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…

Lists five objectives in creating an item bank for language proficiency test items and describes the design of an item bank card. Briefly discusses item analysis and population distribution in this system and points out the numerous advantages of the system and conditions for its success. (PMJ)

The research reported in this paper is concerned with the ability of students of English as a second language (ESL) to apply cognitive skills in reading. The paper focuses on: (1) a validation study of an experimental test designed to measure Piagetian concrete operations in reading and (2) the effects of the paragraph types (additive or…

This report describes the development, construction, and validation of the Preliminary Chinese Proficiency Test (Pre-CPT), a standardized, nationally-normed test of listening and reading comprehension for beginning-level native English-speaking learners of Chinese as a second language. The Pre-CPT was designed as a lower-level version of the…

Speaking a second language is probably the most difficult skill to test in that it involves a combination of skills that may have no correlation with each other, and which do not lend themselves to objective testing. In addition, what can be understood is a function of the listener's background and ability as well as those of the speaker. Another…

An oral testing method used in an intensive high school Spanish program is based on a model of communicative competence positing four forms of competence: strategic; sociolinguistic; discourse; and linguistic. All oral domains but linguistic are tested in the first and second years. In the first year, benchmark testing occurs. The rubric used has…

A good knowledge of English vocabulary is important for anyone who wants to use the language, so knowledge of vocabulary is often tested. A test may test one or all of the types of vocabulary (active spoken, active written, passive listening, and passive reading), but the test maker should be aware of the differences among the types and which is…

Intended to help prepare teachers and students for the January 1987 diploma exams, this bulletin presents useful information about the design, parts and scoring of French language and literature tests by describing and including scoring guides and sample questions. A schedule of administration and scoring dates is included in the bulletin. This…

This collection of essays on measurement theory and language testing includes: "Computerized Adaptive Testing: Implications for Language Test Developers" (Peter Tung); "The Promise and Threat of Computerized Adaptive Assessment of Reading Comprehension" (Michael Canale); "Computerized Rasch Analysis of Item Bias in ESL…