Tests which the foreign language competence of the learner are the chief focus of the discussion, and the following aspects of such tests are discussed: purpose level, type, selection, form, gradation, order, number of items, administration of test, correction, and validation. (FB)

Paper prepared by a committee of North York (Canada) French teachers for discussion at one of their recent professional development sessions. (DS)

Describes a teaching experiment at Carleton University, Ottawa, Canada. Study reported in this paper was supported by a Commission on Undergraduate Teaching and Learning, Faculty of Arts, Carleton University. (DS)

Suggests a functional definition of levels in the preparation of proficiency tests which would test the student's ability to operate in a specified sociolinguistic situation with specified ease or effect. Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American Education. (AMM)

Talk given at the Sonnenberg International Conference, October 31, 1969. (DS)

Based on a paper delivered at the Canadian Linguistics Association Congress held in Toronto, Canada, June 10-13, 1969. (DS)

Identifies different types of tests and then treats evaluation tests at some length. Emphasizes that there is no such things as a universal test, which can be used to measure the second-language competence of any group of people," and that tests are only useful for the group they were designed to measure." (FB)

Second language teaching in Germany, as described in this article, follows the "moderate direct method" and has the principle aim of enabling the students to express their own ideas in the foreign language. (FWB)