The prime contention of this paper is that applied linguists are capable of making a more substantial contribution than they have hitherto to the field of Language Skills Measurement. (Author)

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)

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)

Reports the procedure followed by members of the Testing and Evaluation Section, Schools Council Modern Languages Project, York, in producing test batteries to accompany the Nuffield/Schools Council language courses, the French course "En Avant" in particular. (RM)

Students and teachers are dissatisfied with sixth form language instruction and examinations, claiming that their purposes and goals are confused and not clearly articulated. The suggested new emphasis involves instruction in various specific and practical modes of written and oral language production, written translation, and reading and…

The problems and advantages of multiple-choice tests in German at A-level are discussed. (CHK)

Alternatives to prose translation as a language test are discussed, and an experimental reorientation test in French given to 128 prospective A level candidates is described in detail. (RM)

A brief comparison of secondary school examination methods in England and the Federal Republic of Germany is made. The Abitur, or examination for the leaving certificate of the German grammar school, is explained, and an Abitur and its results at the German School, the Hague, 1974, are described. (RM)

Examines extent to which teacher control of syllabus content, examination papers and examining techniques is practiced in the Yorkshire Regional Examinations Board's region. (RM)

The A-Level literature exams are criticized for using language that is too vague or too difficult, and concepts too involved or sophisticated for the student. It is suggested that examiners confer with teachers and compose questions that are clear and explicit. (CHK)

An experiment with the British 16-plus examinations in French was intended to investigate the principle of an incline of difficulty in language testing and the problems facing an examiner in setting different tests on an incline. The test contained sections on reading comprehension and writing. Results are discussed. (CHK)

Ways to use classroom tests as an aid to students of foreign languages are discussed, with particular reference to retesting. (RM)