Current practice in language testing has not yet integrated classical test theory with assessment of language skills. In addition, language testing needs to be part of theory development. Lack of sound testing procedures can lead to problems in research design and ultimately, inappropriate theory development. The debate over dimensionality of…

The role of item response theory (IRT) in determining the validity of second language tests is examined in the case of one specific test, the listening subtest of the Occupational English Test (OET), used in Australia to measure the language skills of non-native English-speaking health professionals. First, the listening subtest is described. Then…

Computerized adaptive testing for language teaching and learning takes advantage of two properties of the computer: its number-crunching and multiple-branching capabilities. Adaptive testing has also been called tailored testing because it aims at presenting items that suit the student's competence and that are informative, using an item bank and…

Three research studies conducted at Thai universities involving language testing and courses in General English and English for Academic Purposes (EAP) are discussed. The first study examined the predictive validity of different types of language tests on academic achievement in General English and EAP courses. It found that the test format, as…

This study investigates the validity of second language vocabulary tests, and whether or not test scores accurately reflect the quality of language behavior in real-life situations. It attempts to prove the validity of vocabulary testing by comparing test scores to indices of vocabulary richness in second language production. The student subjects…

The first in a planned series of three annual evaluations of an innovative French second language program in a Quebec (province) school district includes a brief program description, discussion of the evaluation methodology, and presentation of the results of the Spring, 1984 testing that is the focal point of the evaluation. The evaluation…

While a broad range of tests is available for second language testing, two of the basic approaches are developmental and non-developmental testing. The former is based on psycholinguistic evidence that language development is systematic, with all learners progressing through the same stages. The latter includes content selected in an ad hoc…

The effectiveness of the Second Language Institutes, summer programs designed to instruct educators of limited English proficient children in languages, cultural awareness, and assessment methods, was evaluated. Data were collected through site observation and interviews, and questionnaires completed by institute participants and their…

Scholastic and personal characteristics of students undertaking exit competency examinations are investigated. Research questions concerned: what the tests measure, whether the tests provide unique information or are duplicating other easily obtained measures, whether it is possible to increase the probability of student success by controlling…

The status and priorities of the teaching of East Asian languages were discussed in eight papers presented at a 1981 conference. The topics addressed include: (1) the need to give language teaching a higher priority as a national concern; (2) the role of the federal government in East Asian language study; (3) the teaching of Japanese, Korean, and…

These placement tests are designed to help teachers determine a students' Chinese reading and writing level and to place them in the appropriate grade level book in the Golden Mountain Reading Series. The tests are divided into two parts: (1) word recognition and (2) reading and writing test. (Author/CFM)

This paper describes an instrument used to assess the receptive language of children. The bilingual child is tested first in the non-dominant language. When the ceiling is reached in the non-dominant language, the tester switches to the dominant language. (The ideal situation would be to give the test in one language one day, then repeat the test…

Three major stages in the development of language testing have been identified and correlated with corresponding stages in teaching. These are: (1) the pre-scientific stage associated with the grammar-translation method; (2) the psychometric-structuralist stage concomitant with the audio-lingual method; and (3) the integrative-sociometric stage…

This pamphlet discusses the need for reliable standardized tests for the selection and classification of Welsh-dominant students in Wales and for the evaluation of their language skills. Because of the correlation in performance, the standardized word-recognition test described here applies to predominantly Welsh-background individuals and not to…

A bilingual language test was constructed and standardized on 384 children in three groups: Spanish-speaking Mexican-Americans, English-speaking Mexican-Americans, and Anglo-Americans. The three groups' scores were significantly different. Data on parents' income and education was obtained and compared to the children's test performance. No…