Describes five techniques to be used in the evaluation of writing and as exercises in foreign language teaching: the so-called free response to problems presented, fill-in blanks, construction form, alternative form, and association form. (IFS/WGA)

This discussion of psychoeducational assessment of hearing-impaired students and the influence of language competence focuses on: the nature of the interaction between cognition and language, the nonpragmatic nature of traditional assessments, approaches to reducing intelligence test bias, pragmatic violations in intellectual assessment, and…

This research project addresses the validity of assessments used to measure the performance of English language learners (ELLs), such as those mandated by the No Child Left Behind Act of 2001 (NCLB, 2002). The goals of the research are to help educators understand and improve ELL performance by investigating the validity of their current…

This comprehensive and easy-to-read book explores both the theory and practice of English-as-a-Second-Language (ESL) assessment and is full of work samples, ideas, organizers, and personal experiences that all readers can use or adapt for their own situations. The primary goal is to provide proven and effective assessment methods. As ESL students…

Discusses the disadvantages of the multiple-choice test and presents an alternative, the multiple-completion test. Four or five choices are given, as usual, but students must determine whether each choice is right or wrong. This test provides the tester with greater flexibility and is more demanding on the students. (Author/PJM)

This text on teaching students with language disabilities is divided into three parts. Part 1 presents the components of speech, language and communication and describes language development. Part 2 describes the language abilities of students with a variety of disabilities. Part 3 provides suggestions for assessment and intervention and discusses…

Reviewed are four tests which classroom teachers can use to assess language performance of learning disabled students, and described are three language programs. (CL)

The workshop paper examines the use of microcomputer packages to analyze spontaneous language samples of children with communication disorders. Advantages of computerized analysis are seen to include time saving, more efficient data management, and increased objectivity. To help consumers determine which programs to buy, four aspects are…

Discusses two requirements for successful use of tests for self-correcting by the learner: (1) the learner must, as quickly as possible, compare the model answers with his own, and (2) the teacher must provide a summary of the learners' achievements and deficiencies. (IFS/WGA)

Previous methods of evaluating listening comprehension have been faulty in that they also tested reading ability and memory, which interfered with the assessment of listening comprehension. A method is proposed which tests students' reactions to statements made in the everyday language of the target language. Results of the method in the…

The psychological and linguistic foundations of the cloze procedure are outlined, and standard approaches and terms used are reviewed. Notes are given on cloze in testing, in relation to language structure, and as a teaching device, focusing on the manipulation of the technique for a variety of purposes and situations. (MSE)

The Denver Developmental Screening Test (DDST) and an expressive language measure were administered to 114 children (aged 24 to 74 months) suspected of developmental difficulties. The DDST did not identify the majority of children who failed the expressive language screening, even after cutoff scores were made more rigorous. (Author/JDD)

This guide is intended to assist individual bilingual vocational training projects improve their approach to program evaluation. The guide presents an overall framework to be used by local project staff and evaluators to establish the scope of evaluation and give direction in meeting local evaluation needs. The guide does not provide a…

Table lists skills for second language learning on one axis and levels of complexity on the other. Uses of table by classroom teacher in assessment are discussed. (RM)

An alternative model for the 16+ examinations presently being tested by examining boards is suggested which would allow for differing levels of achievement for different student populations. (RM)