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

Examines objectivity as a criterion for excellency in language tests through a critical presentation of the characteristics of objective tests. This examination leads to a discussion of what the best approach to testing language might be, endorsing a combination of integrative and objective techniques. (Author/MES)

Explains unique features of a Branched Program Achievement Test for college French students, and presents data that validate the testing strategy and demonstrate the value of the test as a placement instrument. (JB)

Statistical analysis tools in language testing are described, chiefly classical test theory and item response theory. Computer software for statistical analysis is briefly reviewed and divided into three tiers: commonly available; statistical packages; and specialty software. (Author/VWL)

Reviews research on the use of the "T-Unit" as a measure of language ability, demonstrating that the measure has limited utility in the case of second language, since it bases itself solely on syntax and does not reward speakers for sophistication in such areas as vocabulary. (Author/CB)

Discusses an attempt to derive, use, and partially validate (for one area of language use) a theoretical approach to the design of language-use tests, also called "explicit direct testing." (EKN)

Discusses the issue of oral communication tests through an account of an oral test administered to nearly 1,000 students at Yarmouk University Language Center. The ways in which the institution attempted to overcome problems in the oral test's feasibility, validity, and reliability are presented. (Author/CB)

Considers the validity of Widdowson's discourse model of communicative competence and performance as the basis for developing tests of reading. Describes basic structure of the model and attempts to add to original description in such a way that is possible to design an operational test of the model components. The purpose of the model validation…

Proposes a new type of oral test, based on Grice's Co-operative Principle and its dependent maxims, to measure communicative competence. Describes the design, administration, and scoring of this timed, multiple-choice test and gives sample test materials. Discusses applications to testing languages for special purposes and ways of presenting the…

Describes the development of the Secondary Level English Proficiency (SLEP) Test specifications and the performance of each item type during administration of the test in other countries. Innovative formats such as multiple-choice cloze and multiple-choice dictation are discussed and described. In addition, the findings of a validity study…

Discusses the change from an emphasis on structural forms to language functions in teachig English as a second language and the problems it presents for test writers. Suggest that criterion-referenced tests may provide an alternative to test construction and scoring procedures fr the new communicative tests of ESL. (SED)

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)

Discusses the applications of summative rating scales to assess frequency of language learning strategy use, describing the most widely employed strategy scale, the English-as-a-Second-Language/English-as-a-Foreign-Language version of the Strategy Inventory for Language Learning (SILL). Studies of strategy use frequencies and factor analytic…

This article proposes a new type of pronunciation test, based on the variability principle and language continuum paradigm developed by Tarone (1983, 1985). Trials with 80 elementary and 73 university students indicate that the test distinguishes between subjects with and without phonetic training and is generally reliable and valid. Contains 31…

Evaluates John Oller's contribution to a theory of language testing, particularly his provision of detailed empirical work. Argues that Oller's work is of sufficient importance for serious flaws to be noted. Three flaws are discussed in the areas of communication, pragmatics, authenticity, and the unifactorial/one best test approach. (Author/SED)