Addresses modern language teachers, especially of French, on the notions of objectivity and subjectivity, and the problems of testing knowledge. Specific written and oral measures are discussed, and a glossary of testing terms is provided. (Text is in French.) (MSE)

Describes efforts to design a method of assessing community college students' entry-level writing skills, which compared the predictive validity of three methods of evaluating writing skills: writing samples, objective tests, and self-assessments. Results of these scores were correlated with students' success in writing courses. (CAM)

The discussion centers around the amount and kind of participation that should be asked of a student taking reading and oral comprehension tests. For each test there are four levels of participation; zero, limited, extended, and complete. The test designer should create a situation which will encourage the subject to give maximum expression,…

This news letter summarizes language research in composition, writing skills, and linguistic usage carried out over a three year period (Grades 4, 5, 6) with a sample of Swedish students. Subjective assessment of student compositions was carried out. The marks from these assessments will serve as criteria in evaluating various objective measures.…

This handbook describes the nature, uses, and limitations of the Modern Language Association of America (MLA) language proficiency tests for teachers and advanced students. The proficiency tests are examined in seven areas of language teaching competence: listening comprehension, speaking, reading, writing, applied linguistics, civilization and…