It is suggested in this column that trends in language testing in the last 15 years have followed trends in modern language teaching. Language testing adopted the tenets of audiolingualism and contrastive analysis, then incorporated test-making procedures of psychometrics, and finally became more eclectic in its approach. (SW)

Discusses the merits of a practice examination modeled after the final examination administered in German classes at the University of Nebraska. (RL)

Suggests that giving students two copies of a language test allows the student the opportunity to check his answers, know his results immediately, and possibly add points to his original score through self-correction. (CHK)

Cloze testing and language performance is discussed as are two techniques for awarding partial credit: the quick performance measurement and feedback technique and the three-stage scoring hierarchy for partial credit. A figure and tables are included. (EJS)

Summarizes Robert Lado's ideas on language testing and the study of linguistics. (DS)

Provides examples of listening comprehension tests used in England which take into account communicative skill testing. (AM)

It is shown that drilling tends to become contaminated with elements of testing. The two activities are defined, and suggestions are given for designing drills free of testing. (Text is in German.) (IFS/WGA)

Advocates the study of poetry in FL classes and suggests methods by which students could be tested on poetry. (KM)

Suggests a monolingual, strictly oral "multiple choice" testing system, with suggestions regarding method, correcting and grading. (Text is in German.) (IFS/WGA)

Discusses the value of self-evaluation to the adult second language learner; the tools of self-evaluation; and the relationship of self-evaluation to other forms of evaluation, to learning, and to instruction. (AM)