A brief summary of this conference, focussing on foreign and second language testing, is given. Topics covered include: publishers' tests, semantic aspects of error analysis, factor analysis and language proficiency, learning style identification, the foreign language placement test of the U.S.A.F. Academy, assessment of language dominance, and…

Reports a study wherein a foreign language aptitude test was used to group German students beginning English language instruction in three types of German intermediate schools. Students were tested periodically to determine if the groups originally established were maintained. By the end of the second year, they were not. (PMJ)

An experimental year of oral testing using the language laboratory at Victoria University is described. A new first-year 12-credit course is primarily a language course based on audiovisual/lingual methods. The content, evaluation, and administration of oral expression tests and performance tapes are covered. (SW)

Two small-scale studies of foreign language test validity are reviewed. The teacher variable is found to be the great threat to test validity, even when grammatical material is presented in the language laboratory. Suggestions for compensating for teacher influence are offered. (JB)

An attempt was made to evaluate the effectiveness of a standard one-year advanced English course at Haifa University by administering the same English comprehension test to students before and after the course. Results show that the higher the initial level of the student, the higher his improvement score. (CHK)

Describes a self-pacing procedure for helping students of diverse backgrounds handle the materials of a composition course in English as a second language. Sample instructional materials are appended. (JB)

An experimental test consisting of dialogue with intermittent pauses for responses and a white noise accompaniment was given to non-English speakers who were candidates for admission to the English Department at Bar Ilan University in order to evaluate aural comprehension. Development of the test and results are reported. (RM)

Defends the use of multiple-choice language tests against Pickering's criticism in a previous issue of this journal. (CHK)

Suggestions are offered for improving the conditions under which English is taught in secondary schools in France. Scheduling, class size, in-service training needs, and teaching methods are treated. The importance of test-oriented instruction in determining students' language proficiency is discussed. (JB)