Appendix 3 APPENDIX 3. RATINGS AND LEVEL TESTS-PLANNING AND APPLICATION
TABLE OF CONTENTS
1. PREPARATION3
2. PILOT TYPE RATING DETERMINATI ON THROUGH ANALYSIS-LEVEL A OR B
TRAINING ONLY4
3. FUNCTION EQUIVALENCE-LE VEL A OR B TEST 1 (T1)
a. Test Purpose5
b. Test Subjects5
c. Test Process5
d. Safety Pilot5
e. Successful Test6
f. Failure of Test6
4. HANDLING QUALITIES COMPARISON BETWEEN AIRCRAFT-TEST 2 (T2)
a. Test Purpose6
b. Test Subjects6
c. Test Process6
d. Safety Pilot7
e. Successful Test7
f. Failure of Test7
5. SYSTEM DIFFERENCES TEST A ND VALIDATION OF TRAINING AND CHECKING-TEST 3 (T3)
a. Test Purpose7
b. Test Subjects7
c. Test Process8
d. Successful Test8
e. Failure of Test8
6. CURRENCY VALIDATION-TEST 4 (T4)
a. Test Purpose9
b. Test Subjects9
c. Test Process9
d. Successful Test9
e. Failure of Test9
7. INITIAL OR TRANSITION TRAINI NG/CHECKING PROGRAM VALIDATION- TEST 5 (T5)
a. Test Purpose10
b. Test Subjects10
c. Test Process10
d. Successful Test10
e. Failure of Test10
Appendix 3
8. COMMON TAKEOFF AND LANDING CREDIT (CTLC)-TEST 6 (T6)
a. Test Purpose10
b. Test Subjects11
c. Test Process11
d. Successful Test11
e. Failure of Test11
Appendix 3 APPENDIX 3. RATING AND LEVEL TESTS—PLANNING AND APPLICATION
1. PREPARATION.
a. The pilot type rating, difference level definition, and test process are initiated when an applicant presents an aircraft for type certification. If the applicant presents a candidate aircraft to the Flight Standardization Board (FSB) as a new aircraft type certification with no anticipated application for pilot type rating credit for similarities with aircraft previously type certificated, then the FSB analyzes the training program requirements using test T5. The results of T5 will determine a separate pilot type rating and the minimum required training, checking, and currency standards as applicable to that type-certificated aircraft. If the applicant presents an aircraft seeking pilot training, checking, or currency credit, based on similarities with an aircraft previously type certificated, a series of possible tests (T1/T2/T3) are developed and used to determine its level of difference with the base aircraft of comparison. The results of these tests will determine whether the aircraft pilot type rating is a common pilot type rating between separate type-certificated aircraft; or the same pilot type rating of same type-certificated aircraft.
The level of differences will determine the minimum required training, checking, and currency standards as applicable to the candidate aircraft. T6 comparisons may permit Common Takeoff and Landing Credit (CTLC) between different type-certificated aircraft. In Appendix 2 the details of these situations provide further amplification.
b. To begin the evaluation process, the applicant identifies candidate aircraft. The aircraft are then assigned to logical aircraft groups to be described in Master Difference Requirements (MDR) tables and the FSB report.
c. The applicant identifies major differences pertinent to the aircraft and makes comparisons with the proposed candidate aircraft. A differences document (i.e., an appropriate sample Operator Difference Requirement (ODR) table) summarizes the identified differences. Since combinations of related aircraft may be numerous and only typical differences are needed at this stage for test definition, the applicant may select representative ODRs for preparation.
d. Based on the above analysis (including preliminary flight test results or flight simulation estimates, if available), the applicant proposes difference levels to be specified in each cell of the MDR table for the various aircraft combinations.
e. The applicant proposes applicable elements of the test process (T1 through T5 and T6 for CTLC) and a plan for validation of the intended difference levels. Specific aircraft, times, devices, etc. are identified to conduct the required tests for the candidate aircraft. Included in the proposal are any necessary interpretations of expected results using established standards. Any special, unique, or additional definitions of successful outcomes are also identified.
f. The scope of T1 through T6 is keyed to basic visual flight rules (VFR) and instrument flight rules (IFR) operations in the National Airspace System (NAS).
g. FAA/applicant agreement is reached on the grouping of aircraft, proposed tests, test plans, schedules, subjects, and interpretation of possible outcomes.
Appendix 3
h. Subject qualifications are addressed at the time of test specification when test agreement is reached with the applicant. Test subjects for all tests except T6 are drawn from the FAA.
Subject selection considers the factors such as the following:
(1) Needed background skills of candidates (previously qualified aircraft);
(2) General flight experience and currency;
(3) Test requirements such as location, short notice access, and skills needed for subjects;
(4) Technical areas, qualifications, or experience that subjects should not have to avoid test prejudice;
(5) Eventual FAA geographic or operator related distribution requirements for ASI, APM, and POI personnel; and
(6) Other special experience as needed for a particular program.
i. During preparation for testing and evaluation of results, appropriate Aircraft Certification Flight Test Branch coordination is accomplished so that flight characteristic issues and, in particular, special flight characteristics can be suitably identified and addressed.
NOTE: Tests T1 and T2 must be conducted in the candidate aircraft for the determination of training, checking, and currency requirements. A simulator may be used for FSB selected T-tests that involve partial task evaluation of systems or components, which do not directly relate to aircraft handling qualities or core pilot skills. These types of tests would normally require only a training device with no visual or motion capabilities. The FSB chairman may elect to use a simulator before its qualification by the National Simulator Program (NSP).
2. PILOT TYPE RATING DETERMINATION THROUGH ANALYSIS-LEVEL A OR B TRAINING ONLY.
a. Typically, with the introduction of a new aircraft, or when training credit is sought in a comparison of a base and candidate aircraft, the T1 through T5 testing process determines pilot type rating. Not all changes or modifications to an aircraft or on occasion, the certification of a related aircraft may require flight-testing to assess their impact upon pilot type rating. Pilot type rating determination through analysis may be considered if the changes do not influence aircraft handling, introduce no significant change to systems operation or pilot procedures, and can be addressed at level A or B training.
b. The analysis process can be used if the aircraft handling has not changed significantly. In most cases, it should be obvious that the change will not affect aircraft handling but if additional data is needed to make the determination, the information can be obtained from the assigned FAA Aircraft Certification Service (AIR) or through the applicant’s flight test data. Following is a list of typical changes evaluated through the analysis process:
Appendix 3
(1) Maximum operating weights (revised aircraft type certificate data sheet (TCDS)).
(2) An engine type or thrust change that does not require significant design changes to aircraft flight controls.
(3) Maximum passenger capacity (revised aircraft TCDS).
(4) Avionic upgrades (Supplemental Type Certificate (STC) or manufacturer production line upgrade).
(5) Proven electronic flight bag installation, (STC or manufacturer production line upgrade).
(6) Passenger to cargo conversions or Freighter variation of passenger aircraft.
c. When the analysis process is completed, it is recorded as a revision to the training courseware and to the existing FSB report for the base and/or candidate aircraft
3. FUNCTIONAL EQUIVALENCE-LEVEL A OR B TEST 1 (T1).
a. Test Purpose. The T1 test is conducted to determine if training level A or B is appropriate between the base and candidate aircraft.
NOTE: If the applicant communicates that the training, checking and currency requirements for the candidate aircraft may exceed level B, the T1 test can be waived and the evaluation process then moves directly to the T2 test. By waiving the T1, the applicant acknowledges that differences exist between the base and candidate aircraft, and may demand that training, checking, and/or currency requirements up to but not exceeding level D are applied.
b. Test Subjects. Test subjects are designated FAA FSB members, trained, experienced, and current on the base aircraft with no differences training for the candidate aircraft. The applicant may provide proficiency training to the designated FSB members before testing begins.
c. Test Process. The applicant initiates the test process when they propose that the minimum training, checking, and currency requirements for the base and candidate aircraft are no greater than level B differences. T1 is typically conducted using one group of test subjects.
Subjects will initially be given a “no jeopardy” flight check for their base aircraft to calibrate performance before taking the pertinent flight check in the candidate aircraft being evaluated.
The flight check undertaken in the candidate aircraft will address the differences between the base aircraft and candidate aircraft. The test may be administered or observed by more than one FSB member to ensure consistency and uniformity of test procedures and common understanding of subject performance and outcomes.
d. Safety Pilot. A “safety pilot,” serving as PIC in the aircraft and functioning as pilot monitoring in either seat, will intervene to prevent damage to the aircraft or to limit maneuvers that endanger safety of flight.
Appendix 3
e. Successful Test. FSB members decide the outcome of the T1 test consistent with previously agreed upon criteria. The FSB determines the areas of differences training required and specifies necessary devices or training limitations. If the T1 test is passed, the pertinent aircraft pairs are assigned to level A or level B training differences. Successful completion of T1 results in the designation of a same or a common pilot type rating.
f. Failure of Test. If the T1 test is failed and retesting is not considered, level A or B cannot be assigned. This generally requires completion of T2 and T3. If requesting training credit, the applicant may ask for and receive credit for those items passed in T1. T1 retesting may be considered at the discretion of the FSB.
4. HANDLING QUALITIES COMPARISON BETWEEN AIRCRAFT-TEST 2 (T2).
a. Test Purpose. The T2 test compares handling qualities between the base and candidate aircraft. At the discretion of the FSB chairman the T2 test may be completed through analysis, without requiring an aircraft flight. Determining if the analysis process can be used requires verification that the aircraft handling has not changed significantly as described in the “test process”. In most cases, it should be obvious that the change will not affect aircraft handling but if the determination requires additional data, the information is obtained from the assigned FAA Aircraft Certification Office or through the applicant’s flight test data. With FAA agreement, elements of T2 may be incorporated within the T3 test to verify that an advanced simulator or aircraft training is not needed to address handling qualities.
NOTE: If T2 is conducted on an aircraft that is expected to require a separate pilot type rating with CTLC, credit will be validated by using the T6 process.
b. Test Subjects. Test subjects are designated FAA FSB members, who are trained, experienced and current on the base aircraft with no differences training for the candidate aircraft. Training to proficiency may be provided to the designated FSB members by the applicant before the start of testing.
c. Test Process. The applicant initiates the test process when they analyze available flight or simulation test data, and aircraft design or system differences, and determine that handling similarities exist between the base and candidate aircraft. From this determination the applicant makes their T2 proposal. Before the test, representatives of the FSB review the T2 test profile to ensure that critical handling quality aspects of the candidate aircraft are examined. The flight evaluation consists of relevant parts of a proficiency check as determined by the FSB chairman.
T2 consists of a comparison between selected pilot certification flight check maneuvers (normal and nonnormal) administered first in the base aircraft (using either the actual aircraft or a level C or D simulator) then in the candidate aircraft. Although T2 testing should always be accomplished in the candidate aircraft, some portions that significantly affect aircraft safety, such as flight control failures, may be conducted in a simulator suitable for the test. Subject pilots are evaluated on performance of required maneuvers consistent with standards set by 14 CFR and an assessment of the degree of difficulty in performing maneuvers in the candidate aircraft compared to the base aircraft. The test may be administered or observed by more than one FSB Page 6
Appendix 3 member to ensure consistency and uniformity of test procedures and common understanding of subject performance and outcomes.
d. Safety Pilot. The safety pilot serving as PIC in the aircraft and functioning as pilot monitoring in either seat, will intervene to prevent damage to the aircraft or to limit maneuvers which endanger safety of flight. The safety pilot can only assist the subject pilot in areas unrelated to the handling qualities determination. For example, the safety pilot can remove impediments to progression of the test but cannot fly, coach, or train the subject on any aspect of the test related to handling, vision cues, or motion cues. The safety pilot may not actuate primary flight controls during the evaluation, or instruct, lead, or coach test subjects in any manner. The safety pilot may:
(1) Perform all routine pilot monitoring duties.
(2) Set up or adjust systems including those normally operated by the pilot flying in accordance with pretest agreements.
(3) Address or resolve procedural impediments.
(4) Manage and satisfy checklists.
(5) Make normal call outs.
e. Successful Test. The FSB members decide T2 test outcome consistent with previously agreed upon criteria. Acceptable pilot performance in completion of designated maneuvers, without differences training, establishes that the candidate and base aircraft are sufficiently alike in handling characteristics to permit assignment of level B, C, or D. The test process can then advance to differences training and the T3 test.
f. Failure of Test. Failure of T2 means that major handling differences exist during critical phases of flight or that numerous less critical differences were identified that warrant training in a full flight simulator or aircraft. Accordingly, level E differences will be assigned and the FAA will issue a separate pilot type rating. With a T2 failure, the next step in the testing process is T5 to validate level E requirements and the proposed training course. Failure of the T2 does not necessarily mean that the base and candidate aircraft do not share a high degree of system and/or handling commonality. The applicant may elect to use the data collected during the T2 process to justify approval of a shortened pilot type rating course for pilots that are trained on the base aircraft and are transitioning to the candidate.
5. SYSTEM DIFFERENCES TEST AND VALIDATION OF TRAINING AND CHECKING- TEST 3 (T3).
a. Test Purpose. Test 3 is used to evaluate the proposed differences training, checking, and training devices at levels B, C, or D.
b. Test Subjects. Test subjects are designated FAA FSB members, trained, experienced, and current on the base aircraft and have completed the applicant’s proposed differences training Page 7
Appendix 3 in the candidate aircraft. Training to proficiency may be provided to the designated FSB members by the applicant before the start of testing.
c. Test Process. T3 is a system differences test and a validation of training and checking. It is used when the equivalent handling test (T2) is successfully completed or when T2 is being incorporated as part of T3. T3 is administered in two phases following differences training of a pilot in the candidate aircraft.
(1) First Phase. The successful completion of a pilot certification flight check to assess pilot knowledge, skills, and abilities pertinent to operation of the aircraft being tested. If a full check is proposed, the tests are similar to those used for T1 as described in paragraph 2 above. If a partial check is used, the process is similar, but the FSB determines the test items based on the applicant’s proposals. The first phase will include either a proficiency check as defined by 14 CFR, partial proficiency check, or individual aircraft system operation check administered to pilots in the simulator or candidate aircraft. The check is administered assuming currency in the base aircraft and completion of the proposed training in the candidate aircraft.
(2) Second Phase. Line oriented flying (LOF) following completion of the flight check.
The LOF phase of the test is used to validate the training and checking being proposed, fully assess particular difference areas, examine implications of mixed fleet flying, assess special circumstances such as minimum equipment list (MEL) effects, and identify the effects of pilot errors potentially related to the differences. The test is done in a real line flight environment that includes typical weather, routes, airports, air traffic control (ATC), and other factors that are characteristic of those in which that aircraft will be operated. LOF tests may be conducted in test aircraft, simulators, or with a combination of these in conjunction with function and reliability certification tests. The LOF portion of the test may be used to evaluate complex issues or issues that cannot be fully detailed in a brief flight check since a check only samples pilot knowledge and skills in a limited and highly structured environment. LOF is an integral part of T3 and must be successfully completed before “initial” assignment of difference levels. In developing and selecting scenarios for evaluation consider the following:
• Likelihood of occurrence.
• Possible consequences.
• The timeliness of pilot discovery and correction.
d. Successful Test. The FSB members decide the outcome of the T3 consistent with previously agreed upon criteria and completion of LOF with appropriate pilot performance.
Passing T3 leads to setting respective difference levels and validates differences training and checking at level B, C, or D between related aircraft.
e. Failure of Test. Failure of T3 occurs with either failure of the check, agreed criteria, or unsatisfactory performance during the LOF portion of the test. In certain failure cases, T3 can lead to assignment of level E and a separate pilot type rating. When a T3 failure is due to deficiencies in the proposed training program, at the discretion of the FSB, T3 may be repeated Page 8
Appendix 3 using d t may lead to the assignment of level E differences:
nces. In the case of by one or more subject’s (pilot) inadequate performance, that is not an individual subject’s ed by the FSB, may lead to assignment of level E differences.
cy test that can be used when an applicant seeks relief from existing FSB currency provisions. In the context of this AC, currency addresses system related aircraft. T4 does not include takeoff and landing recency of experience.
test may ter the aircraft enters into service. In the event the test cannot be done before entry into service, the FSB established limits apply. Criteria that may be ial FSB determinations include the following examples:
(2) Critical nonnormal maneuvers differing between related aircraft (e.g., V1 engine failure, ng or checking event (typically 6 months but demonstration period may also vary by pilot position).
consistent with previously agreed upon criteria. A successful test validates that the proposed less restrictive currency pro
e. Failure of Test. Failure indicates that the proposed less restrictive currency provisions do g may be ifferent test subjects (pilots) following revision of the training program addressing the deficiencies. The following are examples tha
(1) T3 experience or difficulties that show the need for assignment of training levels approaching typical initial/transition levels.
(2) T3 pilot performance that indicates that devices or methods associated with level D are not adequate to achieve training or checking objectives.
(3) Repeated failures of attempts to pass T3 test at level D training differe retesting, new subjects may be required at the discretion of the FSB Chairman.
NOTE: Repeated failure of test at level D differences failure due to sub-par or atypical personal performance as determin
6. CURRENCY VALIDATION-TEST 4 (T4).
a. Test Purpose. The T4 test is a curren procedural and maneuvering differences between
b. Test Subjects. Designated FAA FSB members.
c. Test Process. If an applicant desires a change in the currency provisions, a T4 be conducted. This test may be done before or af used by the FSB to set level B, C, D differences for currency for init
(1) Complex flight critical systems affecting control or navigation.
emergency descent, etc.), requiring one acceptable demonstration/traini
(3) Secondary systems (e.g., Oxygen or auxiliary power unit (APU)).
d. Successful Test. The FSB members decide the outcome of T4 visions are accepted as a means of compliance with applicable rules, provisions of this AC, and/or currency provisions and provide an equivalent level of safety.
not provide an equivalent level of safety. At the discretion of the FSB, retestin appropriate.
Appendix 3
7.
a. ew pilot type rating). It is appropriate when:
m requires validation;
aining credits between two aircraft with different pilot type ratings (a typical goal under shortened training programs); or
(3) T2 or T3 are failed.
b. Test Subjects. Designated FAA FSB members.
edit for commonality with any related aircraft. The applicant develops a training program to qualify and che t
INITIAL OR TRANSITION TRAINING/CHECKING PROGRAM VALIDATION-TEST 5 (T5).
Test Purpose. T5 test validates the applicant’s training course(s) at level E (n
(1) A full initial or transition training/checking progra
(2) An applicant seeks tr
c. Test Process. There are two methods to accomplish the T5 test process:
(1) Full Initial or Transition Training/Checking Program Validation. This method is used when an applicant has developed an aircraft and seeks a new pilot type rating without any cr ck pilots in the candidate aircraft at level E differences. Subjects are trained, given fligh proficiency checks and complete LOF in a process similar to that described in paragraph 5.
(2) Shortened Transition Training/Checking Program Validation. This method is us when an applicant has developed an aircraft and seeks a new pilot type rating and credit for commonality with related aircraft. The applicant conducts a handling ed qualities evaluation based on the applicant’s proposed ODR tables (similar to T2), followed by training and checking program nd comple t is assigned level E differences because of a failure of T3 test at level D differences, credit for successfully passing individual
d. Successful Test. The FSB members decide the T5 outcome consistent with previously agr
e. Failure of Test. Failing T5 Indicates the proposed training or checking programs require normally be required.
a. Test Purpose. The applicant uses T6 when they seek credit between related aircraft tow validation (similar to T3). Subjects are trained, given flight proficiency checks a te LOF in a process similar to that described in paragraph 5.
NOTE: When an aircraf elements of the T3 test may be used as justification for not duplicating those elements in the T5 test.
eed upon criteria. A successful outcome of T5 validates the proposed training and checking programs.
modification. A retest by mutual agreement between the FSB and applicant would
8. COMMON TAKEOFF AND LANDING CREDIT (CTLC)-TEST 6 (T6).
ard the takeoff and landing recency of experience requirements of the applicable 14 CFR parts.
Appendix 3
of operational pilots. The participants’ experience levels, pilot type ratings and airplane currency sho ot hese tests.
establishment of final landing configuration). The applicant should consider the effects on the takeoff and landing maneuvers for the designing the T6 test:
A Test Standards (PTS) by demonstrating that an equivalent level of safety can be maintained when full or partial credit for takeoffs and landings is given between the related airc ormance relative to the FAA PTS demonstrates an equivalent level of safety cannot be maintained when either full or partial credit for takeoffs and ndings is given between the related aircraft.
b. Test Subjects. The test should consist of a sufficient number of pilots not trained or qualified in the candidate aircraft. These subjects will be drawn from the manufacturer, industry and the FAA that the FSB determines will represent a statistically relevant cross-section uld reflect the proficiency difference levels needed to validate testing assumptions.
c. Test Process. Test subjects are first provided refresher training in the base aircraft to establish a baseline of proficiency. This training may be accomplished in an approved C or D full flight simulator. The subject is then tested in the candidate aircraft, without any training in it, accomplishing a minimum of three takeoffs and landings without use of the autopilot. It may n be practical to conduct some tests in an aircraft. A simulator may be used to conduct t Test subjects should be evaluated on their ability to fly the aircraft manually through takeoff, initial climb, and approach and landing (including the following factors when
(1) Aircraft weights.
(2) Aircraft center of gravity.
(3) Takeoff and landing crosswinds.
d. Successful Test. The FSB members decide the outcome of T6 consistent with the FA Practical raft.
e. Failure of Test. The test subjects’ perf la
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