It is suggested in this column that trends in language testing in the last 15 years have followed trends in modern language teaching. Language testing adopted the tenets of audiolingualism and contrastive analysis, then incorporated test-making procedures of psychometrics, and finally became more eclectic in its approach. (SW)

Discusses differences in second language students which account for differences in success. Four factors--intelligence, parental support, previous experience and language aptitude--were used in the York study to predict language learning success. Results of those tests are discussed. (RM)

Suggests that giving students two copies of a language test allows the student the opportunity to check his answers, know his results immediately, and possibly add points to his original score through self-correction. (CHK)

Cloze testing and language performance is discussed as are two techniques for awarding partial credit: the quick performance measurement and feedback technique and the three-stage scoring hierarchy for partial credit. A figure and tables are included. (EJS)

Two kinds of objective tests are discribed which are fairly easy to construct and which stress overall language ability and language predictability. Cloze tests involve filling in passages from which every nth word is missing; noise tests the interpretation of recordings on which noise is superimposed. (RM)

A definition of objective test items is given. The disadvantages and advantages of objective tests are discussed, and some examples of objective items are given. Hints on writing objective items are offered, and some non-objective items are discussed. (RM)

It is suggested that for checking purposes, "Questions and Answers" should accompany, in the form of a class work blank, the study of a given text. Justification is given, possible objections refuted. An example shows how such work can be quickly corrected and evaluated. (Text is in German.) (IFS/WGA)

It is shown that drilling tends to become contaminated with elements of testing. The two activities are defined, and suggestions are given for designing drills free of testing. (Text is in German.) (IFS/WGA)

This Spanish lesson consists of a text concerning a wedding whose preparations were chaotic, followed by exercises for learning vocabulary and testing comprehension. (Text is in Spanish.) (CHK)

Discusses diversity which has arisen in testing of productive skills at GCE O level. Criteria to apply in assessment of foreign language acquisition, and writing and speaking tests in particular, are discussed, as well as the weighting of writing and speaking at O level. (RM)

Abridged version of Tolstoy's story, "A Shark," is used for reading and listening comprehension tests. The tests stress correct pronunciation, accent, and memorization of phrases. (HK)

Advocates the study of poetry in FL classes and suggests methods by which students could be tested on poetry. (KM)

Discusses the value of self-evaluation to the adult second language learner; the tools of self-evaluation; and the relationship of self-evaluation to other forms of evaluation, to learning, and to instruction. (AM)

Critizes the Norm Book for French Final (Abitur) Examination 1975 for German Schools, as to its arrangement and some resulting difficulties; also for its over-emphasis on written work over speaking. Additional publications are needed to make the existing requirements more specific. (Text is in German.) (IFS/WGA)