Two studies are reported that examined translation from second language to first language as a testing procedure. Results suggest that the widespread rejection of translation as a language testing procedure by teachers and testers is probably not warranted on psychometric grounds, but that it should be used with extreme care. (10 references)…

Tests the hypothesis that there is no monotonic relationship between increasing competence in different linguistic domains and growth in second-language proficiency. The article concludes with an introduction to some assessment models that can accommodate discontinuous growth patterns. These models can describe and model a student's qualitative…

Proposes a text-driven method for the deletion procedure in cloze passages. An appropriate passage for the proficiency level of the subjects was developed, with the standard cloze and eight different versions. Results suggest that this method is superior to the fixed-ratio deletion method on some grounds and that the differences among subjects'…

Discusses the three main approaches to defining language knowledge and use: (1) the structural approach, (2) the functional approach, and (3) the general proficiency approach. Asserts that each approach has specific consequences for language testing and that no one approach can claim to be the only way of representing that knowledge. (Author/SED)

Investigated the impact of performance conditions on perceptions of task difficulty in a test of spoken language, in light of the cognitive complexity framework proposed by Skehan (1998). Candidates performed narrative tasks whose characteristics and the conditions under which they were performed were manipulated, and the impact of these on task…

Discusses the development of an interview test of English proficiency in the 0 to 1+ range on the Australian Second Language Proficiency Rating Scale. Items were written toward 29 specified objectives using specially developed algorithms. A sample set of algorithms used in one of the tests and 23 references are appended. (Author/LMO)

Examines what opportunities test takers have to display their knowledge of managing conversations in the second language in two types of tasks: nonscripted interviews and guided role-play activities. Data consists of 30 interviews and 30 role-play activities between near-native examiners and intermediate learners used in language exams in Hungary.…

Considers the ecological validity of tests in predicting the effects of speech and language impairment on communicative performance in real-world settings and the need for systematic observation of communicative behaviors, particularly of individuals from other cultures. Discusses whether standardized testing and systematic observation are…

Uses structural equation modelling to examine the relationship between learning strategy use and second-language test performance (SLTP) in 1,382 high- and low-ability test takers. Results showed metacognitive strategy use and SLTP models produced similar factorial structures for each group; cognitive strategy use models differed. This suggests…

Pragmatic proficiency has been incorporated in the EFL teaching and testing syllabi in China, but the corresponding tests still focus on linguistic competence. The gap between the teaching and testing is mainly due to the lack of generally accepted measures of communicative abilities such as pragmatic competence. This study developed a…

In this article, I describe a practical application of the Roussos and Stout (1996) multidimensional analysis framework for interpreting group performance differences on an ESL reading proficiency test. Although a variety of statistical methods have been developed for flagging test items that function differentially for equal ability examinees…

Presents a study of how well a set of language proficiency self-ratings fit the predictions of a probabilistic measurement model known as the Rasch Model. Applies the principles of the model to scalar rather than binary item response data. Concludes that scalar analysis of this kind is feasible with self-rating data. (Author/SED)

Argues that language tests employing methods not fair to all test takers are unethical. Ways of reducing sources of unfairness in language testing is discussed. (15 references) (Author/CK)

Classical test theory and correlational techniques such as factor analysis have been unable to deal with many language tests' measurement problems. The Partial Credit Model, a latent trait model for the analysis of data scored in ordered categories, is used to construct and analyze an oral interview test of English as a Second Language. (28…

Examines whether raters distinguish writing expertise and second-language proficiency while evaluating ESL compositions. Multivariate analysis indicated that both expert and novice teachers distinguished between these skills. Descriptive analysis revealed 28 common decision-making behaviors that varied significantly with the teacher's level of…