Considers the nature of receptive language proficiency, the nature of performance on language tests, and possible improvements in receptive language testing. Emphasizes how testing of reading comprehension and testing of listening comprehension raise similar concerns which should be addressed in the design of receptive language tests. (SED)

Responds to Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency." Approaches Canale's three points of discussion from a textual point of view. Discusses the kinds of language materials likely to be encountered in texts at selected proficiency levels and how this material may be tested. (SED)

Reacts to Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency," concentrating on three areas: (1) the nature of the receptive skills and the requirements of a valid instrument to measure them, (2) the design features that are consistent with his test design principles, and (3) adaptive testing…

Examines the suggestions found in Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency," in the light of a possible U.S. Government's Interagency Language Roundtable receptive skills proficiency test which must supply the answer to the question of how well an individual can understand a particular…

Discusses foreign language testing methods, particularly of receptive skills, and how the choice of method for any particular government agency is subject to the constraints imposed by the following factors: (1) method of correction, (2) ease of production and number of exam versions required, (3) content of the test, and (4) administration of the…

Discusses Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency," focusing on the third section, "Suggestions for improvements in receptive language testing." Considers such areas as: (1) level descriptions for academic use, (2) item and item types, and (3) validation. (SED)