M. Bagshaw)
6
Examination Considerations
• “Traditionally, pilot training utilises knowledge, skill
and experience.
• Knowledge has to be gained before a skill can be
developed, and then improved by experience.”
Human Performance and Limitations in Aviation P.111
(R.D. Campbell & M. Bagshaw)
7
Examination Considerations
• “Having the knowledge to be successful and
applying that knowledge successfully are two
different scenarios. We must possess the
knowledge in the first place, organise the
knowledge in a manner that makes it usable, and
then know when to apply it.”
Briefings on Patient Safety P.5 (Medical Article)
(2008 HCPro, Inc)
8
Examination Considerations
• “Knowledge-based errors occur when situations
arise and we have not been prepared to address
them (i.e., no rules exist). In these cases, we must
rely on our basic knowledge and apply it to the new
situation.”
Briefings on Patient Safety P.6 (Medical Article)
(2008 HCPro, Inc)
9
Risk Mitigation
• Revise and revamp the theoretical
knowledge examination syllabi.
• Use the existing PPL examination system
software on a secure island server.
• Security improved.
10
Process
• Use reliable reference material.
• CPL and ATPL syllabi benchmarked
against EASA.
• Extensively work-shopped with industry.
• Regulatory progress followed for at least
12 months with approval in August 2012.
11
Process
• Syllabi published in January 2013 with an
implementation date of 1 August 2013.
• Revised on 1July 2013 to read 1 January
2014.
12
Process
• Industry informed in various manners e.g.
notices to Approved Training Organisations and
notices published on the SACAA website.
• Information was shared on at least 18
conferences for Designated Flight Examiners
and Flight Instructors during 2013.
13
Process
• There was regular communication with industry
for 16 months prior to implementation of the
new syllabi.
14
Process
Recommended reference
material from which the
examinations would be
compiled was published.
15
Pass Rate and Examination
System Architecture
• No comparison between the old (i.e. pre-
2014) exams towards the CPL and ATPL
and the new database.
• Many of the new questions have been
obtained directly from EASA – high quality.
16
Pass Rate and Examination
System Architecture
• Off-the-shelf system – customised for SACAA.
• Entire syllabus captured.
• Random generation of questions.
• Detractors order changed.
• Excess of 10 000 questions in data base.
• Each question verified.
17
Pass Rate and Examination
System Architexture
• Drop in the pass rate – there is a strong
correlation between the level of preparation
and the exam scores.
• Use the syllabus and the recommended
reference material.
• Students from some schools doing well.
18
Pass Rate and Examination
System Architecture
More emphasis on the
evaluation of practical
knowledge (i.e. understanding).
19