Discusses the importance of fairness in evaluation studies of second-language programs and the potential for misinterpretation of studies which are not program-fair. Strategies designed to overcome this problem from the perspective of standardized tests include: specific tests for each program, program-specific plus program-neutral measures,…

Examines key descriptors of competency-based education in light of critiques from the fields of curriculum theory, adult basic education, and second-language acquisition theory. Included is a discussion of: behavioral orientation; student-centered instruction; demonstrated mastery; and modularized instruction. (Author/CB)