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Download full textOSMAN, NEILE – 1965
READING AND WRITING SKILLS CAN BE TESTED OBJECTIVELY WITHOUT USING TRADITIONAL TRANSLATION TESTS. WHEN READING FRENCH, STUDENTS NEED TO RECOGNIZE WORDS IN BOTH UNINFLECTED AND INFLECTED FORMS TO ATTACH MEANING TO WORDS IN CONTEXT, AND TO REACT TO THE MEANING IMPLICATIONS OF FRENCH SENTENCE STRUCTURE. WHEN WRITING FRENCH, THEY NEED TO PRODUCE…
Descriptors: Achievement Tests, Diagnostic Tests, French, Group Testing
Peyser, Turkan Kumbaraci
The possibility of using translations of American reading tests for the evaluation of pupils belonging to different foreign groups was explored. Two parallel forms of a reading comprehension test geared to United States high school graduates and college entrants and the translations of these into Turkish and the relative retranslations back into…
Descriptors: College Freshmen, Content Area Reading, Culture Fair Tests, Foreign Students
Peer reviewedSawyer, Diane J.; And Others – Reading Teacher, 1986
Examines The GAR, which is intended as a group assessment of reading ability for elementary and secondary school students in the areas of reading level, comprehension, study skills, and reading interests. Concludes that the test has many shortcomings. (FL)
Descriptors: Elementary Secondary Education, Group Testing, Informal Reading Inventories, Reading Comprehension
