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| Heyneman, Stephen P., Ed. | 1 |
| Lindblad, Torsten | 1 |
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| Postlethwaite, T. Neville | 1 |
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Lindblad, Torsten – 1985
Six basic questions that are important to consider in foreign language testing are often taken for granted: (1) What is it that a student "knows" when he or she has acquired a foreign language, and is it measured in qualitative or quantitative terms or both? (2) What are the roles of skills and attitudes in learning a foreign language?…
Descriptors: Communicative Competence (Languages), Educational Objectives, Elementary Secondary Education, Foreign Countries
Download full textPostlethwaite, T. Neville – 1986
The use of standardized testing in secondary schools (with students between 10 and 19 years old) is described for four European countries: (1) England; (2) West Germany; (3) the Netherlands; and (4) Sweden. In the decentralized English system, several published standardized tests are available; they are used less at the secondary level than in…
Descriptors: Achievement Tests, Educational Policy, Foreign Countries, Intelligence Tests
Marklund, Sixten – 1984
Individual standardized test scores in major school subjects can be combined to evaluate school programs and systems. Recently, Sweden experimented with such a practice. Test scores in different subjects (Swedish, English, mathematics) were gathered, units of different size (schools, municipalities, regions) were compared, and inter-school…
Descriptors: Academic Achievement, Achievement Tests, Comparative Analysis, Educational Assessment
Heyneman, Stephen P., Ed.; Fagerlind, Ingemar, Ed. – 1988
In September 1984, the Chinese government asked the Economic Development Institute of the World Bank to assist the officials of the Chinese Ministry of Education in thinking through some policy options for examinations and standardized testing. This document summarizes the descriptions of testing programs and advice provided to these Chinese…
Descriptors: Academic Achievement, Admission Criteria, College Admission, College Entrance Examinations
